NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Mason, Benjamin A.; Hajovsky, Daniel B.; McCune, Luke A.; Turek, Joshua J. – School Psychology Review, 2017
The longitudinal relations between teacher-student relationship quality (TSRQ) and student achievement were examined to determine the directional associations between the quality of teacher-rated closeness and conflict with students, and measured math and reading achievement in a large, multisite sample of U.S. youth at first, third, and fifth…
Descriptors: Longitudinal Studies, Teacher Student Relationship, Correlation, Conflict
Peer reviewed Peer reviewed
Direct linkDirect link
Espelage, Dorothy L.; Low, Sabina; Van Ryzin, Mark J.; Polanin, Joshua R. – School Psychology Review, 2015
Social-emotional learning programs are increasingly being implemented in U.S. schools to address a wide range of problematic behaviors (e.g., bullying, delinquency) and to promote academic success. The current study examined the direct and indirect impact of the Second Step Middle School Program (Committee for Children, 2008) on bullying,…
Descriptors: Middle School Students, Program Descriptions, Control Groups, Social Development
Peer reviewed Peer reviewed
Direct linkDirect link
Greenwood, Charles R. – School Psychology Review, 2003
A number of circumstances challenge the very notion of the provision of mental health services that are effective, accessible, and sustainable in the most impoverished urban settings. These circumstances pose significant challenges to conducting research on alternative mental health practices of sufficient quality and rigor necessary to pass…
Descriptors: Health Services, Mental Health Programs, Mental Health, Laboratories
Peer reviewed Peer reviewed
Zabel, Robert H.; And Others – School Psychology Review, 1982
Teachers of emotionally disabled students in three states were surveyed to determine the availability and usefulness of information at the time of placement and reintegration of students. Implications for the collection of assessment information by school psychologists and other multidisciplinary team members are discussed. (Author/PN)
Descriptors: Data Collection, Educational Diagnosis, Elementary Secondary Education, Emotional Disturbances