The California School Psychologist

, Volume 7, Issue 1, pp 3–5 | Cite as

The California School Psychologist as a Quintessential Resource

  • Shane R. Jimerson


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  1. Hass, M., & Osborn, J. (2002). Using a formative program portfolio to enhance graduate school psychology training. California School Psychologist, 7, 75–84.Google Scholar
  2. Ho, B. S., Robinette, S. J., & Gonzales, R. (2002). An applied research study of family-centered practices in an ethnically diverse elementary school. California School Psychologist, 7, 27–38.Google Scholar
  3. Jimerson, S. R., Ferguson, P., Whipple, A. D., Anderson, G. E., & Dalton, M. J. (2002). Exploring the association between grade retention and dropout: A longitudinal study examining socioemotional, behavioral, and achievement characteristics of retained students. California School Psychologist, 7, 51–62.Google Scholar
  4. Knotek, S. E., Babinksi, L. M., & Rogers, D. L. (2002). Consultation in new teacher groups: School psychologists facilitating collaboration among new teachers. California School Psychologist, 7, 39–50.Google Scholar
  5. Pavelski-Pyle, R. (2002). Best practices in Kindergarten readiness assessment. California School Psychologist, 7, 63–73.Google Scholar
  6. Sandoval, J., Antunez-Bellatin, M., & Lewis, S. (2002). Using the DAS nonverbal scales with Spanish-speaking children. California School Psychologist, 7, 7–25.Google Scholar

Copyright information

© California Association of School Psychologists 2002

Authors and Affiliations

  • Shane R. Jimerson
    • 1
  1. 1.University of CaliforniaSanta BarbaraUSA

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