JournalTOCs

School Psychology Review
Number of Followers: 2

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0279-6015 - ISSN (Online) 2372-966X
Published by Taylor and Francis

[2652 journals]

Building an Evidence Base for Professional Learning in Prejudice
Reduction, Racial Bias, and Antiracism in Schools: Slow Motion is better
than No Motion
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  Authors: Jamilia J. Blake Pamela A. Fenning Shane R. Jimerson a Texas A&M Universityb Loyola University Chicagoc University of CaliforniaJamilia J. Blake is a Professor at Texas A&M University; advancing the field of school psychology internationally. Twitter: @DrJ_ucsb.
  Pages: 341 - 353
  Abstract: Volume 53, Issue 4, 2024
  .
  
  Citation: School Psychology Review
  PubDate: 2024-07-16T02:06:04Z
  DOI: 10.1080/2372966X.2024.2362550
  Issue No: Vol. 53, No. 4 (2024)
Parental Involvement to Promote the Social-Emotional Well-Being of Asian
Immigrant Youth: A Cultural Mismatch of Teachers and Parents’
Perspectives
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  Authors: Xueqin Lin Chunyan Yang a The University of Californiab The University of MarylandXueqin Lin is a doctoral candidate in School Psychology of the University of California Berkeley. Her research endeavors aim to answer (1) how to establish individual; adults in school settings.
  Pages: 1 - 23
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-08-08T06:57:36Z
  DOI: 10.1080/2372966X.2024.2387529
Community Cultural Wealth: Supporting Migrant Youth in Schools
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  Authors: Stephanie D’Costa Patrice Leverett Andrea Rodriguez Alma Uribe Quinn Fife a St. Mary’s College of Californiab Loyola Universityc Salinas City Elementary School Districtd Alliance College-Ready Public Schoolse Monterey Peninsula Unified School DistrictDr. Stephanie D’Costa is an assistant professor of school psychology at St. Mary’s College. She is passionate about community-based research that empowers culturally; school crisis response.
  Pages: 1 - 13
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-07-26T10:11:22Z
  DOI: 10.1080/2372966X.2024.2377955
Systematic Review of U.S.-Based Research on Racism Experienced by School
Psychology Graduate Students
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  Authors: Peter D. Goldie Sally L. Grapin Beverly Placide Montclair State UniversityPeter D. Goldie; MSEd, MA, is a student in the Clinical Psychology Ph.D. program at Montclair State University. His research is broadly focused on dismantling systemic oppressions (e.g., racism, queerphobia).Sally L. Grapin, PhD, is an Associate Professor in the Psychology Department at Montclair State University. Her research focuses on the intersection of social justice social support to the mental-wellbeing of Black women.
  Pages: 1 - 17
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-07-23T02:58:20Z
  DOI: 10.1080/2372966X.2024.2377951
Breaking Down Barriers: Benefits of Open Science for Rural School
Psychologists
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  Authors: Amanda J. Hardin University of Tennessee at ChattanoogaAmanda J. Hardin; PsyD, is an Assistant Professor in the Department of School Psychology at the University of Tennessee at Chattanooga the continued improvement of graduate education in school psychology.
  Pages: 1 - 10
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-07-17T08:41:31Z
  DOI: 10.1080/2372966X.2024.2374229
Advocating for Disciplinary Reform Through a Systematic Review of School
Discipline Laws and State Guidance Across the United States
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  Authors: Kristine A. Camacho Pamela A. Fenning Reese H. Hyzer Kaelyn Green-Robinson Shanna Chakkalakel a Worcester State Universityb Loyola University ChicagoDr. Kristine A. Camacho is an assistant professor in the school psychology program at Worcester State University. She is a nationally certified school psychologist; retention of graduate students of color.
  Pages: 1 - 16
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-07-10T06:44:07Z
  DOI: 10.1080/2372966X.2024.2369496
A Systematic Review of the PSW Diagnostic Accuracy Evidence for SLD
Identification: Is It Time to Abandon PSW'
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  Authors: Stefan C. Dombrowski Nicholas F. Benson Kathrin E. Maki a Rider Universityb Baylor Universityc University of FloridaStefan C. Dombrowski is a professor at Rider University. Please see https://www.rider.edu/about/faculty-staff-directory/stefan-dombrowski for more information.Nicholas F. Benson is an associate professor of School Psychology in the Department of Educational Psychology at Baylor University. Please see https://soefaculty.baylor.edu/nicholas-benson/ for more information.Kathrin E. Maki is an assistant professor of School Psychology in the School of Special Education; School Psychology, other academic difficulties.
  Pages: 1 - 19
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-07-09T06:36:33Z
  DOI: 10.1080/2372966X.2024.2369494
Evidential Value of Intervention Studies in Two School Psychology
Journals: A p-Curve Analysis of Research from 2011 to 2021
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  Authors: Hong Ni Paul C. Price Constance J. Jones California State UniversityHong Ni earned her Ed.S. in school psychology; transformational teaching practices.
  Pages: 1 - 18
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-07-02T07:03:53Z
  DOI: 10.1080/2372966X.2024.2365618
The Effects of Task Timing and Complexity on Students’ Perceived Task
Difficulty and Reported Math Strategy Use
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  Authors: Kathrin E. Maki Robin S. Codding Anne F. Zaslofsky Marie C. E. Dougé Shanyn Thompson a University of Floridab Northeastern Universityc St. Paul Public SchoolsKathrin E. Maki; PhD, LP is an Assistant Professor of School Psychology in the School of Special Education, School Psychology, strategies to support intervention implementation.Anne Zaslofsky, PhD, is a School Psychologist in St. Paul Public Schools.Ms. Marie Dougé is a doctoral student in the school psychology program at the University of Florida.Ms. Shanyn Thompson is a doctoral student in the school psychology program at the University of Florida.
  Pages: 1 - 16
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-06-27T04:33:46Z
  DOI: 10.1080/2372966X.2024.2370232
Evaluating the Impact of Implementation Planning: A Preregistered
Meta-Analysis
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  Authors: Alexandra M. Pierce Lisa M. H. Sanetti Melissa A. Collier-Meek Austin H. Johnson a University of Connecticutb Columbia Universityc University of CaliforniaAlexandra M. Pierce; PhD is an assistant research professor for the Institute for Collaboration on Health, Intervention, serves as the Associate Dean of Undergraduate Education within the School of Education. Austin received his PhD in Educational Psychology, with a concentration in School Psychology, from the University of Connecticut in 2014.
  Pages: 1 - 16
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-06-12T07:52:13Z
  DOI: 10.1080/2372966X.2024.2365624
An Initial Validation of Transformative Social and Emotional Learning
(SEL) Competencies Scale Among Asian American Pacific Islander (AAPI)
Teachers
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  Authors: Chunyan Yang Jin Hyung Lim Xueqin Lin Ella Rho Quennie Dong a University of Marylandb University of CaliforniaChunyan Yang is an associate professor of school psychology in the College of Education at the University of Maryland; culturally affirming practices.
  Pages: 1 - 16
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-06-06T09:05:17Z
  DOI: 10.1080/2372966X.2024.2355670
Beyond Asset-Based Frameworks: Middle School Teachers Perpetuating
Raciolinguistic Paradigms
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  Authors: Marie L. Tanaka Desireé Vega University of ArizonaMarie L. Tanaka; (she/her/ella) is a postdoctoral fellow who received her PhD in School Psychology, with a minor in Social Cultural Critical Theory, at the University of Arizona.Desireé Vega, is an associate professor in the Disability doctorate in School Psychology from The Ohio State University.
  Pages: 1 - 12
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-06-05T07:39:18Z
  DOI: 10.1080/2372966X.2024.2361625
Bullied Immigrant Youth, Emotional Distress, and Social Well-Being:
Moderating Roles of Family and School
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  Authors: Nicholas L. Scheel Adam P. Natoli Hillary A. Langley Gulden Esat Sam Houston State UniversityNicholas L. Scheel; PhD, LSSP, is an Assistant Professor within the Specialist in School Psychology program at Sam Houston State University. He is a trainer in evidence-based child therapy the application of systemic perspectives in mindfulness.
  Pages: 1 - 16
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-06-05T07:35:26Z
  DOI: 10.1080/2372966X.2024.2361615
School Psychologists in Alternative vs Mainstream Education Settings
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  Authors: Staci Ballard Stacy L. Bender Brian Daniels Caroline Fernandes a University of Massachusetts Bostonb Manville SchoolStaci C. Ballard; MEd, is a doctoral student in the Counseling practices. Additionally, Dr. Fernandes is a lecturer in the Department of Psychiatry at Harvard Medical School.
  Pages: 1 - 12
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-06-04T08:39:34Z
  DOI: 10.1080/2372966X.2024.2346774
A Bottom-Up Approach to Measuring Student Social–Emotional
Competence
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  Authors: Stephanie A. Vinal Tyler L. Renshaw Utah State UniversityStephanie A. Vinal; MS, is a doctoral student in the School Psychology program at Utah State University. Her research interests focus on developing data-based decision making.
  Pages: 1 - 10
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-05-30T06:32:47Z
  DOI: 10.1080/2372966X.2024.2333234
A Systematic Review of the Self-Regulation Strategy Inventory (SRSI):
Uses, Applications and Psychometric Characteristics
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  Authors: Timothy ClearyRui ZhangMichelle R. RussoJacqueline Slempa Graduate School of Applied; social-emotional development.
  Pages: 1 - 20
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-05-09T04:03:43Z
  DOI: 10.1080/2372966X.2024.2344107
Replication Studies Using Secondary or Nonexperimental Datasets
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  Authors: Francis L. HuangAnna B. HuangUniversity of MissouriFrancis L. Huang; PhD is a professor in the Statistics, Measurement, Policy program at the University of Missouri.
  Pages: 1 - 15
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-04-26T04:49:45Z
  DOI: 10.1080/2372966X.2024.2346781
The Shortage of School Psychology Faculty in the Aftermath of the COVID-19
Pandemic
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  Authors: Hannah R. RenziBradford D. DalyAlfred UniversityHannah R. Renzi; MA, is currently a student in the school Psychology Doctorate Program at Alfred University in Upstate New York. She previously graduated from SUNY Geneseo with her Bachelor’s in Psychology. Hannah hopes to continue her education training of school psychologists.
  Pages: 1 - 6
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-04-12T03:54:18Z
  DOI: 10.1080/2372966X.2024.2339796
Evaluating the Effects of Fading a Self-Management Intervention Package
for Students with Emotional Behavioral Disorders
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  Authors: Megan LeamonJulie Q. MorrisonUniversity of CincinnatiMegan Leamon; M.A. is an advanced doctoral student in the School Psychology Program at the University of Cincinnati. Her research interests include academic professional accountability.
  Pages: 1 - 15
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-03-13T10:16:41Z
  DOI: 10.1080/2372966X.2024.2328204
Coaching as an Implementation Strategy: The Perceived Alliance Between a
Coach and Teachers Predicts Proactive Classroom Management Strategy Use 
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  Authors: Shannon R. HolmesTyler E. SmithMonica E. RomeroWendy M. ReinkeKeith C. Hermana University of Missourib University of Texas at AustinShannon R. Holmes is an Assistant Professor in the Department of Educational; School & Counseling Psychology at the University of Missouri school interventions.
  Pages: 1 - 13
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-03-04T05:56:52Z
  DOI: 10.1080/2372966X.2024.2318234
Integration of Religion and Spirituality Into Culturally Responsible
School Psychology Practice
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  Authors: Gulden EsatNausheen Pasha-ZaidiSyed RizviJanise S. ParkerBradley H. Smitha Sam Houston State Universityb University of Houston-Downtownc University of Houstond School Psychology; community support in the lives of marginalized youth.
  Pages: 1 - 16
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-02-29T07:53:54Z
  DOI: 10.1080/2372966X.2024.2317699
Supportive Teacher Responses to Students’ Emotional Expression Moderate
the Association Between Children’s Maladaptive Emotion Regulation and
Aggression
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  Authors: Bridget BrinckmanKyongboon KwonRazia AzenMichele Leasea University of Wisconsin–Milwaukeeb University of GeorgiaBridget Brinckman is a school psychologist in Wisconsin. She received her PhD in school psychology from the University of Wisconsin-Milwaukee.Kyongboon Kwon is an associate professor of school psychology at the University of Wisconsin-Milwaukee.Razia Azen is a professor of educational statistics; measurement at the University of Wisconsin-Milwaukee.Michele Lease is a professor of school psychology at the University of Georgia.
  Pages: 1 - 13
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-02-26T09:39:16Z
  DOI: 10.1080/2372966X.2024.2315023
Teacher Stress and Mental Health During the COVID-19 Pandemic: Differences
by Teaching Modality
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  Authors: Kate A. LegerErin N. HaynesTimothy J. HilbertJessica MarasCandace BrancatoHeather M. Busha University of Kentuckyb University of CincinnatiKate A. Leger; PhD, is an Assistant Professor of Psychology at the University of KentuckyErin N. Haynes, DrPh, is a Professor in Preventative Medicine Environmental Health at the University of KentuckyTimothy J. Hilbert is a Senior Research Associate at the University of CincinnatiJessica Maras, BA, is a doctoral student in the Psychology Department at the University of KentuckyCandace Brancato is a Senior Statistician at the University of KentuckyHeather Bush, PhD, is a Professor of Biostatistics at the University of Kentucky
  Pages: 1 - 10
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-02-16T07:47:02Z
  DOI: 10.1080/2372966X.2024.2317700
A National Evaluation of Social Justice and Antiracism Within School
Psychology Graduate Preparation Programs
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  Authors: Jennifer McGrory CooperKisha M. RadliffJillian R. Weinberga Fordham Universityb The Ohio State Universityc Yeshiva UniversityJennifer McGrory Cooper; PhD, is an Assistant Professor in the Division of Psychological bullying.Jillian R. Weinberg, MA, is a student in the School-Clinical Child Psychology Psy.D. program at the Ferkauf Graduate School of Psychology, Yeshiva University. Her research is focused on promoting the mental health of LGBTQIA+ individuals.
  Pages: 1 - 21
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-01-23T05:44:15Z
  DOI: 10.1080/2372966X.2023.2301233
Investigating Trajectories of Negative Emotionality in Early Childhood and
First-Grade Outcomes
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  Authors: Yeon Ha KimMelissa Stormonta Kyung Hee Universityb University of MissouriYeon Ha Kim; PhD, is a professor in the Department of Child mental health development in children.
  Pages: 1 - 13
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-01-17T07:49:15Z
  DOI: 10.1080/2372966X.2023.2296388
School Climate Perception among Latinx and White Students: An Examination
of Intersecting Race/Ethnicity and Socioeconomic Identities in Context
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  Authors: Mei-ki ChanJill D. SharkeyErin DowdyKaren Nylund-GibsonMichael J. Furlonga Utah State Universityb University of California Santa BarbaraMei-ki Chan is an Assistant Professor at Utah State University. Her research interests include school mental health; complete mental health.
  Pages: 1 - 13
  Abstract: .
  
  Citation: School Psychology Review
  PubDate: 2024-01-12T08:34:08Z
  DOI: 10.1080/2372966X.2023.2301234

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