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How Can Psychological Assessment Inform Classroom Practice? The Role of the School Psychologist in Canadian Schools

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Leading Student Assessment

Part of the book series: Studies in Educational Leadership ((SIEL,volume 15))

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Abstract

This chapter explores the ways in which psychologists contribute to classroom practice in Canadian schools. Psychologists have a foundational understanding of the psychological processes that influence learning and behavior. Engaging in assessment practices and recommending intervention strategies that are evidence-based allow for the prevention and early identification of risks in order to maximize positive outcomes. By working collaboratively with school psychologists, teachers can gain the information required to set appropriate expectations and develop programs for students with special needs. Other contributions including the development of policies for educational and mental health services for schools and communities are noted.

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Authors and Affiliations

  1. University of Calgary, Calgary, AB, Canada

    Joan Jeary

  2. University of Western Ontario, London, ON, Canada

    Vicki L. Schwean

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  1. Joan Jeary
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  2. Vicki L. Schwean
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Correspondence to Joan Jeary .

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Editors and Affiliations

  1. , Faculty of Human, Social and Educational, Thompson Rivers University, McGill Road 900, Kamloops, V2C 5N3, British Columbia, Canada

    Charles F. Webber

  2. , Department of Educational Psychology, University of Alberta, Edmonton, T6G 2G5, Alberta, Canada

    Judy L. Lupart

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Jeary, J., Schwean, V.L. (2011). How Can Psychological Assessment Inform Classroom Practice? The Role of the School Psychologist in Canadian Schools. In: Webber, C., Lupart, J. (eds) Leading Student Assessment. Studies in Educational Leadership, vol 15. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1727-5_6

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