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Peer reviewed
Direct linkFloress, Margaret T.; Beschta, Shelby L. – Psychology in the Schools, 2018
The current study examined teachers' use of diverse praise or the extent to which teachers used a variety of praise as opposed to using the same praise repeatedly. Verbatim general and behavior-specific praise data were analyzed from a larger study where 5,721 min of direct observation were collected across 28 kindergarten through fifth-grade…
Descriptors: Elementary School Students, General Education, Positive Reinforcement, Interpersonal Communication
Neil, Louise; Smith, Marjorie – Psychology in the Schools, 2017
Anxiety and somatic symptoms in children are common and debilitating, yet frequently go unidentified and untreated. This study investigated whether teachers can recognize children's anxiety and somatic symptoms, and how they identify children they perceive to be anxious or somatizing. A sample of 1,346 7- to 11-year-old children, their 51 class…
Descriptors: Anxiety, Symptoms (Individual Disorders), Elementary School Students, Elementary School Teachers
Krier, Jessie; Lambros, Katina M. – Psychology in the Schools, 2021
This study evaluated the effectiveness of a peer-mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer-mediated interventions are an evidence-based practice, but there is limited research on using peers outside of the target student's classroom…
Descriptors: Autism, Pervasive Developmental Disorders, Attention, Interpersonal Competence
van Dijk, Wilhelmina; Gage, Nicholas A.; Grasley-Boy, Nicolette – Psychology in the Schools, 2019
The impact of teachers on their students' academic achievement continues to be an area of inquiry. One area not fully explored is the relation between teachers' behavior and classroom management (CM) skills, student motivation, and student achievement. We examined these relations using a multi-level structural equation model. Data included…
Descriptors: Classroom Techniques, Mathematics Achievement, Teacher Effectiveness, Elementary School Teachers
Somers, Cheryl L.; Goutman, Rachel L.; Day, Angelique; Enright, Oliva; Crosby, Shantel; Taussig, Heather – Psychology in the Schools, 2020
Research shows that youth in foster care experience poor academic performance and disciplinary actions in school more frequently than do non-foster care youth. The purpose of this cross-sectional study was to further examine youth in foster care and the relationship between individual/intrapersonal factors (future orientation and school…
Descriptors: Academic Achievement, Foster Care, Outcomes of Education, Student School Relationship
Mikami, Amori Yee; Smit, Sophie; Johnston, Charlotte – Psychology in the Schools, 2019
Abstract Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention-deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why…
Descriptors: Attention Deficit Hyperactivity Disorder, Elementary School Teachers, Classroom Techniques, Behavior Problems
Alison J. Lacey; Robin Banerjee; Kathryn J. Lester – Psychology in the Schools, 2024
Although primary schools in the UK were required to provide access to remote learning for pupils during Covid-19 mandated school closures, there was less clarity for teachers and school leaders about expectations and priorities relating to the provision of social and emotional well-being support for children at home during this period. Using an…
Descriptors: Well Being, Teacher Attitudes, Elementary School Teachers, Administrator Attitudes
Yang, Yanfei; Yuan, Yuan; Tan, Hongqi; Wang, Yili; Li, Guangzheng – Psychology in the Schools, 2021
Student engagement not only improves student achievement but also affects the dropout rate. Positive classroom interaction between teachers and students enhances student engagement. The interaction between teachers and students is bidirectional, and student engagement can also affect teachers' classroom teaching behavior. Both student engagement…
Descriptors: Foreign Countries, Learner Engagement, Interaction, Interpersonal Relationship
Mosley, Kristen C.; McCarthy, Christopher J.; Lambert, Richard G.; Fitchett, Paul G.; Dillard, Jendayi B. – Psychology in the Schools, 2023
Equity for students includes access to a healthy teacher workforce across all school settings. This study sought to disentangle the role of racial/ethnic (in)congruence in teacher stress from school resources by using propensity score analysis to match Black, Hispanic, and White elementary teachers on individual, classroom, and school…
Descriptors: Elementary School Teachers, Minority Group Teachers, Occupational Safety and Health, Predominantly White Institutions
Sjögren, Björn; Thornberg, Robert; Wänström, Linda; Gini, Gianluca – Psychology in the Schools, 2020
This study examined whether defending and passive bystanding during peer victimization episodes were associated with individual- and classroom-level efficacy to stop peer victimization. Self-report survey data were analyzed from 1,467 Swedish fourth-grade students (mean age = 10.55) from 100 classrooms in 63 schools. Multilevel analyses revealed…
Descriptors: Self Efficacy, Beliefs, Student Behavior, Bullying
McMahon, Susan D.; Peist, Eric; Davis, Jacqueline O.; McConnell, Elizabeth; Reaves, Samantha; Reddy, Linda A.; Anderman, Eric M.; Espelage, Dorothy L. – Psychology in the Schools, 2020
Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and…
Descriptors: Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Violence
Brajša-Žganec, Andreja; Merkaš, Marina; Šakic Velic, Marija – Psychology in the Schools, 2019
The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents' school achievement. Participants were 1,024 adolescents…
Descriptors: Correlation, Parent Participation, Parents, Parent School Relationship
Dariotis, Jacinda K.; Mirabal-Beltran, Roxanne; Cluxton-Keller, Fallon; Feagans Gould, Laura; Greenberg, Mark T.; Mendelson, Tamar – Psychology in the Schools, 2017
Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators--students and their classroom teachers-merit attention in this…
Descriptors: Qualitative Research, Grade 5, Grade 6, Program Implementation
Santiago, Rachel T.; Garbacz, S. Andrew; Beattie, Tiffany; Moore, Christabelle L. – Psychology in the Schools, 2016
Trust is an important dimension of parent educational involvement and parent-teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of…
Descriptors: Parent Teacher Cooperation, Elementary School Teachers, Parents, Trust (Psychology)
Everett, Gregory E.; Swift, Honora S.; McKenney, Elizabeth L. W.; Jewell, Jeremy D. – Psychology in the Schools, 2016
The current study evaluated the effectiveness of individualized math-to-mastery (MTM) interventions, selected though brief experimental analysis (BEA), at increasing math fluency skills for three elementary-aged females. As MTM has only been investigated as a multicomponent intervention, the present study utilized BEA to identify those specific…
Descriptors: Mathematics Skills, Intervention, Mathematics Achievement, Low Achievement
