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Rigby, Ken – International Journal of School & Educational Psychology, 2018
With the growing recognition of the serious problem of bullying in schools, attention is drawn to the gap between what is known through research about school-based bullying and what is being applied in schools. This article seeks to identify areas in which the beliefs of teachers about school bullying agree with, or diverge from, what has been…
Descriptors: Bullying, Teacher Attitudes, Beliefs, Knowledge Level
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Vassilopoulos, Stephanos P.; Brouzos, Andreas; Koutsianou, Athina – International Journal of School & Educational Psychology, 2018
This study investigated the effectiveness of a social and emotional learning (SEL) group to enhance first-grade students' school adjustment. A seven-session intervention program was conducted by two group leaders and included training in social and emotional skills. Pre- and post- and follow-up assessment data were collected from a total of 114…
Descriptors: Socialization, Emotional Development, Grade 1, Student Adjustment
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Poulou, Maria S. – International Journal of School & Educational Psychology, 2017
The study investigated how teachers' perceptions of emotional intelligence (EI), social and emotional learning (SEL) skills, and teaching efficacy relate to perceptions of teacher-student relationships and students' emotional and behavioral difficulties. Ninety-eight elementary teachers from public schools in central Greece completed the…
Descriptors: Teacher Attitudes, Social Development, Emotional Development, Teacher Effectiveness
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Lei, B. – International Journal of School & Educational Psychology, 2017
This article investigates the traumatic experience of teachers who experienced the 2008 earthquake in Sichuan, China. A survey measuring participants' personal experiences, professional demands, and psychological responses was distributed to 241 teachers in five selected schools. Although the status of schoolteachers' trauma in a postdisaster…
Descriptors: Trauma, Natural Disasters, Foreign Countries, Teacher Surveys
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Block, Heidi M.; Radley, Keith C.; Jenson, William R.; Clark, Elaine; O'Neill, Robert E. – International Journal of School & Educational Psychology, 2015
The current study evaluated the effectiveness of Superheroes Social Skills, a multimedia social skills package, in improving social responsiveness and social initiation behaviors of four elementary school children with an autism spectrum disorder (ASD). The program was implemented in a public school setting in the southwestern United States for…
Descriptors: Program Evaluation, Program Effectiveness, Social Development, Child Behavior
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Fastame, Maria Chiara; Cherchi, Rossella; Penna, Maria Pietronilla – International Journal of School & Educational Psychology, 2015
The current research was aimed mainly at exploring the reliability of a short-screening tool developed to self-evaluate visuospatial abilities in children. We presented 290 Italian third, fourth, and fifth graders with the 16-item Shortened Visuospatial questionnaire and several objective measures of intellectual efficiency, such as Raven's…
Descriptors: Questionnaires, Visual Perception, Spatial Ability, Grade 3
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Sointu, Erkko T.; Geležiniene, Renata; Lambert, Matthew C.; Nordness, Philip D. – International Journal of School & Educational Psychology, 2015
Educational professionals need assessments that yield psychometrically sound scores to assess students' behavioral and emotional functioning in order to guide data-driven decision-making processes. Rating scales have been found to be effective and economical, and often multiple informant perspectives can be obtained. The agreement between multiple…
Descriptors: Behavior Rating Scales, Indo European Languages, Translation, Test Reliability
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Vidourek, Rebecca A.; King, Keith A. – International Journal of School & Educational Psychology, 2014
The present study examined teachers' perceived confidence in using strategies to positively connect students to school. A total of 419 teachers in Ohio elementary and middle schools were surveyed (60% response rate). Results indicated that teachers felt slightly confident to confident in their abilities to positively connect students to school.…
Descriptors: Learner Engagement, Teacher Attitudes, Student School Relationship, Elementary School Teachers
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Lappalainen, Kristiina; Savolainen, Hannu; Sointu, Erkko T.; Epstein, Michael H. – International Journal of School & Educational Psychology, 2014
This study investigated the cross-informant agreement among student self-report, teacher report, and parent report on the Strengths and Difficulties Questionnaire translated into Finnish (SDQ-Fin) and estimated mean convergent and divergent correlations with a sample of fifth-grade Finnish students (N = 588) and the cross-informant agreement among…
Descriptors: Foreign Countries, Questionnaires, Finno Ugric Languages, Grade 5
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Frigerio, Alessandra; Montali, Lorenzo; Marzocchi, Gian Marco – International Journal of School & Educational Psychology, 2014
Teachers' perceptions of attention deficit hyperactivity disorder (ADHD) can influence the diagnostic rates of the disorder and the management of children in schools. This study investigated the knowledge and perceptions of ADHD in a sample of 589 Italian primary school teachers using a self-report questionnaire that included the ADHD perceptions…
Descriptors: Knowledge Level, Attention Deficit Hyperactivity Disorder, Teacher Attitudes, Attitudes toward Disabilities
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Stampoltzis, Aglaia; Antonopoulou, Katerina – International Journal of School & Educational Psychology, 2013
School teachers play an important role in the identification and assessment of pupils' difficulties, and have been considered one of the most valuable sources of information with regard to attention deficit hyperactivity disorder (ADHD) diagnoses. The study examines and compares general and special education teachers' knowledge and misconceptions…
Descriptors: Teacher Role, Knowledge Level, Misconceptions, Attention Deficit Hyperactivity Disorder
Vu, Phuong; Shanahan, Katherine Bruckman; Rosenfield, Sylvia; Gravois, Todd; Koehler, Jessica; Kaiser, Lauren; Berger, Jill; Vaganek, Megan; Gottfredson, Gary D.; Nelson, Deborah – International Journal of School & Educational Psychology, 2013
Instructional Consultation Teams (IC Teams) are an early intervention service intended to support teachers in working with struggling students. This is a large-scale experimental trial investigating the effects of IC Teams on teacher efficacy, instructional practices, collaboration, and job satisfaction. Public elementary schools (N = 34) were…
Descriptors: Consultants, Intervention, At Risk Students, Consultation Programs