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Showing 1 to 15 of 170 results
Peer reviewed
Direct linkChristofferson, Michael; Sullivan, Amanda L. – Psychology in the Schools, 2015
Many teachers report that their preservice training in classroom management was inadequate or ineffective, but little is known about the types of training they receive. In this exploratory study, 157 preservice teachers from throughout the United States were surveyed about the training sources through which they obtained knowledge and skills in…
Descriptors: Classroom Techniques, Teacher Attitudes, Preservice Teacher Education, Correlation
Peters, Christina D.; Kranzler, John H.; Algina, James; Smith, Stephen W.; Daunic, Ann P. – Psychology in the Schools, 2014
The aim of the current study was to examine mean-group differences on behavior rating scales and variables that may predict such differences. Sixty-five teachers completed the Clinical Assessment of Behavior-Teacher Form (CAB-T) for a sample of 982 students. Four outcome variables from the CAB-T were assessed. Hierarchical linear modeling was used…
Descriptors: Disproportionate Representation, Special Education, Hierarchical Linear Modeling, Racial Differences
Konold, Timothy R.; Shukla, Kathan D. – Psychology in the Schools, 2014
Discrepancies among informants' ratings of a given child's behavior complicate the study of linkages between child behavior and academic achievement. In the current study, we examined the potential moderating effect of informant type on associations between behavior and two types of achievement in a longitudinal growth model that…
Descriptors: Child Behavior, Child Development, Longitudinal Studies, Elementary School Students
Daniels, Denise H. – Psychology in the Schools, 2014
Children's prior attitudes toward school may be an important entry factor to consider in their initial adjustment to kindergarten. This short-term longitudinal study examined children's affective orientations and other school-related perceptions and approaches to learning in late preschool and then 1 to 2 months after entry into…
Descriptors: Preschool Children, Kindergarten, Student Adjustment, Student Attitudes
Skinner, Ann T.; Babinski, Leslie M.; Gifford, Elizabeth J. – Psychology in the Schools, 2014
Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth-grade teachers completed questionnaires about their perceptions of four components of school climate: high-risk student behaviors, school-wide barriers to learning, principal support, and cooperation among…
Descriptors: Teacher Effectiveness, Self Efficacy, Bullying, Grade 6
Mason, Benjamin A.; Gunersel, Adalet Baris; Ney, Emilie A. – Psychology in the Schools, 2014
Behavior rating scales are indirect measures of emotional and social functioning used for assessment purposes. Rater bias is systematic error that may compromise the validity of behavior rating scale scores. Teacher bias in ratings of behavior has been investigated in multiple studies, but not yet assessed in a research synthesis that focuses on…
Descriptors: Behavior Rating Scales, Teacher Attitudes, Social Bias, Ethnicity
Duy, Baki – Psychology in the Schools, 2013
In the present study, attitudes of elementary school teachers toward different types of bullying (verbal, physical, and relational) were investigated. Six written vignettes describing all types of bullying were given to 405 elementary school teachers (F = 218; M = 187). Results indicated that teachers perceived relational bullying, specifically,…
Descriptors: Foreign Countries, Teacher Attitudes, Bullying, Elementary School Teachers
Gutshall, C. Anne – Psychology in the Schools, 2013
Research suggests beliefs about the stability of ability can be dichotomized into two mindsets: fixed and growth (Dweck, C., 1999). Teachers' (n = 238) beliefs regarding the stability of ability (mindset) and the stability of ability for 4 hypothetical students scenarios (mindset for scenarios) were measured. Mindset scores were related to…
Descriptors: Teacher Attitudes, Attitudes toward Disabilities, Disabilities, Scores
Bradshaw, Catherine P.; Goldweber, Asha; Garbarino, James – Psychology in the Schools, 2013
Previous research suggests that social--cognitive factors mediate the association between social--environmental risk and aggression in high-risk samples, but less is known about the relation among these factors in suburban youth. The present study examined whether such an association occurred for suburban youth exposed to low levels of social…
Descriptors: Social Influences, Environmental Influences, Risk, Aggression
Segool, Natasha K.; Carlson, John S.; Goforth, Anisa N.; von der Embse, Nathan; Barterian, Justin A. – Psychology in the Schools, 2013
This study explored differences in test anxiety on high-stakes standardized achievement testing and low-stakes testing among elementary school children. This is the first study to directly examine differences in young students' reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred…
Descriptors: High Stakes Tests, Test Anxiety, Effect Size, Symptoms (Individual Disorders)
Allen, Ryan A.; Hanchon, Timothy A. – Psychology in the Schools, 2013
The federal definition of emotional disturbance (ED) provides limited guidance to educational professionals charged with making Individuals with Disabilities in Education Improvement Act eligibility determinations. Despite calls to revise the definition, the ED category remains largely unchanged nearly four decades after being codified into…
Descriptors: School Psychology, Emotional Disturbances, Eligibility, School Psychologists
Hoff, Kathryn E.; Ervin, Ruth A. – Psychology in the Schools, 2013
Notwithstanding the wealth of research that documents the effectiveness of self-management programs in the classroom, few investigations have explored classwide use of self-management procedures as a universal intervention. To extend existing research in this area, we examined the effectiveness of a classwide self-management intervention for…
Descriptors: Classroom Techniques, Self Management, Intervention, Grade 2
Coleman, Sherry; Stevenson, Howard C. – Psychology in the Schools, 2013
Research on the experience of faculty of color in predominately White independent schools (PWIS) is limited. This study explored faculty of varying racial backgrounds and their initiation of, interactions with, and stress reactions to racial conflicts within the school settings using an online survey. Several measures were developed according to…
Descriptors: Race, Stress Variables, Minority Group Teachers, Whites
McCabe, Paul C.; Rubinson, Florence; Dragowski, Eliza A.; Elizalde-Utnick, Graciela – Psychology in the Schools, 2013
A national sample of educators were surveyed to identity the attitudes, beliefs, school culture, and perceived barriers that would predict whether educators would intervene to stop bias and harassment directed at lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) youth in schools. The survey questionnaire was organized according to the…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Teacher Attitudes
Hulac, David M.; Dejong, Kayla; Benson, Nicholas – Psychology in the Schools, 2012
Manipulating the ratio of known to unknown items has been shown to improve student on-task behavior and increase the desirability of schoolwork. Although many intervention protocols manipulate ratios of known to unknown items, these frequently require extensive adult cuing. School psychologists recommending such interventions may face resistance…
Descriptors: Intervention, Action Research, School Psychologists, Multiplication
