Practicing school psychologists were surveyed to determine if differences exist among practitioners in the various U.S. Census regions.
Hosp, J. L., & Reschly, D. J. (2002). Regional differences in school psychology practice. School Psychology Review, 31(1), 11-29.
This paper provides the history and summarizes the development of the Campbell Collaboration. The Campbell Collaboration is a “nonprofit organization with the mission of helping people make well-informed decisions about the effects of interventions in the social, behavioral, and educational domains. The paper looks at the organization’s efforts to build a world library of accurate, synthesized evidence to inform policy and practice and improve human well-being worldwide. The Education section of the Campbell research library produces reviews on issues in early childhood, elementary, secondary, and postsecondary education. Topics range from academic programs, teacher qualifications, testing, to a wide variety of school-based interventions. Campbell systematic reviews and related evidence synthesis provide unbiased summaries of bodies of empirical evidence.
Littell, J. H., & White, H. (2018). The Campbell Collaboration: Providing better evidence for a better world. Research on Social Work Practice, 28(1), 6-12.
This research suggests that the effectiveness of principals in managing the recruitment and advancement of teachers will contribute to improvements in student learning. One of the key ways these managers influence performance is through human capital management: the attraction, development and retention of the employee talent the organization needs.
Milanowski, A., & Kimball, S. (2010). The principal as human capital manager: Lessons from the private sector. Teaching talent: A visionary framework for human capital in education, 69-90.