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Showing 151 to 165 of 2,894 results
Peer reviewed
Direct linkCalero, M. Dolores; Mata, Sara; Carles, Rosario; Vives, Carmen; Lopez-Rubio, Sonia; Fernandez-Parra, Antonio; Navarro, Elena – Psychology in the Schools, 2013
The objective of this study was to test the usefulness of dynamic assessment for determining cognitive abilities such as classification, auditory and visual memory, pattern sequences, perspective taking, verbal planning, learning potential, and metacognition in immigrant preschool children with and without competence in the dominant language…
Descriptors: Foreign Countries, Preschool Children, Immigrants, Alternative Assessment
Munger, Kristen A.; Blachman, Benita A. – Psychology in the Schools, 2013
The purpose of this study was to examine the validity evidence of first-grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third-grade reading comprehension scores. We used the "simple view" of reading as the theoretical foundation for examining the extent to which DIBELS subtest scores predict…
Descriptors: Reading Comprehension, Reading Tests, Emergent Literacy, Grade 1
Sandberg Patton, Karen L.; Reschly, Amy L. – Psychology in the Schools, 2013
Summer loss of reading is a potential factor in maintaining, and potentially widening, the achievement gap. This study used curriculum-based measurement of reading (R-CBM) to investigate the effect of the summer on reading. For this study, 317 students in Grades 2 to 5 were assessed in the spring and fall using Dynamic Indicators of Basic Early…
Descriptors: Curriculum Based Assessment, Elementary School Students, Grade 2, Grade 3
Myers, Carl L. – Psychology in the Schools, 2013
Behavior rating scales are popular assessment tools but more research is needed on the preschool versions of the instruments, particularly with referred samples of preschoolers. This study examined the comparability of results from parent ratings on the preschool versions of the Child Behavior Checklist (CBCL/1.5-5, Achenbach & Rescorla, 2000) and…
Descriptors: Behavior Problems, Child Behavior, Behavior Rating Scales, Check Lists
Reimann, Giselle; Stoecklin, Markus; Lavallee, Kristen; Gut, Janine; Frischknecht, Marie-Claire; Grob, Alexander – Psychology in the Schools, 2013
The interpretation of subtest profiles from intelligence testing remains popular among many practitioners who use subtest performance to draw diagnostic conclusions, in spite of criticism by some researchers, who point to the low reliability and predictive validity of subtest scores in predicting achievement outcomes. Prior research outlines two…
Descriptors: Intelligence Tests, Profiles, Educational Assessment, Predictive Validity
Risser, Scott D. – Psychology in the Schools, 2013
To investigate the relationship between relational aggression and school performance, this study examined the relative and combined associations among relational aggression, overt aggression, and victimization and children's academic performance. Additionally this study examined the relative associations among relational and overt aggression and…
Descriptors: Aggression, Bullying, Academic Achievement, Relationship
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
von der Embse, Nathaniel; Barterian, Justin; Segool, Natasha – Psychology in the Schools, 2013
High-stakes tests have played an increasingly important role in how student achievement and school effectiveness are measured. Test anxiety has risen with the use of tests in educational decision making. Students with high test anxiety perform poorly on tests when compared to students with low test anxiety. School psychologists can play an…
Descriptors: High Stakes Tests, School Effectiveness, Intervention, Behavior Modification
Grapin, Sally L.; Kranzler, John H.; Daley, Matt L. – Psychology in the Schools, 2013
The primary objective of this study was to conduct a normative assessment of the research productivity and scholarly impact of tenured and tenure-track faculty in school psychology programs accredited by the American Psychological Association (APA). Using the PsycINFO database, productivity and impact were examined for the field as a whole and by…
Descriptors: Productivity, Academic Rank (Professional), College Faculty, Program Effectiveness
Bruce-Davis, Micah N.; Chancey, Jaclyn M. – Psychology in the Schools, 2012
Learning in today's classrooms can be disconnected from students' real world experiences. Providing students the opportunity to address real-world problems may provide avenues for students to engage in their communities while developing academic skills and knowledge. Additionally, for students whose interests are piqued by the nature of their…
Descriptors: World Problems, Gifted, Student Interests, Service Learning
Kerr, Barbara A.; Vuyk, M. Alexandra; Rea, Chistopher – Psychology in the Schools, 2012
Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten "red-shirting" of boys and the denial of…
Descriptors: Careers, Summer Programs, Gifted, Females
Gentry, Marcia; Fugate, C. Matthew – Psychology in the Schools, 2012
There has been limited focus among researchers on the nature and needs of gifted Native American students in the past 30 years, and the work that has been done frequently generalizes findings across Native American cultures. This article reviews recent literature on Native American youth and on gifted Native American students; examines the current…
Descriptors: Gifted, American Indians, Educational Indicators, Youth
Clinkenbeard, Pamela R. – Psychology in the Schools, 2012
An analysis of contemporary motivation theories reveals implications for gifted and talented students. The expectancy-value framework, intrinsic-extrinsic motivation theories, goal orientations, self-efficacy and other self-perceptions, and attribution theory are described and discussed with respect to implications for the psychology and education…
Descriptors: Attribution Theory, Academically Gifted, Self Efficacy, Incentives
Garn, Alex C.; Matthews, Michael S.; Jolly, Jennifer L. – Psychology in the Schools, 2012
Parents play a key role in developing their children's academic motivation, and parents of children with gifts and talents also may face additional parenting challenges that are less commonly faced by parents of average-ability learners whose needs are more readily met in the school setting. School psychologists may be charged with addressing…
Descriptors: School Psychologists, Student Motivation, Parents, Academically Gifted
Fletcher, Kathryn L.; Speirs Neumeister, Kristie L. – Psychology in the Schools, 2012
Perfectionism has been associated with a rigid adherence to impossibly high standards, an irrational importance on the attainment of these standards, and a tendency to overgeneralize failures. Researchers have primarily focused on how perfectionism predicts psychological adjustment; yet, recent research also indicates that perfectionism impacts…
Descriptors: Academically Gifted, Achievement Need, Motivation, Correlation
