Subjects -> EDUCATION (Total: 2405 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (35 journals)
    - EDUCATION (2062 journals)
    - HIGHER EDUCATION (144 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (39 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (39 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2062 journals)            First | 4 5 6 7 8 9 10 11     

Showing 1801 - 857 of 857 Journals sorted alphabetically
Revista Portuguesa de Educação     Open Access  
Revista Portuguesa de Educação Artística     Open Access   (Followers: 3)
Revista Psicopedagogia     Open Access  
Revista Publicando     Open Access   (Followers: 3)
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista Semana Pedagógica     Open Access  
Revista SIGMA     Open Access  
Revista Sul-Americana de Filosofia e Educação     Open Access  
Revista Tecnología, Ciencia y Educación     Open Access   (Followers: 1)
Revista Teias     Open Access  
Revista Textura     Open Access  
Revista Torreón Universitario     Open Access   (Followers: 1)
Revista Triângulo     Open Access  
Revista UNAH INNOV@     Open Access  
Revista UNIMAR     Open Access  
Revista UniVap     Open Access   (Followers: 1)
Revista Virtual Universidad Catolica del Norte     Open Access  
Revista Vivências em Ensino de Ciências     Open Access  
Revue de psychoéducation     Full-text available via subscription   (Followers: 2)
Revue des sciences de l'éducation     Full-text available via subscription  
Revue française de pédagogie     Open Access   (Followers: 6)
Revue internationale d'éducation de Sèvres     Open Access   (Followers: 1)
Revue internationale de pédagogie de l'enseignement supérieur     Open Access   (Followers: 1)
Revue internationale des technologies en pédagogie universitaire / International Journal of Technologies in Higher Education     Open Access   (Followers: 1)
Revue Marocaine de la Pensée Contemporaine     Open Access  
REXE. Revista de Estudios y Experiencias en Educacion     Open Access  
Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education     Open Access   (Followers: 3)
RIDAS. Revista Iberoamericana de Aprendizaje Servicio     Open Access  
RIDE : Revista Iberoamericana para la Investigación y el Desarrollo Educativo     Open Access   (Followers: 1)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RIESED : Revista Internacional de Estudios sobre Sistemas Educativos     Open Access  
RIV : Rassegna Italiana di Valutazione     Full-text available via subscription   (Followers: 1)
Rivista Italiana di Educazione Familiare     Partially Free  
Roeper Review     Hybrid Journal   (Followers: 4)
Romanian Journal for Multidimensional Education     Open Access  
Roteiro     Open Access  
RUDN Journal of Informatization in Education     Open Access  
RUDN Journal of Psychology and Pedagogics     Open Access  
Russian Education & Society     Full-text available via subscription   (Followers: 5)
Rwandan Journal of Education     Open Access  
Saber & Educar     Open Access   (Followers: 2)
Saberes : Revista interdisciplinar de Filosofia e Educação     Open Access  
Sainsmat     Open Access  
SANE journal : Sequential Art Narrative in Education     Open Access   (Followers: 2)
Sasdaya : Gadjah Mada Journal of Humanities     Open Access   (Followers: 2)
Satya Widya     Open Access  
Scandinavian Journal of Educational Research     Hybrid Journal   (Followers: 8)
Scholarship of Teaching and Learning in Psychology     Full-text available via subscription  
SCHOLE : A Journal of Leisure Studies and Recreation Education     Hybrid Journal   (Followers: 1)
School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice     Hybrid Journal   (Followers: 13)
School Leadership & Management: Formerly School Organisation     Hybrid Journal   (Followers: 22)
School Leadership Review     Open Access  
School Psychology International     Hybrid Journal   (Followers: 4)
School Psychology Quarterly     Full-text available via subscription   (Followers: 7)
School Science and Mathematics     Hybrid Journal   (Followers: 4)
Schools : Studies in Education     Full-text available via subscription   (Followers: 6)
Science & Education     Hybrid Journal   (Followers: 23)
Science & Justice     Hybrid Journal   (Followers: 442)
Science Activities: Classroom Projects and Curriculum Ideas     Hybrid Journal   (Followers: 1)
Science and Knowledge in Focus     Open Access   (Followers: 1)
Science Education     Hybrid Journal   (Followers: 24)
ScienceRise : Pedagogical Education     Open Access  
Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy     Open Access  
Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy     Open Access  
Scope : Journal of English Language Teaching     Open Access  
Screen Education     Full-text available via subscription   (Followers: 3)
Scripta Manent     Open Access  
Secretariado Executivo em Revist@     Open Access  
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan     Open Access  
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Seminar.net     Open Access  
Seminars in Speech and Language     Hybrid Journal   (Followers: 41)
SFU Educational Review     Open Access   (Followers: 1)
Shanlax International Journal of Education     Open Access  
Shanlax International Journal of English     Open Access  
Signum Temporis. Journal of Pedagogy and Psychology     Open Access   (Followers: 1)
Sinéctica : Revista Electrónica de Educación     Open Access  
Sinéctica, Revista Electrónica de Educación     Open Access  
SIPATAHOENAN : South-East Asian Journal for Youth, Sports & Health Education     Open Access  
Sisyphus : Journal of Education     Open Access  
Skandinavisk tidsskrift for yrker og profesjoner i utvikling     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Social Education     Full-text available via subscription   (Followers: 5)
Social Psychology of Education     Hybrid Journal   (Followers: 5)
Social Studies and the Young Learner     Full-text available via subscription   (Followers: 4)
Social, Humanities, and Educational Studies (SHEs) : Conference Series     Open Access  
Sociology of Education     Hybrid Journal   (Followers: 39)
Solidarity : Journal of Education, Society and Culture     Open Access  
Sophía : Colección de Filosofía de la Educación     Open Access  
Sophia : Revista de investigaciones     Open Access  
Sophia Austral     Open Access   (Followers: 1)
Sosiaalipedagoginen Aikakauskirja     Open Access  
Sosio Didaktika : Social Science Education Journal     Open Access  
SosioHumanika: Jurnal Pendidikan Sains Sosial dan Kemanusiaan (Journal of Humanities and Social Sciences Education)     Open Access  
SourceOECD Education & Skills     Full-text available via subscription  
South African Journal of Childhood Education     Open Access   (Followers: 1)
South African Journal of Education     Open Access   (Followers: 2)
South African Journal of Higher Education     Open Access   (Followers: 5)
South-East Asian Journal of Medical Education     Open Access  
Southern African Journal of Environmental Education     Open Access   (Followers: 1)
Southern African Review of Education with Education with Production     Full-text available via subscription   (Followers: 2)
Spor Eğitim Dergisi     Open Access  
Sport Management Education Journal     Hybrid Journal   (Followers: 5)
Sport, Education and Society     Hybrid Journal   (Followers: 13)
Spreadsheets in Education     Open Access   (Followers: 1)
Sri Lanka Journal of Advanced Social Studies     Open Access   (Followers: 1)
Stamford Journal of English     Open Access   (Followers: 1)
Student Affairs Today     Hybrid Journal  
Student Aid News     Hybrid Journal  
Studi sulla Formazione     Open Access  
Studia paedagogica     Open Access  
Studia Paedagogica Ignatiana     Open Access   (Followers: 1)
Studier i Pædagogisk Filosofi     Open Access  
Studies in Art Education : A Journal of Issues and Research     Hybrid Journal  
Studies in Continuing Education     Hybrid Journal   (Followers: 14)
Studies in Educational Evaluation     Hybrid Journal   (Followers: 4)
Studies in Educational Research and Development     Open Access   (Followers: 1)
Studies in English Language and Education     Open Access   (Followers: 5)
Studies in English Language Teaching     Open Access   (Followers: 11)
Studies in Higher Education     Hybrid Journal   (Followers: 178)
Studies in Philosophy and Education     Hybrid Journal   (Followers: 7)
Studies in Science Education     Hybrid Journal   (Followers: 18)
Studies in Second Language Learning and Teaching     Open Access   (Followers: 12)
Studies in the Education of Adults     Hybrid Journal   (Followers: 7)
Studying Teacher Education : A journal of self-study of teacher education practices     Hybrid Journal   (Followers: 53)
Suara Guru     Open Access  
Suhuf     Open Access  
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie     Open Access   (Followers: 1)
Support for Learning     Hybrid Journal   (Followers: 2)
Sustinere : Revista de Saúde e Educação     Open Access  
SUSURGALUR : Jurnal Kajian Sejarah & Pendidikan Sejarah (Journal of History Education & Historical Studies)     Open Access  
System     Hybrid Journal   (Followers: 13)
Ta'allum : Jurnal Pendidikan Islam     Open Access  
Ta'dib     Open Access   (Followers: 1)
Tabanque : Revista Pedagógica     Open Access  
TADBIR : Jurnal Studi Manajemen Pendidikan     Open Access  
Tadrib : Jurnal Pendidikan Agama Islam     Open Access  
Tadris : Islamic Education Journal     Open Access   (Followers: 1)
Tadris : Jurnal Keguruan dan Ilmu Tarbiyah     Open Access   (Followers: 3)
Tafáqquh : Jurnal Penelitian Dan Kajian Keislaman     Open Access  
TalentEd     Full-text available via subscription  
Tangram : Revista de Educação Matemática     Open Access   (Followers: 2)
Tantak     Open Access  
Tapestry Journal : An International Multidisciplinary Journal on English Language Learner Education     Open Access   (Followers: 2)
TARBIYA : Journal of Education in Muslim Society     Open Access   (Followers: 2)
Tarbiya, revista de Investigación e Innovación Educativa     Open Access  
Tarbiyatuna     Open Access  
Társadalom és Gazdaság     Full-text available via subscription  
TAWARIKH : Journal of Historical Studies     Open Access  
Tawazun : Jurnal Pendidikan Islam     Open Access  
TEACH Journal of Christian Education     Full-text available via subscription   (Followers: 2)
Teacher : The National Education Magazine     Full-text available via subscription   (Followers: 2)
Teacher Development     Hybrid Journal   (Followers: 6)
Teacher Education and Special Education     Hybrid Journal   (Followers: 9)
Teachers and Curriculum     Open Access   (Followers: 4)
Teachers and Teaching: Theory and Practice     Hybrid Journal   (Followers: 16)
Teaching and Learning in Medicine     Hybrid Journal   (Followers: 14)
Teaching and Learning in Nursing     Full-text available via subscription   (Followers: 13)
Teaching and Teacher Education     Hybrid Journal   (Followers: 55)
Teaching Artist Journal     Hybrid Journal   (Followers: 4)
Teaching Business Ethics     Hybrid Journal   (Followers: 6)
Teaching Education     Hybrid Journal   (Followers: 9)
Teaching Ethics     Full-text available via subscription   (Followers: 1)
Teaching History     Full-text available via subscription   (Followers: 7)
Teaching in Higher Education     Hybrid Journal   (Followers: 46)
Teaching Innovation Projects     Open Access   (Followers: 1)
Teaching Mathematics and its Applications: An International Journal of the IMA     Hybrid Journal   (Followers: 5)
Teaching of Psychology     Hybrid Journal   (Followers: 9)
Teaching Philosophy     Full-text available via subscription   (Followers: 1)
Teaching Public Administration     Hybrid Journal   (Followers: 4)
Teaching Sociology     Full-text available via subscription   (Followers: 11)
Teaching Statistics     Hybrid Journal   (Followers: 6)
Teaching Theology & Religion     Hybrid Journal   (Followers: 6)
Techne Series : Research in Sloyd Education and Craft Science A     Open Access   (Followers: 1)
Technical Communication Quarterly     Hybrid Journal   (Followers: 8)
Technology Innovations in Statistics Education (TISE)     Open Access   (Followers: 2)
Technology, Knowledge and Learning     Hybrid Journal   (Followers: 4)
Technology, Pedagogy and Education     Hybrid Journal   (Followers: 20)
TechTrends     Hybrid Journal   (Followers: 10)
TED : Tecné, Episteme y Didaxis     Open Access  
TEFLIN Journal     Open Access  
Teknodika     Open Access  
TELE     Open Access  
Temps d'Educació     Open Access  
Tendencias Pedagógicas     Open Access  
Terampil : Jurnal Pendidikan dan Pembelajaran Dasar     Open Access   (Followers: 3)
Terrae Didatica     Open Access  
TESL Canada Journal     Open Access   (Followers: 4)
TESOL in Context     Full-text available via subscription   (Followers: 13)
TESOL Journal     Hybrid Journal   (Followers: 9)
TESOL Quarterly     Hybrid Journal   (Followers: 42)
The Clearing House     Full-text available via subscription   (Followers: 2)
The Clinical Teacher     Hybrid Journal   (Followers: 26)
The Department Chair     Hybrid Journal   (Followers: 1)
The Educational Forum     Hybrid Journal   (Followers: 1)
The Geography Teacher     Hybrid Journal   (Followers: 1)
The Internet and Higher Education     Hybrid Journal   (Followers: 38)
The Journal of Continuing Higher Education     Hybrid Journal   (Followers: 9)
The Journal of Distance Education     Full-text available via subscription   (Followers: 7)
The Mathematical Gazette     Full-text available via subscription   (Followers: 1)

  First | 4 5 6 7 8 9 10 11     

Similar Journals
Journal Cover
School Psychology International
Journal Prestige (SJR): 0.459
Citation Impact (citeScore): 1
Number of Followers: 4  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0143-0343 - ISSN (Online) 1461-7374
Published by Sage Publications Homepage  [1086 journals]
  • Reviewers List
    • Pages: 193 - 194
      Abstract: School Psychology International, Volume 41, Issue 2, Page 193-194, April 2020.

      Citation: School Psychology International
      PubDate: 2020-03-20T06:42:47Z
      DOI: 10.1177/0143034320904467
      Issue No: Vol. 41, No. 2 (2020)
       
  • Powerful and confident children through expansive body postures' A
           preregistered study of fourth graders
    • Authors: Robert Körner, Hannes Köhler, Astrid Schütz
      Abstract: School Psychology International, Ahead of Print.

      Citation: School Psychology International
      PubDate: 2020-03-22T02:48:51Z
      DOI: 10.1177/0143034320912306
       
  • Investigating school children’s behavioral and emotional problems using
           pediatric symptoms checklist-17 in a structural equation modeling
           framework
    • Authors: Jin Liu, Siying Guo, Ruiqin Gao, Christine DiStefano
      Abstract: School Psychology International, Ahead of Print.

      Citation: School Psychology International
      PubDate: 2020-03-22T02:48:50Z
      DOI: 10.1177/0143034320912301
       
  • Chinese adolescents’ belief in a just world and academic resilience: The
           mediating role of perceived academic competence
    • Authors: Bingyu Liu, Michael J. Platow
      Abstract: School Psychology International, Ahead of Print.
      The current study examined the relationship between belief in a just world and self-reported academic resilience, and whether perceived academic competence mediated this relationship. Seven-hundred fifty-one students enrolled in a middle school and a high school (45.81% male, 15 to 16 years old) from two regions of China participated in this study. Structural equation modeling indicated that general belief in a just world was: (1) directly associated with academic resilience, and (2) indirectly associated with students’ academic resilience through perceived academic competence, after controlling for the effects of gender and socioeconomic status. This study provides insight into how broader social-ideological understandings of the world (e.g., belief in a just world) may guide individual self-construals (e.g., perceived academic competence) to affect individual persistence in the face of adversity (e.g., resilience). Implications and limitations of the current study are discussed.
      Citation: School Psychology International
      PubDate: 2020-02-28T02:00:57Z
      DOI: 10.1177/0143034320908001
       
  • Ecological correlates contributing to reporting of school delinquency
           among Caribbean adolescents
    • Authors: Jeongsuk Kim, Carolyn Gentle-Genitty, Jangmin Kim
      Abstract: School Psychology International, Ahead of Print.
      Many studies have examined significant factors associated with school delinquency among adolescents, including relationship violence, property damage, and other serious threats to students’ safety. However, students’ coping behaviors after being victims of or witnesses to violence and other forms of delinquency have not been thoroughly examined. This study contributes to the existing body of knowledge by identifying significant factors at the individual, family, and school levels that affect 226 Caribbean students’ actual reporting of school delinquency to school personnel. The data for this study were obtained from the Caribbean Youth Violence Survey, which studied middle and high school students in five Caribbean countries. The findings of hierarchical multiple regression analyses indicated that female students were more likely than male students to report delinquent behaviors. Family cohesion and family disorganization significantly decreased students’ reporting behaviors after they experienced or witnessed school delinquency. On the other hand, school bonding significantly increased students’ reporting behaviors. This paper concludes with practical implications and future research agendas for developing a comprehensive mechanism to address the dynamics of multidimensional factors that influence students’ active coping behaviors for dealing with school delinquency.
      Citation: School Psychology International
      PubDate: 2020-02-20T01:50:13Z
      DOI: 10.1177/0143034320906511
       
  • Use of translated and adapted versions of the WISC-V: Caveat emptor
    • Authors: Ryan J. McGill, Thomas J. Ward, Gary L. Canivez
      Abstract: School Psychology International, Ahead of Print.
      The Wechsler Intelligence Scale for Children (WISC) is the most widely used intelligence test in the world. Now in its fifth edition, the WISC-V has been translated and adapted for use in nearly a dozen countries. Despite its popularity, numerous concerns have been raised about some of the procedures used to develop and validate translated and adapted versions of the test around the world. The purpose of this article is to survey the most salient of those methodological and statistical limitations. In particular, empirical data are presented that call into question the equating procedures used to validate the WISC-V Spanish, suggesting cautious use of that instrument. It is believed that the issues raised in the present article will be instructive for school psychologists engaged in the clinical assessment of intelligence with the WISC-V Spanish and with other translated and adapted versions around the world.
      Citation: School Psychology International
      PubDate: 2020-02-17T05:37:03Z
      DOI: 10.1177/0143034320903790
       
  • Helping children in bullying situations: The role of intersubjective
           understanding and co-regulation
    • Authors: Velibor Bobo Kovač, Elin Marie Frivold Kostøl
      Abstract: School Psychology International, Ahead of Print.
      Contemporary definitions of bullying are strikingly in agreement that bullying represents aggressive behaviour involving premeditation, time span, power imbalance and clear role assignment. Even though useful in some situations, these premises are not as helpful if the aim is to improve the social environment in educational contexts. The aim of the present article is to argue that educators need alternative theoretical tools when attempting to improve relations between children. We argue that interpretations of bullying in educational contexts are not ‘owned’ by any specific party, but rather involve (1) intersubjective negotiation and (2) the co-regulative competence of educators and children. The present theoretical proposition suggests that the role of educators is not to establish who did what, how and why, but rather to acknowledge and respect the children’s profound subjective experiences of the bullying situation, regardless of assigned roles in the conflict. We therefore suggest that intersubjective understanding of situations and the sensitive co-regulative competence of educators represent useful theoretical tools when dealing with systematic conflicts between children. The conclusion points out that nonpartial understanding of bullying and emotional recognition of experiences might increase children’s self-awareness, making them a part of the solution rather than ‘a part of the problem’.
      Citation: School Psychology International
      PubDate: 2020-02-05T06:08:09Z
      DOI: 10.1177/0143034320903789
       
  • Effects of a short mindful-breathing intervention on the
           
    • Authors: Luisa Kurth, Anna Engelniederhammer, Heide Sasse, Georgios Papastefanou
      Abstract: School Psychology International, Ahead of Print.
      This research investigates whether a short mindfulness exercise can reduce children’s psychophysiological stress reactions in the face of a performance task. To answer the question, a randomized controlled trial with 106 elementary school children, aged between 5 and 11 years, was conducted. An intervention group completed a two-minute breathing exercise, whilst a comparison group watched a short video, before both groups performed a stress-evoking Stroop test. The stress levels of both groups were measured via galvanic skin response and compared. It was hypothesized that the comparison group would show a higher stress reaction during the stress-evoking task than the intervention group. Contrary to the hypothesis, results show that the intervention group had a higher psychophysiological stress reaction during the task than the comparison group. However, the stress reaction to the announced difficulty of the task was smaller in the mindfulness group than in the comparison group. Results are discussed based on different theoretical mechanisms of mindfulness. Directions for future research include the use of different techniques and durations of mindfulness interventions, different control group activities and stress-test operationalizations, as well as the distinction between age groups.
      Citation: School Psychology International
      PubDate: 2020-01-30T05:28:35Z
      DOI: 10.1177/0143034320903480
       
  • Who benefits most' Predicting the effectiveness of a social and
           emotional learning intervention according to children’s emotional and
           behavioural difficulties
    • Authors: Annemaree Carroll, Stephen Houghton, Kylee Forrest, Molly McCarthy, Emma Sanders-O’Connor
      Abstract: School Psychology International, Ahead of Print.
      School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.
      Citation: School Psychology International
      PubDate: 2020-01-23T06:51:49Z
      DOI: 10.1177/0143034319898741
       
  • Longitudinal development of adolescent academic engagement following the
           Wenchuan earthquake: Domain-specific trajectories
    • Authors: Rui Zhen, Xinchun Wu, Xiao Zhou
      First page: 89
      Abstract: School Psychology International, Ahead of Print.
      Recent studies have examined academic engagement trajectories, but many focused on the overall academic engagement of adolescents, and few assessed specific engagement dimensions of adolescents with trauma experiences. The current study recruited 342 adolescents who had experienced an earthquake to examine their behavioral and psychological engagement trajectories. Participants were asked to complete self-report questionnaires at 3.5, 4.5, and 5.5 years after the Wenchuan earthquake in China. The results identified two types of behavioral engagement trajectories (high–stable and decreasing), and two types of psychological engagement trajectories (high–stable and increasing). The behavioral engagement trajectories showed strong agreement with the psychological engagement trajectories. We also found that gratitude could prevent behavioral engagement from decreasing over time, and that social support facilitated increase of psychological engagement. The findings suggested that the developmental paths of behavioral and psychological engagement were both heterogeneous among adolescents following an earthquake, and gratitude and social support played different roles in predicting engagement trajectories.
      Citation: School Psychology International
      PubDate: 2019-11-06T05:35:29Z
      DOI: 10.1177/0143034319884615
       
  • Editorial boards of 45 journals devoted to school and educational
           psychology: International characteristics and publication patterns
    • Authors: Jiayi Wang, John C. Begeny, Rahma M. Hida, Helen O. Oluokun
      First page: 110
      Abstract: School Psychology International, Ahead of Print.
      To assess and promote internationally representative scholarship, several past studies have examined the geographic affiliation of journals’ editorial board members and authors. The present study is the first known to examine this with journals devoted to school and educational psychology. After systematically identifying all peer-reviewed scholarly journals around the globe that are specifically devoted to school or educational psychology (N = 45), the goals of this study were to (a) report key characteristics about each journal’s editorial board, and (b) examine the extent to which geographic affiliation (country where one is employed) is consistent among a journal’s editorial board members and recent authors. One key finding revealed that editorial boards of the discipline’s journals represent individuals from all global regions, but many global regions (e.g. Africa, Eastern Europe, Latin America) are underrepresented. Another finding showed that the vast majority of journals evidence strong similarities in geographic affiliation between editorial board members and authors. Findings, implications, limitations, and future research directions are discussed in the context of internationalization.
      Citation: School Psychology International
      PubDate: 2019-11-13T09:40:11Z
      DOI: 10.1177/0143034319887522
       
  • Bilingual school psychology graduate students’ perceptions of a
           cultural immersion experience
    • Authors: Desireé Vega, Cynthia Plotts
      First page: 137
      Abstract: School Psychology International, Ahead of Print.
      This exploratory study investigated the experiences of seven bilingual school psychology graduate students’ participation in a two-week cultural immersion experience at the Texas–Mexico border. Findings revealed five significant themes related to their experience: (1) pushed out of comfort zone, (2) bonding with peers, (3) language, culture, and identity, (4) awareness of unique challenges, and (5) changes needed in the immersion program. Implications for school psychology programs and future research directions are discussed.
      Citation: School Psychology International
      PubDate: 2019-11-18T05:34:38Z
      DOI: 10.1177/0143034319888965
       
  • Evaluating the impact of a defender role-play intervention on
           adolescent’s defender intentions and responses towards name-calling
    • Authors: Nicola Abbott, Lindsey Cameron, Jayne Thompson
      First page: 154
      Abstract: School Psychology International, Ahead of Print.
      Researchers and anti-bullying organisations have increasingly turned their attention to the role of bystanders in tackling bullying and peer victimisation (e.g. name-calling). The objective of this study was to develop and assess the impact of a role-play programme designed to strengthen adolescent’s defending behaviour to name-calling. This was measured in two contexts: defending intentions in an outgroup name-calling scenario and cyber-defender behaviour in a scripted online peer interaction. Participants (N = 121, Mage = 12.90 years) were randomly assigned to either a role-play condition or a control condition. Results showed that defender intentions in an outgroup name-calling scenario were higher in the role-play condition, compared to the control; in addition, cyber-defender behaviour was more likely and quicker in the role-play condition, compared to the control. Defender self-efficacy was found to be significantly higher in the role-play condition, and mediated the effect of the role-play programme on defender intentions. Findings also revealed that defender intentions were positively correlated with cyber-defender behaviour, highlighting a link between intentions and behaviour. Implications for theory and practice are discussed.
      Citation: School Psychology International
      PubDate: 2019-12-23T06:00:04Z
      DOI: 10.1177/0143034319893410
       
  • Teachers’ efficacy for inclusive practices in the Sultanate of Oman:
           Effect of gender and teaching experience
    • Authors: Mahmoud Mohamed Emam, Yasser F. Hendawy Al-Mahdy
      First page: 170
      Abstract: School Psychology International, Ahead of Print.
      The current study investigated teachers’ efficacy for inclusive practices (TEIP) in public schools in the Sultanate of Oman, exploring the effect of teacher gender and years of experience. The TEIP scale was administered to teachers in Oman. Participants included 287 basic school teachers selected from schools identified as embracing and implementing inclusive practices in the capital and largest city of Oman. Confirmatory factor analysis supported the three-factor model of the Arabic version of the TEIP scale. Omani teachers showed high levels on TEIP three dimensions and general construct. Gender differences were found in TEIP general factor, efficacy in using inclusive instruction (EII), and efficacy in collaboration favoring female teachers, whereas no gender differences were found in efficacy in managing behavior. Novice and experienced teachers reported higher TEIP in efficacy in collaboration compared to teachers with moderate experience, whereas experienced teachers and teachers with moderate teaching experience reported higher TEIP compared to novice teachers. Implications of the study results are discussed in relation to the development of inclusive practices in Oman.
      Citation: School Psychology International
      PubDate: 2019-12-24T05:15:09Z
      DOI: 10.1177/0143034319895062
       
 
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