NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Does not meet standards2
Showing 1 to 15 of 303 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Begeny, John C.; Codding, Robin S.; Wang, Jiayi; Hida, Rahma M.; Patterson, Sierra L.; Kessler, Sarah; Fields-Turner, Felicia; Ramos, Kimberly A. – Psychology in the Schools, 2020
More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research-supported instructional practices to support students with math difficulties, the existing research is limited with regard to…
Descriptors: Program Effectiveness, Student Motivation, Mathematics Instruction, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
González-Cabrera, Joaquín; Sánchez-Álvarez, Nicolás; Calvete, Esther; León-Mejía, Ana; Orue, Izaskun; Machimbarrena, Juan M. – Psychology in the Schools, 2020
This study created a Spanish triangulated version of the European Bullying Intervention Project Questionnaire and obtained indicators of its validity and reliability. This new tool allows researchers to triangulate and flexibly investigate the three main roles in school bullying, obtaining seven potential roles (pure victim, pure bully, pure…
Descriptors: Psychometrics, Intervention, Bullying, Validity
Peer reviewed Peer reviewed
Direct linkDirect link
Glennon, Sara D.; Viola, Shannon B.; Blakely, Alane O. – Psychology in the Schools, 2020
Rates of students engaging in nonsuicidal self-injury (NSSI) are rising and additional supports in the schools are needed (Nock, 2010, "Ann Rev Clin Psychol," 6, 339-363; Stargell et al., 2017, "Prof Sch Couns," 21, 37-46). School psychologists, school counselors, and school nurses are key personnel in responding to…
Descriptors: Self Efficacy, Self Destructive Behavior, School Psychologists, School Counselors
Peer reviewed Peer reviewed
Direct linkDirect link
Brouzos, Andreas; Vassilopoulos, Stephanos P.; Vlachioti, Antigone; Baourda, Vasiliki – Psychology in the Schools, 2020
To facilitate students' transition into secondary school, a coping-oriented group program was designed. Pre- and posttest data from three intervention groups conducted over the course of 5 weeks were combined for a total of 56 sixth-grade students waiting to undergo school transition. There was also a test-retest control group (n = 26). Results…
Descriptors: Coping, Intervention, Transitional Programs, Grade 6
Peer reviewed Peer reviewed
Direct linkDirect link
Silva, Meghan R.; Collier-Meek, Melissa A.; Codding, Robin S.; DeFouw, Emily R. – Psychology in the Schools, 2020
Recommendations from multiple professional organizations (e.g., American Psychological Association, Council for Exceptional Children, National Association of School Psychologists) suggest that collection of data on the social validity in practice and research is necessary. The purpose of this study was to systematically review the inclusion of…
Descriptors: School Psychology, Intervention, Validity, Measurement Techniques
Peer reviewed Peer reviewed
Direct linkDirect link
Ashworth, Emma; Humphrey, Neil; Lendrum, Ann; Hennessey, Alexandra – Psychology in the Schools, 2020
This mixed-methods study examines two moderators of the impact of the Good Behavior Game--implementation variability, participant risk status, and the interaction between them--as predictors of behavioral and academic outcomes. Quantitative data from 38 primary schools were utilized, with outcome data collected at baseline and 2-year follow-up.…
Descriptors: Educational Games, Intervention, Student Behavior, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Van Norman, Ethan R.; Nelson, Peter M.; Klingbeil, David A. – Psychology in the Schools, 2020
A fundamental assumption of multi-tiered systems of support is the bidirectional movement of students between tiers. In comparison to research on when to intensify instruction, less attention has been paid to the validity of decisions to exit students from supplemental supports. We used data from 554 third-grade students who met the criteria to be…
Descriptors: Intervention, Comparative Analysis, Reading Instruction, Decision Making
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Sung Reul; Nho, Ju-Hee; Kim, Hye Young – Psychology in the Schools, 2020
This study aimed to test a hypothetical path model estimating the influence of Type D personality on health-promoting behaviors (HPB), subjective health status, and quality of life (QoL) in university students, and to verify the mediating effects of HPB and subjective health status between Type D personality and QoL. A structural equation model…
Descriptors: Personality Traits, Quality of Life, College Students, Health Promotion
Peer reviewed Peer reviewed
Direct linkDirect link
Strait, Gerald G.; Turner, Jenna; Stinson, Diana; Harrison, Samanthia; Bagheri, Rojan; Perez, Tanya; Smith, Bradley H.; Gonzalez, Jorge; Anderson, Jacqueline R.; Simpson, Jill; McQuillin, Sam D. – Psychology in the Schools, 2020
Many schools use paraprofessionals to implement and monitor interventions. Though paraprofessionals are cost-effective, many questions remain about the training and skills they need to implement a wide array of school-based interventions. In this study, we compare paraprofessionals' (i.e., undergraduates) implementation of the Group-Academic…
Descriptors: Mentors, Paraprofessional Personnel, Intervention, Cost Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Hutchison, Morica; Russell, Beth S.; Wink, Mackenzie N. – Psychology in the Schools, 2020
Childhood exposure to traumatic experiences and subsequent psychological symptoms increase the risk for lifelong behavioral and mental health problems, including depression diagnoses, reduced adaptive coping strategies, substance abuse, and early death, with negative impacts on children's social development and academic achievement.…
Descriptors: Social Development, Emotional Development, Trauma, Symptoms (Individual Disorders)
Peer reviewed Peer reviewed
Direct linkDirect link
Erps, Kristen H.; Ochs, Sarah; Myers, Carl L. – Psychology in the Schools, 2020
As the second leading cause of death for adolescents, suicide is a major concern for school personnel. School psychologists' training in mental health makes them well-positioned to lead in suicide prevention efforts; however, studies have shown a lack of preparedness in crisis intervention and, more specifically, suicide risk assessment. This…
Descriptors: Suicide, School Psychologists, Risk Assessment, Role Perception
Peer reviewed Peer reviewed
Direct linkDirect link
Valle, Jessica E.; Williams, Lucia C. A.; Stelko-Pereira, Ana C. – Psychology in the Schools, 2020
A systematic literature review on whole-school antibullying interventions was conducted. Twelve databases were consulted, considering as inclusion criteria: scientific article, published between 1998 and June 2018, in English or Portuguese, describing empirical studies on whole-school antibullying interventions. Seventeen studies were analyzed,…
Descriptors: Bullying, Intervention, Incidence, Databases
Peer reviewed Peer reviewed
Direct linkDirect link
Flores, Margaret M.; Moore, Alexcia J.; Meyer, Jill M. – Psychology in the Schools, 2020
Elementary standards include multiplication of single-digit numbers and students advance to solve complex problems and demonstrate procedural fluency in algorithms. The ability to illustrate procedural fluency in algorithms is dependent on the development of understanding and reasoning in multiplication. Development of multiplicative reasoning…
Descriptors: Elementary School Students, Grade 4, Grade 5, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Schussler, Deborah L.; Harris, Alexis R.; Greenberg, Mark T. – Psychology in the Schools, 2020
Contemplative professional development interventions seek to help educators manage stress and improve emotion regulation, yet the mechanisms of action revealing how they result in positive psychological and physical outcomes remain unclear. Using focus groups based on levels of attendance, this qualitative study examined how educators with…
Descriptors: Intervention, Stress Variables, Self Control, Metacognition
Peer reviewed Peer reviewed
Direct linkDirect link
Battal, Jill; Pearrow, Melissa M.; Kaye, Amy J. – Psychology in the Schools, 2020
Urban communities are disproportionality impacted by issues such as community violence, leaving children at higher risk of trauma, and increased adverse childhood experiences. This applied study addresses a research-to-practice gap by demonstrating the longitudinal impact of a district-initiated, school-wide multitiered systems of support approach…
Descriptors: Urban Schools, Intervention, Program Effectiveness, At Risk Students
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  21