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Psychology in the Schools3224
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Nkoma, Elliott – Psychology in the Schools, 2018
The study used focus group interviews at three administrative offices (provinces) that house trainee/educational psychologists in order to explore their experiences on how they learn about their support roles and responsibilities regarding the implementation of inclusive education. 13 trainee/educational psychologists from these provinces…
Descriptors: Foreign Countries, Focus Groups, Psychologists, Educational Psychology
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Krier, Jessie C.; Green, Tonika Duren; Kruger, Ashley – Psychology in the Schools, 2018
Children in the foster care system often face many educational challenges, including having an increased risk of language delays compared to the general population, with an estimated 35%-73% of the foster youth population experiencing language difficulties. Language delays are caused by many factors, but for children in foster care, one major…
Descriptors: Foster Care, Language Impairments, Developmental Delays, At Risk Persons
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Villarreal, Sofia; Montoya, Jared A.; Duncan, Phyllis; Gergen, Esther – Psychology in the Schools, 2018
This study examined leadership style as a predictor of career readiness among a sample of (N = 281) students from two early college high schools from the Rio Grande Valley in South Texas. Participants included 165 females and 116 males ranging from 14 to 19 years of age and 96.8% identified as Hispanic. Participants provided demographic…
Descriptors: Leadership Styles, Career Readiness, Hispanic American Students, Questionnaires
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Nelson, Peter M.; Parker, David C.; Van Norman, Ethan R. – Psychology in the Schools, 2018
In the present study, we evaluated the number of attempts required to master specific subskills for working with whole and rational numbers among students at risk for math difficulties. Participants included a subset of students in grades four through eight receiving supplemental math support. Mastery--defined as 85% correct on short tests--was…
Descriptors: Middle School Students, Elementary School Students, Mathematics Education, At Risk Students
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Rahill, Stephanie A. – Psychology in the Schools, 2018
School psychologists spend a great deal of time translating assessment results into a psychoeducational report. The importance of creating reports that are both useful and understandable to the readers of the report while also being efficient for the school psychologist cannot be overstated. This study examines parent and teacher perceptions…
Descriptors: School Psychology, School Psychologists, Research Reports, Parent Attitudes
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Bender, Stacy L.; Roth, Rachel; Zielenski, Alicia; Longo, Zachary; Chermak, Ashley – Psychology in the Schools, 2018
Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006-2016. The prevalence of mindfulness…
Descriptors: School Psychology, Incidence, Literature Reviews, Intervention
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Stiglbauer, Barbara; Zuber, Julia – Psychology in the Schools, 2018
The challenge-hindrance stress framework argues that certain job stressors have entirely detrimental effects (hindrance stress), but some may also have beneficial effects (challenge stress). Though the challenge-hindrance framework has largely been neglected in teacher stress research, we adopted it to provide a more differentiated view of the…
Descriptors: Stress Variables, Teaching (Occupation), Secondary School Teachers, Teacher Motivation
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Ryoo, Ji Hoon; Hong, Saahoon; Bart, William M.; Shin, Jaehyun; Bradshaw, Catherine P. – Psychology in the Schools, 2018
Many states have scaled up School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW-PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to…
Descriptors: Elementary School Students, Middle School Students, Positive Behavior Supports, Student Behavior
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Hill, Nancy E.; Liang, Belle; Price, Maggi; Polk, Whitney; Perella, John; Savitz-Romer, Mandy – Psychology in the Schools, 2018
In contrast to the focus on short-term, extrinsic goals in our society (e.g., wealth, prestige), positive youth development scholars have highlighted the need for parents and schools to help youths cultivate and plan for long-term, intrinsic, and meaningful goals (i.e., envisioning a meaningful future), arguing that envisioning a meaningful future…
Descriptors: Parenting Styles, Structural Equation Models, Academic Aspiration, Parent Aspiration
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Reddy, Linda A.; Cleary, Timothy J.; Alperin, Alexander; Verdesco, Arielle – Psychology in the Schools, 2018
School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention-deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self-regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key…
Descriptors: Intervention, Independent Study, Active Learning, Attention Deficit Hyperactivity Disorder
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Wood, Laura; Roach, Andrew T.; Kearney, Moriah A.; Zabek, Faith – Psychology in the Schools, 2018
Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through mindfulness-based interventions (MBIs). Whereas studies with older children and adults have supported this approach, research with young children has been more limited. In the…
Descriptors: Executive Function, Preschool Children, Preschool Education, Metacognition
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McClain, Maryellen Brunson; Otero, Tiffany L.; Haverkamp, Cassity R.; Molsberry, Fiona – Psychology in the Schools, 2018
School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school-based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision-making, treatment and…
Descriptors: Pervasive Developmental Disorders, Autism, School Psychology, Periodicals
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Castro-Olivo, Sara; Preciado, Jorge; Le, Loan; Marciante, Mia; Garcia, Melissa – Psychology in the Schools, 2018
For decades, Latino English language learners (ELLs) have been identified as a high-risk population for both reading and behavioral problems. A comprehensive approach that provides academic and behavioral support in both home and school settings has been suggested by researchers as a viable option for improving outcomes of students who exhibit…
Descriptors: Hispanic American Students, English Language Learners, Second Language Instruction, Culturally Relevant Education
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Newell, Markeda; Looser, Joshua – Psychology in the Schools, 2018
The purpose of this study was to analyze the extent of training in multicultural assessment, intervention, and consultation of school psychologists in urban and rural contexts. Although there is greater cultural and sociodemographic diversity in urban settings as compared to rural settings, it is unknown whether school psychologists in urban…
Descriptors: Multicultural Education, Intervention, School Psychologists, Urban Schools
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Miranda, Antoinette Halsell; Radliff, Kisha M.; Della Flora, Olympia A. – Psychology in the Schools, 2018
Urban schools in the United States are generally viewed as having greater challenges than their suburban and rural counterparts. Most notably, they often have lower academic achievement and much of the educational reform movement has been aimed at urban schools in an attempt to close the achievement gap. Although much of the focus in recent years…
Descriptors: Urban Schools, Urban Education, Academic Achievement, Educational Change
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