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Ethnic Differences in Social-Emotional Development in Preschool: The Impact of Teacher Child Relationships and Classroom Quality. 幼儿园社会情感发展的种族差异:师生关系和课堂质量的影响。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-09-01 DOI: 10.1037/A0024117
Scott L. Graves, C. Howes
{"title":"Ethnic Differences in Social-Emotional Development in Preschool: The Impact of Teacher Child Relationships and Classroom Quality.","authors":"Scott L. Graves, C. Howes","doi":"10.1037/A0024117","DOIUrl":"https://doi.org/10.1037/A0024117","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"116 1","pages":"202-214"},"PeriodicalIF":0.0,"publicationDate":"2011-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0024117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57352886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 71
Offsetting risks: High school gay-straight alliances and lesbian, gay, bisexual, and transgender (LGBT) youth. 抵消风险:高中异性恋联盟和女同性恋、男同性恋、双性恋和变性(LGBT)青年。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-06-01 DOI: 10.1037/A0023226
N. Heck, A. Flentje, Bryan N. Cochran
{"title":"Offsetting risks: High school gay-straight alliances and lesbian, gay, bisexual, and transgender (LGBT) youth.","authors":"N. Heck, A. Flentje, Bryan N. Cochran","doi":"10.1037/A0023226","DOIUrl":"https://doi.org/10.1037/A0023226","url":null,"abstract":"Lesbian, gay, bisexual, and transgender (LGBT) youth are at risk for engaging in negative health behaviors and for experiencing at-school victimization. Specific benefits of attending a high school with a gay-straight alliance (GSA), including lower levels of suicidality, have been published; however, it is unclear whether GSAs are related to lower levels of problematic substance use, depressive symptoms, and psychological distress. Using a sample of 145 LGBT youth recruited from college and university organizations for LGBT students, we examined whether attending a high school with a GSA was related to more positive school experiences and mental health outcomes for LGBT youth. The results indicate that youth who attended a high school with a GSA report significantly more favorable outcomes related to school experiences, alcohol use, and psychological distress. The implications of the findings are discussed as they relate to school psychologists. Important limitations of this study are reviewed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"161-174"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0023226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57342803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 265
The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament. 课堂质量在改善学业与社会风险相关的困难气质中的作用。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-06-01 DOI: 10.1037/A0023042
Timothy W. Curby, K. Rudasill, Taylor Edwards, Koraly Pérez-Edgar
{"title":"The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament.","authors":"Timothy W. Curby, K. Rudasill, Taylor Edwards, Koraly Pérez-Edgar","doi":"10.1037/A0023042","DOIUrl":"https://doi.org/10.1037/A0023042","url":null,"abstract":"The present study examines the moderating role first grade classroom quality may have on the rela tions between children’s difficult temperament (assessed in infancy) and their academic and social out comes in early elementary school (first grade). Using data from the National Institute of Child Health and Human Development’s Study of Early Child Care and Youth Development, 1032 children were rated by their mothers at 6 months of age on difficult temperament. The quality of first grade class room environments were then observed and rated along three domains: emotional support, classroom organization, and instructional support. Regression analyses examined the statistical interactions between difficult temperament and classroom quality domains on children’s academic and social out comes. Results indicate high-quality classroom environments may ameliorate the academic and social risks associated with having a difficult temperament.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"175-188"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0023042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57339772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 78
An Investigation of Gender, Income, and Special Education Status Bias on Curriculum-Based Measurement Slope in Reading. 性别、收入和特殊教育地位对课程阅读测量斜率的影响。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-06-01 DOI: 10.1037/A0023021
Seungsoo Yeo, J. Fearrington, Theodore J. Christ
{"title":"An Investigation of Gender, Income, and Special Education Status Bias on Curriculum-Based Measurement Slope in Reading.","authors":"Seungsoo Yeo, J. Fearrington, Theodore J. Christ","doi":"10.1037/A0023021","DOIUrl":"https://doi.org/10.1037/A0023021","url":null,"abstract":"University of MinnesotaThis study investigated slope bias on student background variables for bothCurriculum Based Measurement of Oral Reading (CBM-R) and Curriculum BasedMeasurement Maze Reading (Maze). Benchmark scores from 1,738 students inGrades 3 through 8 were used to examine potential slope bias in CBM-R and Maze.Latent growth modeling was used to both estimate growth rates and examine theextent to which demographic variables affected the estimated growth rates. Resultsindicate a signiÞcant CBM-R slope bias on special education status at Grade 3 andon gender at Grade 7. For Maze, slope bias on gender was associated with Mazeslope estimates at Grades 5 and 7. Slope bias on various demographic variables was notconsistent across CBM measures and grades. Results and implications are discussed.Keywords:","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"119-130"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0023021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57339851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 22
Investigating Early Literacy and Numeracy: Exploring the Utility of the Bifactor Model. 研究早期读写和计算能力:探索双因素模型的效用。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-06-01 DOI: 10.1037/A0022987
Joseph Betts, Mary Pickart, D. Heistad
{"title":"Investigating Early Literacy and Numeracy: Exploring the Utility of the Bifactor Model.","authors":"Joseph Betts, Mary Pickart, D. Heistad","doi":"10.1037/A0022987","DOIUrl":"https://doi.org/10.1037/A0022987","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"97-107"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022987","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57339283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 19
Courage in the Classroom: Exploring a New Framework Predicting Academic Performance and Engagement 课堂上的勇气:探索预测学习成绩和参与的新框架
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-06-01 DOI: 10.1037/A0023020
Andrew J. Martin
{"title":"Courage in the Classroom: Exploring a New Framework Predicting Academic Performance and Engagement","authors":"Andrew J. Martin","doi":"10.1037/A0023020","DOIUrl":"https://doi.org/10.1037/A0023020","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"21 1","pages":"145-160"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0023020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57339801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 53
Is Authoritative Teaching Beneficial for All Students? A Multi-Level Model of the Effects of Teaching Style on Interest and Achievement. 权威教学对所有学生都有益吗?教学风格对兴趣和成绩影响的多层次模型。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-06-01 DOI: 10.1037/A0022985
B. Dever, S. Karabenick
{"title":"Is Authoritative Teaching Beneficial for All Students? A Multi-Level Model of the Effects of Teaching Style on Interest and Achievement.","authors":"B. Dever, S. Karabenick","doi":"10.1037/A0022985","DOIUrl":"https://doi.org/10.1037/A0022985","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"131-144"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022985","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57339157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 73
General factor loadings and specific effects of the Differential Ability Scales, Second Edition composites. 一般因素负荷和特殊影响的差异能力量表，第二版复合材料。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-06-01 DOI: 10.1037/A0023025
J. Maynard, Randy Floyd, Teresa J. Acklie, L. Houston
{"title":"General factor loadings and specific effects of the Differential Ability Scales, Second Edition composites.","authors":"J. Maynard, Randy Floyd, Teresa J. Acklie, L. Houston","doi":"10.1037/A0023025","DOIUrl":"https://doi.org/10.1037/A0023025","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"108-118"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0023025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57339901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Beyond Constant Comparison Qualitative Data Analysis: Using NVivo. 超越持续比较定性数据分析:使用NVivo。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-03-01 DOI: 10.1037/A0022711
N. Leech, A. Onwuegbuzie
{"title":"Beyond Constant Comparison Qualitative Data Analysis: Using NVivo.","authors":"N. Leech, A. Onwuegbuzie","doi":"10.1037/A0022711","DOIUrl":"https://doi.org/10.1037/A0022711","url":null,"abstract":"The purposes of this paper are to outline seven types of qualitative data analysis techniques, to present step-by-step guidance for conducting these analyses via a computer-assisted qualitative data analysis software program (i.e., NVivo9), and to present screenshots of the data analysis process. Specifically, the following seven analyses are presented: constant comparison analysis, classical content analysis, keyword-in-context, word count, domain analysis, taxonomic analysis, and componential analysis. It is our hope that providing a clear step-by-step process for conducting these analyses with NVivo9 will assist school psychology researchers in increasing the rigor of their qualitative data analysis procedures.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"70-84"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022711","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57335849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 513
Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers. 支持学校儿童心理健康:教师对需求、角色和障碍的认知。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-03-01 DOI: 10.1037/A0022714
W. Reinke, M. Stormont, K. Herman, R. Puri, N. Goel
{"title":"Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers.","authors":"W. Reinke, M. Stormont, K. Herman, R. Puri, N. Goel","doi":"10.1037/A0022714","DOIUrl":"https://doi.org/10.1037/A0022714","url":null,"abstract":"There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to examine teachers’ perceptions of current mental health needs in their schools; their knowledge, skills, training experiences and training needs; their roles for supporting children’s mental health; and barriers to supporting mental health needs in their school settings. Participants included 292 teachers from 5 school districts. Teachers reported viewing school psychologists as having a primary role in most aspects of mental health service delivery in the school including conducting screening and behavioral assessments, monitoring student progress, and referring children to school-based or community services. Teachers perceived themselves as having primary responsibility for implementing classroom-based behavioral interventions but believed school psychologists had a greater role in teaching social emotional lessons. Teachers also reported a global lack of experience and training for supporting children’s mental health needs. Implications of the findings are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57335499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 690
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