NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us
Peer reviewed Peer reviewed
Direct linkDirect link
Shernoff, Elisa S.; Marinez-Lora, Ane M.; Frazier, Stacy L.; Jakobsons, Lara J.; Atkins, Marc S. – School Psychology Review, 2011
Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners Edution; and connectedness to colleagues. Using a mixed-method iterative development framework, we highlight the…
Descriptors: Evidence, Classroom Techniques, Urban Schools, Mentors
A Follow-Up Study of Relational Processes and Consultation Outcomes for Students with Attention Deficit Hyperactivity Disorder
Peer reviewed Peer reviewed
Direct linkDirect link
Erchul, William P.; DuPaul, George J.; Bennett, Megan S.; Grissom, Priscilla F.; Jitendra, Asha K.; Tresco, Katy E.; Volpe, Robert J.; Vile Junod, Rosemary E.; Flammer-Rivera, Lizette M.; Mannella, Mark C. – School Psychology Review, 2009
The purpose of this study was to link consultant and teacher verbal interaction patterns to consultation outcomes. Participants were 4 consultants, 20 teachers, and 20 elementary school students with attention deficit hyperactivity disorder. Audiotaped Problem Analysis Interviews (PAIs) from Project PASS (Promoting Academic Success in Students)…
Descriptors: Intervention, Rating Scales, Teacher Influence, Attention Deficit Hyperactivity Disorder
Teacher Consultation Research in Attention Deficit Hyperactivity Disorder: A Cause for Congratulation or Consolation?
Peer reviewed Peer reviewed
Direct linkDirect link
Nadeem, Erum; Jensen, Peter S. – School Psychology Review, 2009
The studies included in this special issue add significantly to the nascent literature on teacher consultation models for attention deficit hyperactivity disorder (ADHD) and provide wonderful illustrations of how teachers might "unpack" and better understand their interventions. In this introductory essay, the authors offer suggestions for future…
Descriptors: Hyperactivity, Attention Deficit Disorders, Consultation Programs, Attention Deficit Hyperactivity Disorder
Social Justice through a School Psychology Lens: Definition and Applications
Peer reviewed Peer reviewed
Direct linkDirect link
Shriberg, David; Bonner, Mike; Sarr, Brianna J.; Walker, Ashley Marks; Hyland, Megan; Chester, Christie – School Psychology Review, 2008
Social justice is an aspiration that most, if not all, school psychologists likely support, yet there is a lack of research delineating how this term translates to school psychology practice. This article presents the results of a Delphi study of 44 cultural diversity experts in school psychology regarding (a) defining social justice from a school…
Descriptors: Social Justice, Delphi Technique, School Psychologists, Cultural Pluralism
Advocating for Social Justice: The Context for Change in School Psychology
Peer reviewed Peer reviewed
Direct linkDirect link
Rogers, Margaret R.; O'Bryon, Elisabeth C. – School Psychology Review, 2008
Inequalities and disparities abound in U.S. society. Research studies reveal that across the contexts of people's lives--in the workplace, the home, churches, banking and lending, health care, criminal justice system, and schools--unevenness and disparities exist across racial, gender, sexual orientation, language background, ability, and…
Descriptors: Social Justice, School Psychologists, School Psychology, Educational Strategies
Are Cattell-Horn-Carroll Broad Ability Composite Scores Exchangeable across Batteries?
Peer reviewed Peer reviewed
Direct linkDirect link
Floyd, Randy G.; Bergeron, Renee; McCormack, Allison C.; Anderson, Janice L.; Hargrove-Owens, Gabrielle L. – School Psychology Review, 2005
Many school psychologists use the Cattell-Horn-Carroll (CHC) theory of cognitive abilities to guide their interpretation of scores from intelligence test batteries. Some may frequently assume that composite scores purported to measure the same CHC broad abilities should be relatively similar for individuals no matter what subtests or batteries…
Descriptors: Intelligence, Psychologists, School Psychologists, Reliability