Publication Date
In 2024 | 93 |
Since 2023 | 384 |
Since 2020 (last 5 years) | 770 |
Since 2015 (last 10 years) | 1190 |
Since 2005 (last 20 years) | 1918 |
Descriptor
Source
Psychology in the Schools | 4044 |
Author
Publication Type
Education Level
Audience
Practitioners | 41 |
Counselors | 38 |
Researchers | 15 |
Teachers | 9 |
Administrators | 4 |
Support Staff | 3 |
Parents | 1 |
Students | 1 |
Location
China | 88 |
Canada | 39 |
United States | 28 |
Turkey | 26 |
Israel | 25 |
Australia | 20 |
Spain | 18 |
South Korea | 13 |
California | 11 |
New York | 11 |
Hong Kong | 10 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 2 |
Meets WWC Standards with or without Reservations | 3 |
Does not meet standards | 4 |
Little, Steven G.; Akin-Little, Angeleque – Psychology in the Schools, 2008
Classroom management (CRM) has been associated with discipline, control, or other terms that connote reducing unacceptable student behavior. However, CRM involves not merely responding effectively when problems occur, but also preventing problems from occurring by creating environments that encourage learning and appropriate behavior. Teachers'…
Descriptors: Classroom Techniques, Teacher Behavior, Student Behavior, Psychologists
Powell, Heather; Mihalas, Stephanie; Onwuegbuzie, Anthony J.; Suldo, Shannon; Daley, Christine E. – Psychology in the Schools, 2008
This article illustrates the utility of mixed methods research (i.e., combining quantitative and qualitative techniques) to the field of school psychology. First, the use of mixed methods approaches in school psychology practice is discussed. Second, the mixed methods research process is described in terms of school psychology research. Third, the…
Descriptors: Methods Research, School Psychology, Research Methodology, Periodicals
Begeny, John C.; Easton, Julia E.; Upright, James J.; Tunstall, Kali R.; Ehrenbock, Cassia A. – Psychology in the Schools, 2014
Within the realm of school-based interventions, implementation integrity is important for practical, legal, and ethical purposes. Unfortunately, evidence suggests that proper monitoring of implementation integrity is often absent from both research and practice. School psychology practitioners and researchers have reported that a major barrier to…
Descriptors: Program Implementation, Fidelity, Intervention, Reading Programs
Sanetti, Lisa M. Hagermoser; Collier-Meek, Melissa A.; Long, Anna C. J.; Kim, Jisun; Kratochwill, Thomas R. – Psychology in the Schools, 2014
Evidence-based practices within a response-to-intervention framework must be implemented with adequate treatment integrity to promote student outcomes. However, research findings indicate educators struggle to implement interventions and logistical considerations may limit the utility of performance feedback, an evidence-based treatment integrity…
Descriptors: Response to Intervention, Program Implementation, Evidence, Fidelity
Liebling-Boccio, Dana E.; Jennings, Heather R. – Psychology in the Schools, 2013
Directors and coordinators (n = 75) of graduate programs in school psychology approved by the National Association of School Psychologists (NASP) were surveyed regarding their training practices in suicide risk assessment. Respondents viewed the assessment of suicide risk as an important part of graduate instruction, and most believed that…
Descriptors: Prevention, Program Effectiveness, Suicide, School Psychology
Morrison, Julie Q. – Psychology in the Schools, 2013
The call for school psychologists to demonstrate accountability in the evaluation of services at the individual, group, and system levels comes at a time when school districts nationally are pursuing personnel evaluation models that link teachers' instructional practices to student achievement. School psychologists have an opportunity to take a…
Descriptors: Accountability, School Psychologists, School Psychology, Performance Factors
Miller, David N.; Nickerson, Amanda B.; Chafouleas, Sandra M.; Osborne, Kristina M. – Psychology in the Schools, 2008
There has recently been a growing movement within psychology toward placing a greater emphasis on building strengths and competencies rather than merely treating deficits and disorders. This movement, known as positive psychology, focuses on the scientific study of optimal human functioning and the variables that promote positive human emotions,…
Descriptors: School Psychologists, Psychology, Job Satisfaction, Psychological Patterns
Skinner, Christopher H.; McCleary, Daniel F.; Skolits, Gary L.; Poncy, Brian C.; Cates, Gary L. – Psychology in the Schools, 2013
The success of Response-to-Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem-solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial-procedure…
Descriptors: Response to Intervention, Models, Problem Solving, School Psychologists
Sullivan, Amanda L.; Long, Lori – Psychology in the Schools, 2010
As Response to Intervention (RtI) approaches become more common in educational systems throughout the country, it is increasingly important to identify how practitioners perceive these changes and how they obtain the skills necessary to face emergent roles and responsibilities. In this exploratory study, a national sample of 557 school…
Descriptors: Intervention, School Culture, School Psychologists, School Psychology
Ayres, Kevin Michael; Mechling, Linda; Sansosti, Frank J. – Psychology in the Schools, 2013
To successfully integrate technology into any educational program, practitioners need awareness of available technology, an understanding of how it can assist with instruction, knowledge of ways it can support day-to-day activities and, finally, the ability to teach students as well as educators to use the technology. The proliferation of advanced…
Descriptors: Educational Technology, Handheld Devices, Mental Retardation, Pervasive Developmental Disorders
Lovett, Benjamin J. – Psychology in the Schools, 2011
An increasing number of students are being diagnosed with auditory processing disorder (APD), but the school psychology literature has largely neglected this controversial condition. This article reviews research on APD, revealing substantial concerns with assessment tools and diagnostic practices, as well as insufficient research regarding many…
Descriptors: School Psychologists, School Psychology, Auditory Perception, Language Processing
Graves, Scott L., Jr.; Wright, Lynda Brown – Psychology in the Schools, 2007
The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology…
Descriptors: School Psychology, School Psychologists, Graduate Students, Comparative Analysis
Mowder, Barbara A.; Shamah, Renee – Psychology in the Schools, 2011
This study evaluated the test-retest reliability of two parenting measures: the Parent Behavior Importance Questionnaire-Revised (PBIQ-R) and Parent Behavior Frequency Questionnaire-Revised (PBFQ-R). These self-report parenting behavior assessment measures may be utilized as pre- and post-parent education program measures, with parents as well as…
Descriptors: Parent Education, Child Rearing, Reliability, Questionnaires
Kulikowich, Jonna M.; Edwards, Maeghan N. – Psychology in the Schools, 2007
We look at three common research scenarios, one in the behavioral domain (i.e., disruptive behaviors) one in the cognitive domain (i.e., academic achievement), and one in the affective domain (i.e., anxiety and stress) for which school psychologists are asked to address important questions related to change. We list measurement and statistical…
Descriptors: School Psychology, School Psychologists, Psychological Studies, Individual Characteristics
Ball, Carrie R.; Kratochwill, Thomas R.; Johnston, Hugh F.; Fruehling, J. Jay – Psychology in the Schools, 2009
In this article, we present a balanced view of the prescriptive authority debate in relation to five major issues and within the context of the practice of psychology in the schools: (a) appropriate training, (b) quality of care, (c) access to services, (d) continuity of care, and (e) professional identity. We also provide an analysis of the…
Descriptors: School Psychologists, School Psychology, Drug Therapy, Referral