Using assessment to individualize early mathematics instruction
In this study, we evaluate the efficacy of Individualizing Student Instruction in Mathematics (ISI-Math) compared to Reading (ISI-Reading) where classrooms were randomly assigned to ISI-Math or ISI-Reading. The literature on child characteristics X instruction or skill X treatment interaction effects point to the complexities of tailoring instruction for individual students who present with constellations of skills. Second graders received mathematics instruction in small flexible learning groups based on their assessed learning needs. Results of the study (n =32 teachers, 370 students) revealed significant treatment effec...
Source: Journal of School Psychology - July 14, 2017 Category: Psychiatry & Psychology Source Type: research
Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms
Publication date: December 2017 Source:Journal of School Psychology, Volume 65 Author(s): Brandon D. Becker, Kathleen C. Gallagher, Robert C. Whitaker The quality of teachers' relationships with children is a key predictor of children's later social emotional competence and academic achievement. Interventions to increase mindfulness among teachers have focused primarily on the impacts on teachers' subjective well-being, but not on the quality of their relationships with children. Furthermore, none of these interventions have involved preschool teachers. To consider the potential of mindfulness-based interventions to i...
Source: Journal of School Psychology - July 14, 2017 Category: Psychiatry & Psychology Source Type: research
An investigation of African American and European American students' perception of teaching behavior
Publication date: December 2017 Source:Journal of School Psychology, Volume 65 Author(s): Bridget Cauley, Jason C. Immekus, Patrick Pössel Teaching behaviors are associated with a range of student academic and mental health outcomes. Substantial academic, school disciplinary, and mental health disparities across African American and European American students suggest that diverse students may view and interpret teaching behaviors differently. The Teaching Behavior Questionnaire measures students' perceptions of teaching behaviors. The purpose of the current study was to examine the scale's factor structure among Euro...
Source: Journal of School Psychology - July 13, 2017 Category: Psychiatry & Psychology Source Type: research
Effect of retention in elementary grades on dropping out of school early
This study investigated the effect of grade retention in elementary school on dropping out of school by age 16. Participants were 538 (54% males) ethnically diverse, academically at-risk students recruited from Texas schools into a longitudinal study when they were in first grade (mean age=6.58). Propensity score weighting successfully equated the 171 retained students and the 367 continuously promoted students on 65 covariates assessed in grade 1. Fifty-one students dropped out of school by age 16 and 487 persisted. Retention (vs. promotion) led to an increased early dropout rate (odds ratio=1.68), even after controlling ...
Source: Journal of School Psychology - July 2, 2017 Category: Psychiatry & Psychology Source Type: research
Measuring home environments across cultures: Invariance of the HOME scale across eight international sites from the MAL-ED study
This study sought to examine the psychometric properties of an adapted form of the Home Observation for the Measurement of the Environment (HOME; Caldwell & Bradley, 1984, 2003) across the eight international sites of the MAL-ED project (Dhaka, Bangladesh; Vellore, India; Bhakatapur, Nepal; Naushahro Feroze, Pakistan; Fortaleza, Brazil; Loreto, Peru; Venda, South Africa; Haydom, Tanzania), to identify a factor structure that fit the data at all sites, and to derive a subset of items that could be used to examine home environmental characteristics across sites. A three-factor structure (i.e., Emotional and Verbal Re...
Source: Journal of School Psychology - June 30, 2017 Category: Psychiatry & Psychology Source Type: research
Defending victims: What does it take to intervene in bullying and how is it rewarded by peers?
Publication date: December 2017 Source:Journal of School Psychology, Volume 65 Author(s): Rozemarijn van der Ploeg, Tina Kretschmer, Christina Salmivalli, René Veenstra Defending is considered important in reducing bullying and victimization in schools. Yet, the prevalence of defending is quite low and there is little insight into aspects that explain why students intervene in bullying situations. The current study used a longitudinal design to simultaneously examine the antecedents and status outcomes of defending behavior. It was expected that affective and social-cognitive factors explain involvement in defending...
Source: Journal of School Psychology - June 28, 2017 Category: Psychiatry & Psychology Source Type: research
Journal of School Psychology Article of the Year Award 2016
Publication date: June 2017 Source:Journal of School Psychology, Volume 62 (Source: Journal of School Psychology)
Source: Journal of School Psychology - June 23, 2017 Category: Psychiatry & Psychology Source Type: research
Journal of School Psychology Reviewer of the Year Award 2016
Publication date: June 2017 Source:Journal of School Psychology, Volume 62 (Source: Journal of School Psychology)
Source: Journal of School Psychology - June 23, 2017 Category: Psychiatry & Psychology Source Type: research
Social, emotional, and behavioral screening: A comparison of two measures and two methods across informants
Publication date: October 2017 Source:Journal of School Psychology, Volume 64 Author(s): Ryan J. Kettler, Kelly A. Feeney-Kettler, Leah Dembitzer The current study is a correlational design comparing a multiple-gate social, emotional, and behavioral (SEB) screening system with a single-gate SEB screening system using a common criterion variable. Teachers and parents of 105 preschool students completed the multiple-gate Preschool Behavior Screening System (PBSS; Feeney-Kettler, Kratochwill, & Kettler, 2009) and the single-gate Behavioral and Emotional Screening System (BESS; Kamphaus & Reynolds, 2007). ...
Source: Journal of School Psychology - June 17, 2017 Category: Psychiatry & Psychology Source Type: research
Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?
Publication date: October 2017 Source:Journal of School Psychology, Volume 64 Author(s): Meghan P. McCormick, Erin E. O'Connor, E. Parham Horn Using data from the NICHD SECCYD (N =1053), we used two-level hierarchical linear models with site fixed effects to examine whether teacher-child closeness and conflict moderated associations between two indicators of early socioeconomic status (maternal education and family income) and standardized measures of children's math and reading achievement at 54months, 1st, 3rd, and 5th grades. Children whose mothers had lower levels of education and conflictual relationships with te...
Source: Journal of School Psychology - June 15, 2017 Category: Psychiatry & Psychology Source Type: research
School engagement trajectories in adolescence: The role of peer likeability and popularity
Publication date: October 2017 Source:Journal of School Psychology, Volume 64 Author(s): Maaike C. Engels, Hilde Colpin, Karla Van Leeuwen, Patricia Bijttebier, Wim Van Den Noortgate, Stephan Claes, Luc Goossens, Karine Verschueren This accelerated longitudinal study examined how peer status (i.e., peer likeability and popularity) is involved in adolescents' school engagement trajectories. A large sample of students was followed from Grades 7 to 11 (N =1116; M age =13.79years). Students' school engagement and peer status were assessed using self-reports and peer nominations, respectively. Latent growth curve mode...
Source: Journal of School Psychology - May 12, 2017 Category: Psychiatry & Psychology Source Type: research
Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes
Publication date: October 2017 Source:Journal of School Psychology, Volume 64 Author(s): Marjolein Zee, Helma M.Y. Koomen The present study aimed to advance insight into similarities and dissimilarities between teachers' and students' views of closeness and conflict in their dyadic relationship, and personal teacher and student attributes that contribute to these views. In total, 464 students (50.2% girls) and 62 teachers (67.5% females) from grades 4 to 6 participated in this study. Teachers filled out questionnaires about their background characteristics, self-efficacy (TSES), and student–teacher relationship perce...
Source: Journal of School Psychology - May 11, 2017 Category: Psychiatry & Psychology Source Type: research
Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement
Publication date: October 2017 Source:Journal of School Psychology, Volume 64 Author(s): Timothy J. Cleary, Brittany Velardi, Bracha Schnaidman The current study examined the effectiveness of an applied self-regulated learning intervention (Self-Regulation Empowerment Program (SREP)) relative to an existing, school-based remedial mathematics intervention for improving the motivation, strategic skills, and mathematics achievement of academically at-risk middle school students. Although significant group differences in student self-regulated learning (SRL) were not observed when using self-report questionnaires, medium ...
Source: Journal of School Psychology - May 2, 2017 Category: Psychiatry & Psychology Source Type: research
The role of teacher behavior in children's relational aggression development: A five-wave longitudinal study
Publication date: October 2017 Source:Journal of School Psychology, Volume 64 Author(s): Tessa Weyns, Karine Verschueren, Geertje Leflot, Patrick Onghena, Sofie Wouters, Hilde Colpin The present article examined the development of relational aggression in middle childhood and the effects of observed teacher behavior on this development. Relying on social learning theory, we expected that teacher praise would slow down the increase of relational aggression, whereas teacher reprimands would promote the increase of relational aggression. A sample of 570 children (49% boys, M age =7years and 5months, >95% Belgia...
Source: Journal of School Psychology - May 2, 2017 Category: Psychiatry & Psychology Source Type: research
Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes
Publication date: Available online 28 April 2017 Source:Journal of School Psychology Author(s): S. Andrew Garbacz, Keith C. Herman, Aaron M. Thompson, Wendy M. Reinke (Source: Journal of School Psychology)
Source: Journal of School Psychology - April 29, 2017 Category: Psychiatry & Psychology Source Type: research
