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Kim, Eui Kyung; Begeny, John C.; Hida, Rahma; Wang, Jiayi; Jones, Renee; Oluokun, Helen – Psychology in the Schools, 2018
Although a few prior studies have explored the publication outlets of school and educational psychology scholars employed within the United States, past research has not yet examined the publication outlets of such scholars working outside of the United States. With the aim of addressing this gap in the literature and increasing empirical data…
Descriptors: Educational Psychology, School Psychology, Global Approach, Books
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Begeny, John C. – Psychology in the Schools, 2018
Internationalization has been described as a moral, intellectual, and professional imperative for psychology and its subdisciplines. Numerous scholars within and outside of psychology have been discussing the meaning and importance of internationalization, but the descriptions, definitions, and goals described within the existing literature vary.…
Descriptors: Definitions, Models, Global Approach, School Psychology
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Bernardo, Allan B. I.; Begeny, John C.; Earle, Orlean Brown; Ginns, Diana S.; Pilar Grazioso, Maria; Soriano-Ferrer, Manuel; Suzuki, Haruna; Zapata, Roxana – Psychology in the Schools, 2018
As the final paper within this special issue on Internationalization in School and Educational Psychology, this paper documents broad perspectives about internationalization from multiple school and educational psychologists who have worked in various contexts (e.g., in different professional roles and geographic locations). Based upon three core…
Descriptors: Global Approach, School Psychology, Educational Psychology, Educational Indicators
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Dang, Hoang-Minh; Weiss, Bahr; Lam, Trung; Ho, Ha – Psychology in the Schools, 2018
This paper discusses how school psychology technology developed in Western countries can be adapted for global contexts and "internationalized." The article reports results of two studies, providing examples of (1) our school psychology internationalization experiences in Vietnam, as lessons hopefully useful for other professionals…
Descriptors: Foreign Countries, School Psychology, Mental Health, Global Approach
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Bernardo, Allan B. I.; Yeung, Susanna S.; Resurreccion, Katrina Fernando; Resurreccion, Ron R.; Khan, Aqeel – Psychology in the Schools, 2018
Intervention programs to strengthen hope in students have been developed and implemented in schools. The programs are based on Snyder's theory that defines hope as thoughts regarding personal capacities and pathways for goal attainment. Hope theory was recently extended to include external loci-of-hope, which derive from conjoint models of agency…
Descriptors: Foreign Countries, Psychological Patterns, College Students, Life Satisfaction
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Farley, Jennifer – Psychology in the Schools, 2018
This study applied a theory of bystander intervention to teachers and has proven to have much utility in understanding how other bystanders may influence a teacher's direct intervention in instances of school bullying. Middle-school teachers (n = 63) completed an online survey, which utilized video scenarios, and quantitative methods were utilized…
Descriptors: Grading, Audiences, Prosocial Behavior, Intervention
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McDermott, Paul A.; Rovine, Michael J.; Buek, Katharine W.; Reyes, Roland S.; Chao, Jessica L.; Watkins, Marley W. – Psychology in the Schools, 2018
Leading research argues the distinct importance of earliest detection of childhood behavior problems and the value of discovering subsequent change patterns as children transition through the early education years. This study examined the relative contributions of earliest assessments of children's problem behaviors as compared to the changes in…
Descriptors: Child Behavior, Behavior Problems, Predictor Variables, Children
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Altun, Dilek; Tantekin Erden, Feyza; Snow, Catherine E. – Psychology in the Schools, 2018
This study aimed to investigate the characteristics of preschoolers' home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban…
Descriptors: Preschool Children, Preschool Education, Family Environment, Classroom Environment
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Song, Keng-Hie; Lee, Seung-Yeon; Park, Shinwon – Psychology in the Schools, 2018
Although most teachers realize the seriousness of bullying and try to intervene, some take a passive stance, while others take active action. The present study examined individual and environmental factors that make teachers either passive or active interveners. Self-reported questionnaires were collected from 200 middle school teachers in South…
Descriptors: Bullying, Teacher Role, Environmental Influences, Teacher Characteristics
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Schilling, Ethan J.; Getch, Yvette Q. – Psychology in the Schools, 2018
Students experiencing chronic health difficulties represent a growing population in public schools. Given the unique challenges faced by these students including increased absences, resulting academic, and social/emotional/behavioral deficits, it is vital that schools are prepared to adequately meet their needs. One of the sometimes daunting tasks…
Descriptors: Reentry Students, Chronic Illness, Public Schools, Attendance
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Zhou, Zhiqing; Cavazos, Melina; Sohn-McCormick, Anita – Psychology in the Schools, 2018
Asian Americans are the fastest growing population in the United States, with Chinese Americans accounting for the largest percentage. In response to this growth, mental health examiners should be culturally competent of the Asian culture, including Chinese culture, as to ensure ethically appropriate and accurate assessment of these individuals.…
Descriptors: Chinese Americans, Mental Health, Cultural Relevance, Asian Culture
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Kowalski, Kurt; Brown, Rhonda Douglas; Pretti-Frontczak, Kristie; Uchida, Chiharu; Sacks, David F. – Psychology in the Schools, 2018
Because of developmental constraints on the types of assessment that can be used with young children, teachers' judgments of students' skills and abilities are a particularly important source of information in early education. The present study investigates the accuracy of these judgments by examining agreement between Prekindergarten teachers'…
Descriptors: Emergent Literacy, Preschool Teachers, Preschool Children, Mathematics Skills
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Owens, Julie Sarno; Allan, Darcey M.; Hustus, Chelsea; Erchul, William P. – Psychology in the Schools, 2018
Successful school consultation depends largely on the consultant's ability to influence teacher behavior and the teacher's receptivity to that influence. The goal of this study was to examine correlates of teacher receptivity to social influence strategies within school consultation. Participants were 365 general education teachers (K-5) recruited…
Descriptors: Social Influences, Consultation Programs, Elementary School Teachers, Teacher Attitudes
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Shogren, Karrie A.; Shaw, Leslie A.; Raley, Sheida K.; Wehmeyer, Michael L. – Psychology in the Schools, 2018
The Self-Determination Inventory: Student Report (SDI:SR) is a newly developed measure of self-determination. The purpose of this study was to explore of personal factors, namely age and gender on scores on the SDI:SR. Separate multigroup confirmatory analyses were conducted for age cohorts (13- to 15-, 16- to 18-, and 19- to 22-year-olds) and for…
Descriptors: Self Determination, Student Characteristics, Age Differences, Gender Differences
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Camacho, Daniel A.; Vera, Elizabeth; Scardamalia, Kristin; Phalen, Peter Lee – Psychology in the Schools, 2018
Teachers in urban schools experience significant stressors that can impact their effectiveness, well-being, retention, and ability to meet the needs of their students. The current mixed methods study explored 160 urban teachers' thoughts and feelings in response to challenging classroom situations, factors that predicted the prevalence of these…
Descriptors: Urban Schools, Stress Variables, Teacher Persistence, Urban Teaching
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