Editorial Board
Publication date: June 2020Source: Journal of School Psychology, Volume 80Author(s): (Source: Journal of School Psychology)
Source: Journal of School Psychology - June 14, 2020 Category: Psychiatry & Psychology Source Type: research
Between-teacher variance of students' teacher-rated risk for emotional, behavioral, and adaptive functioning
Publication date: June 2020Source: Journal of School Psychology, Volume 80Author(s): Joni W. Splett, Anthony Raborn, Kristy Brann, Mills K. Smith-Millman, Colleen Halliday, Mark D. Weist (Source: Journal of School Psychology)
Source: Journal of School Psychology - May 30, 2020 Category: Psychiatry & Psychology Source Type: research
A cost-effectiveness analysis of classwide math intervention
Publication date: June 2020Source: Journal of School Psychology, Volume 80Author(s): Courtenay A. Barrett, Amanda M. VanDerHeyden (Source: Journal of School Psychology)
Source: Journal of School Psychology - May 30, 2020 Category: Psychiatry & Psychology Source Type: research
Comparison of accommodations and interventions for youth with ADHD: A randomized controlled trial
Publication date: June 2020Source: Journal of School Psychology, Volume 80Author(s): Judith R. Harrison, Steven W. Evans, Alyssa Baran, Fairooz Khondker, Kathryn Press, Daphney Noel, Shira Wasserman, Colleen Belmonte, Morgan Mohlmann (Source: Journal of School Psychology)
Source: Journal of School Psychology - May 26, 2020 Category: Psychiatry & Psychology Source Type: research
Experiences of adolescent witnesses to peer victimization: The bystander effect
Publication date: June 2020Source: Journal of School Psychology, Volume 80Author(s): Sheri Bauman, Jina Yoon, Charlotte Iurino, Liam Hackett (Source: Journal of School Psychology)
Source: Journal of School Psychology - May 21, 2020 Category: Psychiatry & Psychology Source Type: research
Editorial Board
Publication date: April 2020Source: Journal of School Psychology, Volume 79Author(s): (Source: Journal of School Psychology)
Source: Journal of School Psychology - May 8, 2020 Category: Psychiatry & Psychology Source Type: research
Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition
Publication date: April 2020Source: Journal of School Psychology, Volume 79Author(s): Nathan H. Clemens, Kejin Lee, Maria Henri, Leslie E. Simmons, Oi-man Kwok, Stephanie Al Otaiba (Source: Journal of School Psychology)
Source: Journal of School Psychology - April 11, 2020 Category: Psychiatry & Psychology Source Type: research
Dimensions of empathy and bystander intervention in bullying in elementary school
Publication date: April 2020Source: Journal of School Psychology, Volume 79Author(s): Stephanie Secord Fredrick, Lyndsay N. Jenkins, Kirsten Ray (Source: Journal of School Psychology)
Source: Journal of School Psychology - April 2, 2020 Category: Psychiatry & Psychology Source Type: research
Membership experiences in gender-sexuality alliances (GSAs) predict increased hope and attenuate the effects of victimization
Publication date: April 2020Source: Journal of School Psychology, Volume 79Author(s): V. Paul Poteat, Ian Rivers, Olivier Vecho (Source: Journal of School Psychology)
Source: Journal of School Psychology - March 15, 2020 Category: Psychiatry & Psychology Source Type: research
Editorial Board
Publication date: February 2020Source: Journal of School Psychology, Volume 78Author(s): (Source: Journal of School Psychology)
Source: Journal of School Psychology - March 14, 2020 Category: Psychiatry & Psychology Source Type: research
English learners' achievement in mathematics and science: Examining the role of self-efficacy
Publication date: April 2020Source: Journal of School Psychology, Volume 79Author(s): Lia E. Sandilos, Alison E. Baroody, Sara E. Rimm-Kaufman, Eileen G. Merritt (Source: Journal of School Psychology)
Source: Journal of School Psychology - March 11, 2020 Category: Psychiatry & Psychology Source Type: research
Disability, poverty, and other risk factors associated with involvement in bullying behaviors
Publication date: February 2020Source: Journal of School Psychology, Volume 78Author(s): Christine K. Malecki, Michelle K. Demaray, Thomas J. Smith, Jonathan EmmonsAbstractUsing a stigma-based bullying framework, the current study investigated how (a) disability status was related to bullying-related behaviors when controlling for gender, grade level, and free or reduced lunch status; (b) gender, grade level, and free or reduced lunch status moderated the associations of disability status with bullying-related behaviors; and (c) classification in specific disability categories was associated with bullying-related behaviors...
Source: Journal of School Psychology - February 21, 2020 Category: Psychiatry & Psychology Source Type: research
Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement
Publication date: February 2020Source: Journal of School Psychology, Volume 78Author(s): Julia Ogg, Christopher J. AnthonyAbstractParents' involvement in their children's education and parental warmth have been linked to many positive child outcomes. In addition to these positive associations, contemporary developmental theory stresses the interaction between different parenting variables and the interaction between parenting and broad contextual factors such as family socioeconomic status (SES). Thus, the purpose of this study was to examine main and interaction effects of parent home-based involvement and parental warmth...
Source: Journal of School Psychology - February 11, 2020 Category: Psychiatry & Psychology Source Type: research
Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes
This study reports findings from a randomized trial of a teacher training program that combined two evidence-based programs (Good Behavior Game [GBG] and MyTeachingPartner™ [MTP]) to determine their impact on novice teachers and their students. In addition, the current study reports findings on moderated impacts by initial teacher distress as well as the overall classroom level of misbehavior. The sample included 188 early-career teachers (grades K-3) in their first three years of teaching from three large, urban school districts. Analyses indicated that intervention had no main effects, but yielded moderated impact depe...
Source: Journal of School Psychology - February 8, 2020 Category: Psychiatry & Psychology Source Type: research
Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory
Publication date: February 2020Source: Journal of School Psychology, Volume 78Author(s): Keith C. Herman, Wendy M. Reinke, Colleen L. EddyAbstractTeacher stress and burnout are associated with many adverse outcomes for teachers, students, and the educational system. This paper describes the Coping-Competence-Context (3C) Theory of Teacher Stress. The theory is based on empirical research on teacher stress and coping highlighted within this special issue and attempts to more explicitly highlight three critical interconnected pathways to teacher stress development and intervention. The 3C model also highlights why teacher st...
Source: Journal of School Psychology - February 6, 2020 Category: Psychiatry & Psychology Source Type: research
