Ecological/developmental theory, context-based best practice, and school-based action research: Cornerstones of school psychology training and policy

Maurice J. Elias; Janean E.guya Dilworth

doi:https://doi.org/10.1016/S0022-4405(03)00050-5

Ecological/developmental theory, context-based best practice, and school-based action research: Cornerstones of school psychology training and policy

Maurice J. Elias, Janean E.guya Dilworth

School of Arts and Sciences, Psychology

Rutgers, The State University

Research output: Contribution to journal › Comment/debate › peer-review

6 Scopus citations

Original language	American English
Pages (from-to)	293-297
Number of pages	5
Journal	Journal of School Psychology
Volume	41
Issue number	4
DOIs	https://doi.org/10.1016/S0022-4405(03)00050-5
State	Published - 2003

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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https://doi.org/10.1016/S0022-4405(03)00050-5

Cite this

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Ecological/developmental theory, context-based best practice, and school-based action research: Cornerstones of school psychology training and policy

ASJC Scopus subject areas

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