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Sibel Somyürek; Nevcan Aksoy – Psychology in the Schools, 2024
Selecting the right academic major significantly shapes an individual's future career path, making it a longstanding focus of research. The shift to online platforms, accelerated by the challenges posed by the coronavirus pandemic, has transformed counseling and guidance systems. Consequently, developing robust online support systems has become…
Descriptors: Majors (Students), Decision Making, Universities, Selection
Lisa Ruble; Abigail Love; John H. McGrew; Yue Yu; Melanie W. Fischer; Michelle P. Salyers – Psychology in the Schools, 2023
The high attrition and turnover rates of qualified special education teachers (SETs) is a significant concern exacerbated by COVID-19. Unfortunately, there are limited studies available on research-based interventions to decrease burnout. The purpose of this study was to describe our processes and results for adaptations and modifications of…
Descriptors: Special Education Teachers, Intervention, Teacher Burnout, Teacher Attitudes
Guo, Siying – Psychology in the Schools, 2016
Previous studies so far have investigated various aspects of cyberbullying. Using meta-analytic approaches, the study was primarily to determine the target factors predicting individuals' perpetration and victimization in cyberbullying. A meta-analysis of 77 studies containing 418 primary effect sizes was conducted to exam the relative magnitude…
Descriptors: Meta Analysis, Intervention, Bullying, Computer Mediated Communication
Keller-Margulis, Milena A. – Psychology in the Schools, 2012
Response to Intervention (RtI) has gained increased attention with the reauthorization of the Individuals with Disabilities Education Improvement Act. Since RtI was introduced at the policy level as a mechanism for use in the learning disability identification process, much of the implementation work has focused on this application. School-based…
Descriptors: Disability Identification, Response to Intervention, Fidelity, Federal Legislation
Hawkins, Renee O.; Kroeger, Stephen D.; Musti-Rao, Shobana; Barnett, David W.; Ward, Justine E. – Psychology in the Schools, 2008
Marking major changes in professional role performance, response to intervention (RTI) is now in the Individuals with Disabilities Education Act (IDEA, 2004) as a possible method to improve the identification of specific learning disabilities. Moreover, RTI and related concepts and initiatives have fundamentally influenced more general methods of…
Descriptors: Learning Disabilities, Prevention, Teacher Effectiveness, Intervention

Lane, Kathleen L.; Beebe-Frankenberger, Margaret E.; Lambros, Katina M.; Pierson, Melinda – Psychology in the Schools, 2001
To ensure that academic and sociobehavioral interventions for children will be more successful, proposes three main components to address when designing the interventions: social validity, treatment integrity, and generalization and maintenance. Describes the pertinent characteristics of each of these components as they relate to school-based…
Descriptors: Antisocial Behavior, High Risk Students, Intervention, Models
Boxer, Paul; Musher-Eizenman, Dara; Dubow, Eric F.; Danner, Stephanie; Heretick, Donna M. L. – Psychology in the Schools, 2006
This article describes qualitative and quantitative assessment based on responses of 221 teachers from nine elementary schools in two districts (urban and suburban) to inform plans for reducing and preventing student aggression. Teachers' perceptions of students' aggressive behavior and beliefs were validated against students' self-reports and…
Descriptors: Student Attitudes, School Activities, Program Development, Prevention