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9781032354309

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Reviews

“The third edition of the Handbook of Research in School Consultation is an invaluable resource for school practitioners, trainers, and researchers. Edited by four of the leading researchers in consultation, the chapters provide critical insights into the process of consulting in educational settings. Building on the empirical research underlying effective consultation practices and the role that consultation can play in improving teaching and learning, the authors cover the breadth of the field, providing strategies that are applicable to both the diversity of school populations and the wide range of school contexts.” —Frank Worrell, Distinguished Professor and Director of School Psychology Program at University of California, Berkley, USA, and Former President of the American Psychological Association “The Handbook of Research in School Consultation, Third Edition, offers a rigorous foundation for advancing school consultation science and practice. This edition reflects the remarkable growth in socially responsive research that not only deepens our understanding of consultation processes and outcomes but also introduces emerging topics and innovative methodologies. The integrative and empirically grounded chapters highlight the vital role of consultation in addressing complex challenges faced by students, educators, and schools in diverse educational settings. This volume is an essential reference for scholars and professionals seeking to understand and apply the science behind effective school consultation practices.” —Chryse (Sissy) Hatzichristou, Professor of School Psychology at National and Kapodistian University of Athens, Greece “The third edition of the Handbook of Research in School Consultation is an essential addition to the consultation literature. As evidence-based practitioners, we want to check our consultation practices against the latest research, and this book makes that work so much easier. Even more than in previous editions, this one confirms, based on research, how consultation makes a significant contribution to the many challenges that impact learning and behavior among diverse populations.” —Sylvia Rosenfield, Professor Emerita at University of Maryland, College Park, USA

Author Information

S. Andrew Garbacz is Professor in the Department of Educational Psychology at the University of Wisconsin–Madison, USA. Daniel S. Newman is Professor in the School Psychology Program and School of Human Services at the University of Cincinnati, USA. William P. Erchul is Professor Emeritus in the Department of Psychology at North Carolina State University in Raleigh, USA. Susan M. Sheridan is George Holmes University Professor of Educational Psychology and Director of the Nebraska Center for Research on Children, Youth, Families, and Schools at the University of Nebraska–Lincoln, USA.

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