Significant differences in pediatric psychotropic side effects: Implications for school performance [0.03%]
儿童精神药物不良反应的显著差异及其对学校表现的影响
Thomas Kubiszyn,Sarah Mire,Sonia Dutt et al.
Thomas Kubiszyn et al.
Some side effects (SEs) of increasingly prescribed psychotropic medications can impact student performance in school. SE risk varies, even among drugs from the same class (e.g., antidepressants). Knowing which SEs occur significantly more o...
The education science train has left the station: how do I get on board? [0.03%]
教育科学的列车已经开动：我该如何上车？
Randy W Kamphaus
Randy W Kamphaus
The Relationship Between Preschool Teachers' Reports of Children's Behavior and Their Behavior Toward Those Children [0.03%]
幼儿教师对其行为问题学生的对待方式：来自加利福尼亚州中型城市幼儿园的证据
Jennifer Dobbs,David H Arnold
Jennifer Dobbs
The relationships between preschool children and their teachers are an important component of the quality of the preschool experience. This study used attribution theory as a framework to better understand these relationships, examining the...
Increasing School Success Through Partnership-Based Family Competency Training: Experimental Study of Long-Term Outcomes [0.03%]
通过基于合作的家庭能力培训提高学校成绩：长期结果的实验研究
Richard Spoth,G Kevin Randall,Chungyeol Shin
Richard Spoth
An expanding body of research suggests an important role for parent or family competency training in children's social-emotional learning and related school success. This article summarizes a test of a longitudinal model examining partnersh...
Response to Intervention: Ready or Not? Or, From Wait-to-Fail to Watch-Them-Fail [0.03%]
直面响应式干预教学：有准备还是没准备好？或者，从消极等待失败到积极观察失败
Cecil R Reynolds,Sally E Shaywitz
Cecil R Reynolds
Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. The purposes of invoking an RTI model for disabilities in the schools clearly are laudable, yet close examination reve...
Myth and Reality of the Word Caller: The Relation Between Teacher Nominations and Prevalence Among Elementary School Children [0.03%]
好学生与差学生的标签效应：教师印象与小学生实际行为之间的关系
Elizabeth B Meisinger,Barbara A Bradley,Paula J Schwanenflugel et al.
Elizabeth B Meisinger et al.
The purpose of the study was to investigate (a) the prevalence of word callers in elementary school, (b) the accuracy of teachers' word caller nominations, and (c) teachers' conceptualization of reading fluency and reading comprehension. To...
An Examination of the Convergent and Discriminant Validity of the Strengths and Difficulties Questionnaire [0.03%]
strengths and difficulties questionnaire的有效性和区分度的验证研究
Crystal R Hill,Jan N Hughes
Crystal R Hill
This study examined the factor structure of the parent and teacher versions of the Strengths and Difficulties Questionnaire (SDQ; R. Goodman, 1997) with a sample of first-grade children at risk for educational failure. The 5-factor model pr...