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Direct linkWiley, Kristofor R. – Psychology in the Schools, 2020
Students who are identified as gifted have academic, social, and emotional experiences that are informed by both their cognition and their identification. Similarly, highly able students who are overlooked and remain unidentified have extra layers of social and emotional complexity to negotiate. While the label should not uniquely define the…
Descriptors: Academically Gifted, Gifted Education, Social Development, Emotional Development
Quirk, Matthew; Mayworm, Ashley; Edyburn, Kelly; Furlong, Michael J. – Psychology in the Schools, 2016
This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP) when used to rate the school readiness of children from different ethnic backgrounds (Latino or White, non-Latino), as well as from households where a different language was predominant (Spanish or English). Teachers rated the…
Descriptors: Kindergarten, Screening Tests, School Readiness, Factor Analysis
Fantuzzo, John; Perlman, Staci; Sproul, Faith; Minney, Ashley; Perry, Marlo A.; Li, Feifei – Psychology in the Schools, 2012
The study developed multiple independent scales of early childhood teacher experiences (ECTES). ECTES was co-constructed with preschool, kindergarten, and first grade teachers in a large urban school district. Demographic, ECTES, and teaching practices data were collected from 584 teachers. Factor analyses documented three teacher experience…
Descriptors: Teacher Effectiveness, Literacy Education, Teaching Methods, Teaching Experience
Powell, Nicole P.; Boxmeyer, Caroline L.; Baden, Rachel; Stromeyer, Sara; Minney, Jessica A.; Mushtaq, Asia; Lochman, John E. – Psychology in the Schools, 2011
Children with high levels of aggressive behavior and conduct problems create major management problems in school settings and interfere with the learning environment of their classmates and with their own academic achievement. A contextual social-cognitive model can provide a framework for understanding risk factors involved in the development and…
Descriptors: Behavior Problems, Intervention, Aggression, Prevention
Peer reviewedEnright, Robert D.; Sutterfield, Sara J. – Psychology in the Schools, 1979
It is shown that both moral judgment and interpersonal conceptions (two cognitive developmental domains) seem to be related to adequate social adjustment. Recent empirical studies have demonstrated success in raising children's level of reasoning in these areas. Direct applications of these recent findings to the mainstreaming problem are…
Descriptors: Children, Cognitive Development, Elementary Secondary Education, Interpersonal Competence
Fantuzzo, John; Sekino, Yumiko; Cohen, Heather L. – Psychology in the Schools, 2004
Relations between children's peer play competence and other relevant competencies were investigated using two samples of urban Head Start children. Dimensions of peer play were examined concurrently with emotion regulation, autonomy, and language. Children exhibiting high levels of peer play interaction were found to demonstrate more competent…
Descriptors: Disadvantaged Youth, Vocabulary Skills, Play, Preschool Children
