Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): Jessika H. Bottiani, Chelsea A.K. Duran, Elise T. Pas, Catherine P. BradshawAbstractStress and burnout are pervasive among public school teachers and amplified in urban schools, where job demands are often high and resources low. Relatively little is known about factors contributing to stress and burnout among urban school teachers specifically, or how these aspects of teacher occupational wellbeing relate to their use of effective classroom practices. Rather than utilizing objective measures, extant research has relied heavily on teac...
Source: Journal of School Psychology - November 22, 2019 Category: Psychiatry & Psychology Source Type: research
The effects of varied practice on the oral reading fluency of fourth-grade students
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): Deborah K. Reed, Leah M. Zimmermann, Adam J. Reeger, Ariel M. AloeAbstractTo improve oral reading fluency rate and promote its generalization to unpracticed texts, this study investigated a Varied Practice approach that involved passages with a high proportion of overlapping words (M = 85% unique word overlap). Fourth graders were randomly assigned either to the Varied Practice treatment (n = 405), where they read three different passages one time each, or the Repeated Reading comparison (n = 422), in which they read the sa...
Source: Journal of School Psychology - November 21, 2019 Category: Psychiatry & Psychology Source Type: research
Editorial Board
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): (Source: Journal of School Psychology)
Source: Journal of School Psychology - November 20, 2019 Category: Psychiatry & Psychology Source Type: research
The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): Catherine M. Corbin, Pilar Alamos, Amy E. Lowenstein, Jason T. Downer, Joshua L. BrownAbstractTeaching is a uniquely stressful profession. Though previous work has drawn attention to the high levels of burnout teachers report experiencing and its impact on students, comparatively less work has investigated what influences teachers' burnout itself. Guided by Lazarus' (1991) transactional model of stress and coping, the present study explored the links between the proximal resource of teachers' relationships with students and burnout. Sp...
Source: Journal of School Psychology - November 20, 2019 Category: Psychiatry & Psychology Source Type: research
Effects of a universal prevention program on externalizing behaviors: Exploring the generalizability of findings across school and home settings
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): Pietro Muratori, Iacopo Bertacchi, Gabriele Masi, Annarita Milone, Annalaura Nocentini, Nicole P. Powell, John E. Lochman, Shannon Jones, Francesca Kassing, Devon RomeroAbstractUniversal prevention approaches have significantly reduced children's conduct problems and aggressive behavior in the school setting, but it has not been clear whether the effects generalize into children's behavior in home and community settings in later elementary school years. The present study examined this issue using a classroom-randomized design, with 103...
Source: Journal of School Psychology - November 20, 2019 Category: Psychiatry & Psychology Source Type: research
Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being
This study builds on previous experimental evidence of the impacts of CARE on teacher self-reported outcomes for this sample of teachers within one school year (Jennings et al., 2017). Results indicate that at the third assessment point (9.5 months after participating in the program), CARE teachers showed continued significant decreases in psychological distress, reductions in ache-related physical distress, continued significant increases in emotion regulation and some dimensions of mindfulness. Findings indicate that teachers who participated in mindfulness-based professional development through CARE reported both sust...
Source: Journal of School Psychology - October 26, 2019 Category: Psychiatry & Psychology Source Type: research
Individual and organizational factors associated with teacher self-reported implementation of the PATHS curriculum
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): Celene E. Domitrovich, Yibing Li, Erin T. Mathis, Mark T. GreenbergAbstractThe current study examined a comprehensive set of individual and organizational factors as potential predictors of how the Promoting Alternative THinking (PATHS) Curriculum was implemented by teachers in an urban Midwestern school district. The study used data from a randomized trial of an implementation support model conducted in 28 urban elementary schools. All schools implemented PATHS in grades K-3. Program fidelity was assessed with teacher self-reported rat...
Source: Journal of School Psychology - October 17, 2019 Category: Psychiatry & Psychology Source Type: research
Adoption of PBIS within school districts
This study included a sequential cohort of 552 districts in 25 U.S. states adopting an evidence-based framework, school-wide positive behavioral interventions and supports (PBIS). We examined schools within districts reporting on PBIS fidelity during their first five years of PBIS initiatives. Latent change score and multi-level growth modeling were used to examine and predict the percent of district adoption of PBIS over time. Results showed a significant increase in the rate of district adoption over the first 4 years of the initiative, with a decrease in growth between years 4 and 5. District size, proportion of stude...
Source: Journal of School Psychology - October 16, 2019 Category: Psychiatry & Psychology Source Type: research
Editorial Board
Publication date: August 2019Source: Journal of School Psychology, Volume 75Author(s): (Source: Journal of School Psychology)
Source: Journal of School Psychology - August 30, 2019 Category: Psychiatry & Psychology Source Type: research
Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): Maaike C. Engels, Eija Pakarinen, Marja-Kristiina Lerkkanen, Karine VerschuerenAbstractThe current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cog...
Source: Journal of School Psychology - August 27, 2019 Category: Psychiatry & Psychology Source Type: research
Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): Larissa M. Gaias, Sarah Lindstrom Johnson, Jessika H. Bottiani, Katrina J. Debnam, Catherine P. BradshawAbstractEffective classroom management practices have been associated with students' behavioral and academic outcomes, but some questions have been raised regarding the degree to which current classroom management strategies are responsive to the backgrounds of students of color in US public schools. Additionally, frameworks for culturally responsive classroom management have emerged, but little attention has been given to systematica...
Source: Journal of School Psychology - August 18, 2019 Category: Psychiatry & Psychology Source Type: research
Interval likelihood ratios: Applications for gated screening in schools
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): David A. Klingbeil, Ethan R. Van Norman, Peter M. Nelson, Chris BirrAbstractEducational researchers have traditionally evaluated universal screening performance by dichotomizing continuous test scores to classify students as at-risk or not at-risk. This is pragmatic for decision making, but dichotomization results in a loss of critical information regarding the magnitude of risk. Another approach, which is common in medical research, is to evaluate screening test performance by dividing scores into ordinal categories for which interval ...
Source: Journal of School Psychology - August 14, 2019 Category: Psychiatry & Psychology Source Type: research
Bolstering trust and reducing discipline incidents at a diverse middle school: How self-affirmation affects behavioral conduct during the transition to adolescence
Publication date: Available online 12 August 2019Source: Journal of School PsychologyAuthor(s): Kevin R. Binning, Jonathan E. Cook, Valerie Purdie-Greenaway, Julio Garcia, Susie Chen, Nancy Apfel, David K. Sherman, Geoffrey L. CohenAbstractA three-year field experiment at an ethnically diverse middle school (N = 163) tested the hypothesis that periodic self-affirmation exercises delivered by classroom teachers bolsters students' school trust and improves their behavioral conduct. Students were randomly assigned to either a self-affirmation condition, where they wrote a series of in-class essays about personally importa...
Source: Journal of School Psychology - August 14, 2019 Category: Psychiatry & Psychology Source Type: research
Acculturation and school adjustment of children and youth from culturally diverse backgrounds: Predictors and interventions for school psychology
Publication date: Available online 10 August 2019Source: Journal of School PsychologyAuthor(s): Mohini Lokhande, Barbara ReichleAbstractIn recent decades, classrooms in many countries have become more culturally diverse. However, students from ethnic minorities and students with immigrant backgrounds are at greater risk of lower social, psychological, and academic adjustment than their native peers. Therefore, schools all over the world are challenged by the question of how to help diverse students adjust to school independent of their ethnic background and family resources. The current special issue focuses on how schools...
Source: Journal of School Psychology - August 11, 2019 Category: Psychiatry & Psychology Source Type: research
Teaching tolerance or acting tolerant? Evaluating skills- and contact-based prejudice reduction interventions among Palestinian-Israeli and Jewish-Israeli youth
This study evaluated the effectiveness of two prejudice reduction interventions among 148 Palestinian-Israeli and 154 Jewish-Israeli 5th grade students (Mage.years = 10.55, SD = 0.26) in a high conflict area. Schools in Jaffa, Israel were assigned to a social-cognitive/emotional skills-based intervention, a skills- and contact-based intervention (i.e., skills, skills+contact), or the control group—all delivered as part of the curriculum. Prejudice was assessed through participants' judgments of and justifications about hypothetical scenarios of intergroup exclusion in peer and home contexts at pre-test, post-test...
Source: Journal of School Psychology - August 10, 2019 Category: Psychiatry & Psychology Source Type: research
