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Psychology in the Schools3224
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Poch, Apryl L.; Allen, Abigail A.; Lembke, Erica S. – Psychology in the Schools, 2019
Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing, making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum-based measures of writing (CBM-W). This…
Descriptors: Spelling, Achievement Tests, Curriculum Based Assessment, Scoring
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Kester, Karen R.; Lucyshyn, Joseph M. – Psychology in the Schools, 2019
Across the disciplines of psychology, the research to practice gap is gaining recognition. This study used an integrated knowledge translation (iKT) framework to evaluate the acceptability, feasibility, and sustainability of delivering an anxiety intervention for children with autism spectrum disorders (i.e., "FYF"), in schools. Five…
Descriptors: Anxiety, Stress Management, Children, Autism
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Parker, Janise S.; Shum, Kai Zhuang; Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth; Ferron, John; Dedrick, Robert F. – Psychology in the Schools, 2019
This study explored how adaptive help seeking was related to academic self-efficacy, perfectionism (maladaptive and adaptive), attitudes toward help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Baccalaureate classes. Significant bivariate links…
Descriptors: Predictor Variables, Help Seeking, Middle School Students, Grade 9
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Hossain, Saira; O'Neill, Sue C.; Strnadová, Iva – Psychology in the Schools, 2019
School satisfaction is the reflection of students' comprehensive evaluation of their school experience. This study reports the level of school satisfaction among students in Grades 6 and 8 in Bangladesh to perceive and the factors that might contribute to it using a cross-sectional research design. A 61-item survey questionnaire was utilized to…
Descriptors: Foreign Countries, Student Satisfaction, Secondary School Students, Grade 6
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Fischer, Saskia M.; Bilz, Ludwig – Psychology in the Schools, 2019
Teacher intervention is an important factor in stopping bullying. Several studies indicate that teachers who believe they are capable of stopping bullying intervene more often in bullying. But this finding has only been based on hypothetical situations. It remains unclear if these results can be replicated in bullying interventions that the…
Descriptors: Teacher Attitudes, Self Efficacy, Bullying, Intervention
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Soutullo, Olivia R.; Sanders-Smith, Stephanie C.; Smith-Bonahue, Tina M. – Psychology in the Schools, 2019
School psychologists are encouraged to establish family-school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more…
Descriptors: School Psychologists, Internship Programs, Family School Relationship, Student Attitudes
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Dennie, David; Acharya, Parul; Greer, Deirdre; Bryant, Camille – Psychology in the Schools, 2019
The study examined the extent that teacher-student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self-systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which…
Descriptors: Teacher Student Relationship, Class Activities, Learner Engagement, Grade 7
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Hammerschmidt-Snidarich, Stephanie M.; Maki, Kathrin E.; Adams, Sarah R. – Psychology in the Schools, 2019
Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current…
Descriptors: Reading Instruction, Repetition, Reading Fluency, Intervention
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Johnson, Micah E. – Psychology in the Schools, 2018
Positive school experiences are an important predictor of long-term health and well-being. Developing positive relationships with school personnel and positive academic expectations set the foundation for success. Positive relationships and expectations can be a powerful protective factor or intervention to redirect troubled children toward a more…
Descriptors: Trauma, Juvenile Justice, Student School Relationship, Expectation
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Lambert, Matthew C.; Garcia, Allen G.; January, Stacy-Ann A.; Epstein, Michael H. – Psychology in the Schools, 2018
There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public-school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993-1994, 5.1% of…
Descriptors: English Language Learners, Emotional Disturbances, Behavior Disorders, Screening Tests
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Murphy, Ashley N.; Radley, Keith C.; Helbig, Kate A. – Psychology in the Schools, 2018
The current study evaluated use of the Superheroes Social Skills program as a means of increasing social skill accuracy in adolescents with autism spectrum disorder. Participants included four Caucasian male students that were eligible for special education services within the autism category. Social skills training was presented twice weekly for…
Descriptors: Middle School Students, Interpersonal Competence, Autism, Pervasive Developmental Disorders
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Reinbergs, Erik J.; Fefer, Sarah A. – Psychology in the Schools, 2018
Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma-informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service-delivery options for students affected by trauma. This article…
Descriptors: Trauma, Mental Health Programs, School Psychologists, School Counselors
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Gage, Nicholas A.; Grasley-Boy, Nicolette M.; MacSuga-Gage, Ashley S. – Psychology in the Schools, 2018
Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in-service professional development. In this study, we replicated a targeted professional development approach that included a brief one-on-one training session and emailed visual…
Descriptors: Faculty Development, Teacher Behavior, Beginning Teachers, Teacher Effectiveness
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Fallon, Lindsay M.; Cathcart, Sadie C.; DeFouw, Emily R.; O'Keeffe, Breda V.; Sugai, George – Psychology in the Schools, 2018
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context.…
Descriptors: Culturally Relevant Education, Student Behavior, Behavior Modification, Teachers
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Dart, Evan H.; Radley, Keith C.; Mason, Benjamin A.; Allen, Justin P. – Psychology in the Schools, 2018
Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students' behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention…
Descriptors: Student Behavior, Behavior Problems, Developmental Disabilities, Intervention
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