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Showing all 8 results
Peer reviewed
Direct linkSharkey, Jill D.; Hunnicutt, Kayleigh L.; Mayworm, Ashley M.; Schiedel, K. Chris; Calcagnotto, Leandro – Contemporary School Psychology, 2014
Most educational scholars agree that appropriate supervision of children is critical for positive youth development. Supervision is especially important during situations where children have a large degree of freedom and unstructured interaction, such as during recess. Despite the apparent importance of supervision of children at recess, there is…
Descriptors: Recess Breaks, Elementary Schools, Public Schools, Needs Assessment
Vanderwood, Michael L.; Nam, Jeanie E.; Sun, Jennifer W. – Contemporary School Psychology, 2014
The purpose of this study was to examine the validity of two Dynamic Indicators of Basic Early Literacy Skills (DIBELS) early literacy measures with first-grade Korean speaking English Learners (ELs). A total of 30 first-grade Korean ELs were screened three times during the year using early literacy measures from DIBELS. A sample of students was…
Descriptors: Korean, Native Language, Phonological Awareness, Screening Tests
Lau, Won-Fong K. – Contemporary School Psychology, 2013
The current study is a preliminary investigation of the psychometric properties of a brief seven-item Parent Involvement Survey (PIS) as developed by the researcher, that could potentially be used in schools. In an effort to test for construct validity, the relation of the PIS to elementary-aged students' receptive vocabulary skills and four…
Descriptors: Parent Participation, Parent Surveys, Psychometrics, Test Items
Feuerborn, Laura L.; Tyre, Ashli D. – Contemporary School Psychology, 2012
Researchers and school practitioners alike are finding positive outcomes in the proactive practices of schoolwide positive behavior supports (SWPBS). However, reform through such systemic efforts as SWPBS is a challenging endeavor. For SWPBS to reach the widest number of schools, it is necessary to provide school faculty and staff with the…
Descriptors: Discipline, Behavior Modification, Urban Areas, Elementary Schools
Froiland, John Mark; Oros, Emily; Smith, Liana; Hirchert, Tyrell – Contemporary School Psychology, 2012
Intrinsic motivation (IM) to learn, if cultivated, can lead to many academic and social/emotional improvements among K-12 students. This article discusses intrinsic motivation to learn as it relates to Self Determination Theory and the trouble with relying solely on extrinsic motivators. The academic benefits of IM in the specific subject areas of…
Descriptors: Prosocial Behavior, Elementary Secondary Education, Self Determination, Self Motivation
Noltemeyer, Amity; Sansosti, Frank J. – Contemporary School Psychology, 2012
This exploratory study examined (a) Integrated Systems Model (ISM) implementation levels, and (b) the effect of implementation of the academic and behavioral components of ISM on student academic outcomes. Participants included 2,660 students attending six suburban elementary schools. Hierarchical linear regression was conducted using a control…
Descriptors: Integrated Curriculum, Models, Academic Achievement, Elementary School Students
Download full textFroiland, John Mark – Contemporary School Psychology, 2011
School psychologists can work within a Response to Intervention (RtI) framework to increasingly promote the mental health of students. This article shares the unfolding of two composite case studies that exemplify how a practicing school psychologist can use a problem-solving framework to deliver effective mental health interventions to individual…
Descriptors: Intervention, School Psychologists, Mental Health, Response to Intervention
Saeki, Elina; Jimerson, Shane R.; Earhart, James; Hart, Shelley R.; Renshaw, Tyler; Singh, Renee D.; Stewart, Kaitlyn – Contemporary School Psychology, 2011
As many schools move toward a three-tier model that incorporates a Response to Intervention (RtI) service delivery model in the social, emotional, and behavioral domains, school psychologists may provide leadership. The decision-making process for filtering students through multiple tiers of support and intervention and examining change is an area…
Descriptors: Evidence, Intervention, School Psychologists, Identification
