Dynamic Interaction Between Text Characteristics, Order and Time of Assessment on Bilingual Student Reading Efficiency in Spanish and in English

2024-9-3

Wellness as an Ethical Mandate: Examining the Mental Health, Stress, and Self-Care Practices of School Psychology Graduate Students

2024-9-3

Recruitment and Retention Strategies to Diversify School Psychology Graduate Programs: A Systematic Review

2024-8-29

The Role of Writing Enablers on Writing Proficiency among Hispanic Students

2024-8-22

Promoting Positive School Climate Among Newcomer Immigrant Adolescents: A Qualitative Exploration of Perceptions and Recommendations

2024-8-21

Toward Certification of Bilingual School Psychologists: Process, Competencies, and Visions

2024-8-13

Parental Involvement to Promote the Social-Emotional Well-Being of Asian Immigrant Youth: A Cultural Mismatch of Teachers and Parents’ Perspectives

2024-8-8

Community Cultural Wealth: Supporting Migrant Youth in Schools

2024-7-26

Systematic Review of U.S.-Based Research on Racism Experienced by School Psychology Graduate Students

2024-7-23

Breaking Down Barriers: Benefits of Open Science for Rural School Psychologists

2024-7-17

Advocating for Disciplinary Reform Through a Systematic Review of School Discipline Laws and State Guidance Across the United States

2024-7-10

A Systematic Review of the PSW Diagnostic Accuracy Evidence for SLD Identification: Is It Time to Abandon PSW?

2024-7-9

Building an Evidence Base for Professional Learning in Prejudice Reduction, Racial Bias, and Antiracism in Schools: Slow Motion is better than No Motion

2024-7-3

Evidential Value of Intervention Studies in Two School Psychology Journals: A <i>p</i> -Curve Analysis of Research from 2011 to 2021

2024-7-2

The Effects of Task Timing and Complexity on Students’ Perceived Task Difficulty and Reported Math Strategy Use

2024-6-27

Evaluating the Impact of Implementation Planning: A Preregistered Meta-Analysis

2024-6-12

An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers

2024-6-6

Beyond Asset-Based Frameworks: Middle School Teachers Perpetuating Raciolinguistic Paradigms

2024-6-5

Bullied Immigrant Youth, Emotional Distress, and Social Well-Being: Moderating Roles of Family and School

2024-6-5

School Psychologists in Alternative vs Mainstream Education Settings

2024-6-4

A Bottom-Up Approach to Measuring Student Social–Emotional Competence

2024-5-30

A Systematic Review of the Self-Regulation Strategy Inventory (SRSI): Uses, Applications and Psychometric Characteristics

2024-5-9

Supporting Student Social Emotional Learning and Development

2024-5-3

Replication Studies Using Secondary or Nonexperimental Datasets

2024-4-26

The Shortage of School Psychology Faculty in the Aftermath of the COVID-19 Pandemic

2024-4-12

Moving School Psychology Beyond the Clouds of Injustice: A Blue Sky Discussion

2024-3-26

Evaluating the Effects of Fading a Self-Management Intervention Package for Students with Emotional Behavioral Disorders

2024-3-13

Coaching as an Implementation Strategy: The Perceived Alliance Between a Coach and Teachers Predicts Proactive Classroom Management Strategy Use

2024-3-4

Advancing Consultation and Family, School, and Community Collaboration

2024-3-3

Integration of Religion and Spirituality Into Culturally Responsible School Psychology Practice

2024-2-29

Supportive Teacher Responses to Students’ Emotional Expression Moderate the Association Between Children’s Maladaptive Emotion Regulation and Aggression

2024-2-26

Teacher Stress and Mental Health During the COVID-19 Pandemic: Differences by Teaching Modality

2024-2-16

A National Evaluation of Social Justice and Antiracism Within School Psychology Graduate Preparation Programs

2024-1-23

Investigating Trajectories of Negative Emotionality in Early Childhood and First-Grade Outcomes

2024-1-17

School Climate Perception among Latinx and White Students: An Examination of Intersecting Race/Ethnicity and Socioeconomic Identities in Context

2024-1-12

A Model of Performative Racial Ally Behavior: Implications for School Psychology

2023-12-21

Development of an Interdisciplinary Support Program for Early Career Women of Color in School-Based Mental Health Fields

2023-12-14

School Psychology Graduate Students’ Experiences with Ethical Dilemmas: Implications for Training and Practice

2023-12-14

Posttraumatic Stress Symptoms in Middle School Students at-Risk for Aggressive Behavior: Examining the Role of Pandemic Exposure and Perceived Discrimination

2023-12-13

The Relationship between Intercoder Reliability of Data Extraction and Effect Measure Calculation in Single-Case Meta-Analysis

2023-10-27

Meta-Analytic Associations Between the Student-Teacher Relationship Scale and Students’ Social Competence With Peers

2023-10-20

The Association Between Bullying Victimization and Problematic Internet Use: The Role of Social-Emotional Learning (SEL) Competencies

2023-10-20

How School Climate Relates to Other Psychosocial Perceptions and Academic Achievement across the School Year

2023-10-18

Informant Discrepancies in Universal Screening as a Function of Student and Teacher Characteristics

2023-10-2

A Mixed Methods Approach to Exploring Social Emotional Learning Program Implementation in an Alternative High School

2023-9-25

Classroom Observation of Student Behavior: A Review of Seven Observation Codes

2023-9-5

Social Validity and Cultural Relevance of the SSIS SEL Classwide Intervention Program in Context: Insights From First- and Second-Grade Teachers

2023-8-30

School Climate From the Perspective of Black Girls With and Without Disabilities: Preliminary Findings From an Intersectional Examination of the Impact of Relationships

2023-8-23

Racial Disparities in Teacher Ratings of ADHD Symptoms and Behavior: A Systematic Review

2023-8-22

Gratitude for Bystander Action Varies by Peer Intervention and Social Norms

2023-8-16