Context matters: Diagnosing and targeting local barriers to success at school [0.03%]
情境至关重要：诊断和克服学校成功的地方障碍
Ian R Hadden,Peter R Harris,Matthew J Easterbrook
Ian R Hadden
We trialed a novel method aimed at reducing educational inequalities in any given school by tailoring an intervention to address the specific local social, cultural, and psychological barriers that contribute to those inequalities. In Study...
Mixed methods systematic review: Using a cultural validity assessment to evaluate prevention programs for Indigenous students [0.03%]
混合方法系统评价：使用文化有效性评估来评价土著学生预防项目的效力
Lora Henderson Smith,Lisa N Aguilar,Kate Joshua et al.
Lora Henderson Smith et al.
Implementing culturally appropriate school-based prevention programs with Indigenous students that leverage culture as a protective factor has the potential to revitalize and sustain cultural connections that have historically and systemati...
Adam J Lekwa,Linda A Reddy,Ryan J Kettler et al.
Adam J Lekwa et al.
Within multi-tiered systems of support (MTSS) practice and research, students' need for academic intervention is often determined by comparison of students' screening scores to cut scores. We examined the degree to which the relationship be...
Distributional moderation analysis: Unpacking moderation effects in intervention research [0.03%]
分布式的中等分析：解开干预研究中的中等效应
Wolfgang Wiedermann,Wendy M Reinke,Keith C Herman
Wolfgang Wiedermann
Moderation and subgroup analyses are well-established statistical tools to evaluate whether intervention effects vary across subpopulations defined by participants' demographic and contextual factors. Moderation effects themselves, however,...
Randomized Controlled Trial
Journal of school psychology. 2025 Feb:108:101399. DOI:10.1016/j.jsp.2024.101399 2025
Using a naive Bayesian approach to identify academic risk based on multiple sources: A conceptual replication [0.03%]
基于多源数据识别学业风险的朴素贝叶斯方法研究的概念性重复试验
Carly Oddleifson,Stephen Kilgus,David A Klingbeil et al.
Carly Oddleifson et al.
The purpose of this study was to conduct a conceptual replication of Pendergast et al.'s (2018) study that examined the diagnostic accuracy of a nomogram procedure, also known as a naive Bayesian approach. The specific naive Bayesian approa...
Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties [0.03%]
对阅读困难风险学生早期阅读课程基础措施增长预测有效性的进一步探索
Ethan R Van Norman,Kirsten J Truman,Nathan H Clemens
Ethan R Van Norman
A variety of early literacy assessments are available to monitor student response to instruction in early reading skills. The purpose of this study was to explore the degree to which growth during the second half of kindergarten on measures...
Perceptions of teachers' responses to children's peer victimization: Agreement (and lack of agreement) among teachers and students [0.03%]
教师对学生同伴侵害的反应知觉：教师与学生的一致性（以及不一致性）分析
Victoria E Johnson,Laura E Stanley,Wendy Troop-Gordon
Victoria E Johnson
Recent research has underscored the importance of teachers' responses to students' peer victimization as well as students' expectations for how their teacher responds to this victimization. However, little research has examined the extent t...
Motivational interviewing for students in school settings: A meta-analysis [0.03%]
动机干预在学龄儿童和青少年中的应用：基于学校的meta分析研究
Jenna A Gersib,Megan Rojo,Sarah G King et al.
Jenna A Gersib et al.
Motivational Interviewing (MI) is a brief counseling intervention with demonstrated efficacy in ameliorating unhealthy habits across populations, behaviors, and settings. Although prior research underscores its benefit with adolescents, a c...
Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes [0.03%]
认知评估系统疗效的元分析：阅读和数学结果
Richard J McNulty,Randy G Floyd,Emily K Lewis et al.
Richard J McNulty et al.
There has been a long search for cognitive assessments that reveal aptitudes thought to be useful for treatment planning. In this regard, since the 1990s, there has been some enthusiasm for the Cognitive Assessment System (CAS) and its pote...
Corrigendum to "Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships" [Journal of School Psychology, volume: 107, article number: 101363, pages 1-16] [0.03%]
关于“二次教育中的性别匹配：学生性别和教师性别在师生关系中的作用”的勘误说明
Debora L Roorda,Suzanne Jak
Debora L Roorda
Published Erratum
Journal of school psychology. 2024 Dec:107:101383. DOI:10.1016/j.jsp.2024.101383 2024