A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world [0.03%]
健康的环境，正义的环境吗？课堂受害经历在欺凌被害对学生世界信念的负面影响中的作用
Daniel Graf,Takuya Yanagida,Lydia Laninga-Wijnen et al.
Daniel Graf et al.
The phenomenon that victims of bullying experience greater psychological problems in environments with lower levels of victimization is known as the healthy context paradox. The current study investigated the healthy context paradox with re...
Examining social withdrawal in relation to academic enablers in students with and without cognitive disengagement syndrome [0.03%]
探究学业促成因素与认知放弃综合征学生社交退缩之间的关系
R Elizabeth Capps,Stephen P Becker
R Elizabeth Capps
Students' social behaviors are associated with academic enablers and academic outcomes. However, social withdrawal, a key correlate of youth with cognitive disengagement syndrome (CDS), has not been examined in relation to academic enablers...
Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home [0.03%]
联合行为咨询与拉丁裔学生：对学校和家庭中的社交和行为结果的影响
Susan M Sheridan,Lorey A Wheeler,Elizabeth S Brower et al.
Susan M Sheridan et al.
Latine students represent the second largest racial/ethnic group of enrolled students in the United States. Despite assets that can position them to experience success in school, Latine youth often experience persistent disparities in educa...
A practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research [0.03%]
干预研究中探讨情境、身份和文化作用的因果调节分析实用指南
Nianbo Dong,Keith Herman,Benjamin Kelcey et al.
Nianbo Dong et al.
Contextual, identity, and cultural factors are not only associated with student outcomes but can also serve to moderate the effects of interventions. However, the conventional analysis of moderation commonly used in school psychology is sub...
Supporting paraeducators' adherence to behavior support plans through implementation planning [0.03%]
通过实施计划支持助教坚持行为支持计划
Ashley M Boyle,Lisa M H Sanetti,Melissa A Collier-Meek et al.
Ashley M Boyle et al.
Paraeducators are tasked with providing behavior support to students with complex needs but have limited preparation to do so. Emerging research suggests paraeducators require different levels of implementation support, yet few implementati...
CARES360: A framework for teacher capacity-building in culturally sustaining practices [0.03%]
基于具有文化可持续性的教学实践的教师培养框架CARES360
Jessika H Bottiani,Meredith P Franco,Lora Henderson Smith et al.
Jessika H Bottiani et al.
Developing teachers' capacity to implement culturally sustaining and equity-supportive practices in the classroom is critical for addressing persistent racial discipline disproportionality in schools. However, efforts to inform and evaluate...
Evaluating diversity training in schools: A narrative review of different measurement approaches [0.03%]
学校多样性培训的评估：不同测量方法的叙事性回顾
Tory L Ash,Amy E Fisher,Samantha C Maguire et al.
Tory L Ash et al.
Educational leaders have enacted diversity training as a result of persistent racial disparities in educational outcomes. Diversity training is defined as professional development aimed at promoting inclusive attitudes, beliefs, and behavio...
Critical relationality in research: A framework for engaging in research alongside Indigenous communities [0.03%]
原住民社区参与下的研究：一种批判性关系框架
Lisa N Aguilar,Lora Henderson Smith,Anisa N Goforth
Lisa N Aguilar
Research involving Indigenous communities requires a nuanced approach that respects their communities' unique cultural contexts, knowledge systems, and values. This article presents the critical relationality in research framework conceptua...
A pilot study of a game-supported organization and planning skills intervention for young adolescents with ADHD [0.03%]
注意缺陷多动障碍青少年组织计划技能游戏干预试点研究
Brandon K Schultz,Steven W Evans,Alexander M Schoemann et al.
Brandon K Schultz et al.
Several school-based interventions for attention-deficit/hyperactivity disorder (ADHD) are well-established, but there are clear implementation challenges in those settings. Computer-assisted options have emerged that could augment treatmen...
Randomized Controlled Trial
Journal of school psychology. 2025 Jun:110:101465. DOI:10.1016/j.jsp.2025.101465 2025
Participatory reading research: Development and application of the bilingual reading intervention targeting tool [0.03%]
参与式阅读研究：面向阅读干预的双向文本分析工具的发展与应用
Kirsten W Newell,Israel Arevalo,Kathrin E Maki et al.
Kirsten W Newell et al.
Proficient reading is critical to support overall educational performance and is associated with higher graduation and employment rates and lifetime earnings, underscoring the need to ensure every student has access to quality reading instr...