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A Systematic Review of the PSW Diagnostic Accuracy Evidence for SLD Identification: Is It Time to Abandon PSW? 系统回顾 PSW 对 SLD 识别的诊断准确性证据：是放弃 PSW 的时候了吗？
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-07-09 DOI: 10.1080/2372966x.2024.2369494
Stefan C. Dombrowski, Nicholas F. Benson, Kathrin E. Maki
{"title":"A Systematic Review of the PSW Diagnostic Accuracy Evidence for SLD Identification: Is It Time to Abandon PSW?","authors":"Stefan C. Dombrowski, Nicholas F. Benson, Kathrin E. Maki","doi":"10.1080/2372966x.2024.2369494","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2369494","url":null,"abstract":"Procedures for identifying specific learning disabilities (SLD) have been controversial, if not contentious, for many decades. Over this period, researchers and policymakers have sought to replace ...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Building an Evidence Base for Professional Learning in Prejudice Reduction, Racial Bias, and Antiracism in Schools: Slow Motion is better than No Motion 为学校中减少偏见、种族偏见和反种族主义的专业学习建立证据基础：慢动作胜过不动作
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-07-03 DOI: 10.1080/2372966x.2024.2362550
Jamilia J. Blake, Pamela A. Fenning, S. Jimerson
{"title":"Building an Evidence Base for Professional Learning in Prejudice Reduction, Racial Bias, and Antiracism in Schools: Slow Motion is better than No Motion","authors":"Jamilia J. Blake, Pamela A. Fenning, S. Jimerson","doi":"10.1080/2372966x.2024.2362550","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2362550","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141681779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evidential Value of Intervention Studies in Two School Psychology Journals: A p-Curve Analysis of Research from 2011 to 2021 两本学校心理学期刊中干预研究的证据价值：2011 至 2021 年研究的 p 曲线分析
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-07-02 DOI: 10.1080/2372966x.2024.2365618
Hong Ni, Paul C. Price, Constance J. Jones
{"title":"Evidential Value of Intervention Studies in Two School Psychology Journals: A p-Curve Analysis of Research from 2011 to 2021","authors":"Hong Ni, Paul C. Price, Constance J. Jones","doi":"10.1080/2372966x.2024.2365618","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2365618","url":null,"abstract":"This study uses p-curve analysis to examine the evidential value of intervention studies published in two major journals in the field of school psychology. We undertook this study in the context of...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141577703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Effects of Task Timing and Complexity on Students’ Perceived Task Difficulty and Reported Math Strategy Use 任务时间和复杂性对学生感知任务难度和报告数学策略使用情况的影响
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-06-27 DOI: 10.1080/2372966x.2024.2370232
Kathrin E. Maki, Robin S. Codding, Anne F. Zaslofsky, Marie C. E. Dougé, Shanyn Thompson
{"title":"The Effects of Task Timing and Complexity on Students’ Perceived Task Difficulty and Reported Math Strategy Use","authors":"Kathrin E. Maki, Robin S. Codding, Anne F. Zaslofsky, Marie C. E. Dougé, Shanyn Thompson","doi":"10.1080/2372966x.2024.2370232","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2370232","url":null,"abstract":"Despite the robust correlation between math anxiety and math performance, little is known about how students’ perceptions of math task difficulty or employment of math strategies may relate to math...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evaluating the Impact of Implementation Planning: A Preregistered Meta-Analysis 评估实施规划的影响：预先登记的元分析
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-06-12 DOI: 10.1080/2372966x.2024.2365624
Alexandra M. Pierce, Lisa M. H. Sanetti, Melissa A. Collier‐Meek, Austin H. Johnson
{"title":"Evaluating the Impact of Implementation Planning: A Preregistered Meta-Analysis","authors":"Alexandra M. Pierce, Lisa M. H. Sanetti, Melissa A. Collier‐Meek, Austin H. Johnson","doi":"10.1080/2372966x.2024.2365624","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2365624","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers 在亚太裔教师中初步验证变革性社会与情感学习 (SEL) 能力量表
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-06-06 DOI: 10.1080/2372966x.2024.2355670
Chunyan Yang, Jin Hyung Lim, Xueqin Lin, Ella Rho, Quennie Dong
{"title":"An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers","authors":"Chunyan Yang, Jin Hyung Lim, Xueqin Lin, Ella Rho, Quennie Dong","doi":"10.1080/2372966x.2024.2355670","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2355670","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beyond Asset-Based Frameworks: Middle School Teachers Perpetuating Raciolinguistic Paradigms 超越基于资产的框架：中学教师延续种族语言范式
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-06-05 DOI: 10.1080/2372966x.2024.2361625
Marie L. Tanaka, Desireé Vega
{"title":"Beyond Asset-Based Frameworks: Middle School Teachers Perpetuating Raciolinguistic Paradigms","authors":"Marie L. Tanaka, Desireé Vega","doi":"10.1080/2372966x.2024.2361625","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2361625","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bullied Immigrant Youth, Emotional Distress, and Social Well-Being: Moderating Roles of Family and School 受欺凌的移民青少年、情绪困扰和社会福祉：家庭和学校的调节作用
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-06-05 DOI: 10.1080/2372966x.2024.2361615
Nicholas L. Scheel, A. P. Natoli, Hillary A. Langley, Gulden Esat
{"title":"Bullied Immigrant Youth, Emotional Distress, and Social Well-Being: Moderating Roles of Family and School","authors":"Nicholas L. Scheel, A. P. Natoli, Hillary A. Langley, Gulden Esat","doi":"10.1080/2372966x.2024.2361615","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2361615","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Psychologists in Alternative vs Mainstream Education Settings 替代教育与主流教育环境中的学校心理学家
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-06-04 DOI: 10.1080/2372966x.2024.2346774
Staci C. Ballard, S. Bender, Brian Daniels, Caroline Fernandes
{"title":"School Psychologists in Alternative vs Mainstream Education Settings","authors":"Staci C. Ballard, S. Bender, Brian Daniels, Caroline Fernandes","doi":"10.1080/2372966x.2024.2346774","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2346774","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Bottom-Up Approach to Measuring Student Social–Emotional Competence 衡量学生社会情感能力的自下而上方法
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-05-30 DOI: 10.1080/2372966x.2024.2333234
Stephanie A. Vinal, Tyler L. Renshaw
{"title":"A Bottom-Up Approach to Measuring Student Social–Emotional Competence","authors":"Stephanie A. Vinal, Tyler L. Renshaw","doi":"10.1080/2372966x.2024.2333234","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2333234","url":null,"abstract":"This brief report describes a pilot test toward developing a new measure of student social-emotional competence informed by the five-factor model proposed by the Collaborative for Academic, Social,...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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