The aim of this study was to investigate how first-year students view the purpose of tutorial groups in problem-based learning. In all, 147 students from 24 groups participated, providing 399 statements. Data were analysed using thematic analysis. The results showed a focus on both learning and social influence. Learning involved the tutorial as…

"School Psychology: A Blueprint for Training and Practice III" ("Blueprint III"; Ysseldyke et al., 2006) represents a model for future school psychology instruction and practice. This model illustrates how, along a continuum of skill development from "novice" to "expert," school psychologists can develop professional competencies that support…

Investigated diagnostic problem solving of doctoral and nondoctoral school psychologists, educational diagnosticians, and school psychology graduate students (n=125) through use of computer simulation of typical school referral problem and verbal retrospective think-aloud protocol. Results suggest that education and experience were unrelated to…

Investigated the effects of model status and various symbolic modeling procedures on brainstorming behavior in female undergraduate education majors (N=136). Results indicated that more solutions were produced by the experimental and higher-status model groups than by the control and peer model groups. (LLL)

Responses to a writing therapy questionnaire by 25 psychologists indicated how and why they used writing in their work. Three-fifths of the psychologists used writing frequently, two-fifths infrequently. Most of the counselors reported that clients reacted quite positively to requests that they engage in writing. The most commonly used forms of…

Standards for the accreditation of training programs in school psychology have been developed by several organizations including the American Psychological Association which provides accreditation criteria for professional psychology programs, the National Council for Accreditation of Teacher Education (NCATE) which develops criteria generic to…

Contends that, to become a better critical thinker, one must not only develop expert thinking skills, but also become an expert at choosing the best skills for the particular situation. Reports on a study of critical thinking and metacognition among 65 college students. (CFR)

Asserts that technology and telecommunications have become integral parts of daily life. Discusses three roles that technology plays in improving the problem-solving process. Contends that students must learn to select from a variety of information sources. (CFR)

Describes techniques for creating collaborative student-constructed hypertexts. Maintains that student goals include courseware development, promotion of critical thinking skills, and facilitating student-directed learning. Reports that students' reactions to the assignments were overwhelmingly positive. (CFR)

Maintains that cognitive flexibility, the ability to generate many possible solutions, is identified as the most critical aspect of creativity training. Describes the use of word tables, computer games, and riddles to develop cognitive flexibility. Presents evidence that these methods are effective in enhancing creative and critical thinking…