Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Maria Reina Santiago-Rosario"'
Autor:
Maria Reina Santiago-Rosario, Joseph F. T. Nese, Jillian C. Hamilton, Rhonda N. T. Nese, Saki Malose, Robert H. Horner
Publikováno v:
Psychology in the Schools. 59:2042-2061
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::336af9b75c3b793298c4db616b3ee564
https://doi.org/10.1002/pits.22576
https://doi.org/10.1002/pits.22576
Autor:
Eoin Bastable, Erik J. Girvan, Maria Reina Santiago-Rosario, Sarah Fairbanks Falcon, Sara Izzard, Stephanie St. Joseph, Kent McIntosh, Sara C. McDaniel
Publikováno v:
Preventing School Failure: Alternative Education for Children and Youth. 65:354-361
In efforts to improve outcomes for students, state education agencies have developed systems of school improvement to identify and provide support for schools that have persistently low educational...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ad883de7c0d523e88b0d6da8be3d64f8
https://doi.org/10.1080/1045988x.2021.1937027
https://doi.org/10.1080/1045988x.2021.1937027
Autor:
Sara C. McDaniel, Sarah Fairbanks Falcon, Eoin Bastable, Kent McIntosh, Maria Reina Santiago-Rosario
Publikováno v:
Journal of Positive Behavior Interventions. 23:220-231
With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educator
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e833014f70be0600a5476a0336e37284
https://doi.org/10.1177/10983007211008847
https://doi.org/10.1177/10983007211008847
Publikováno v:
Journal of School Psychology. 85:80-93
We explored the racial discipline gap and sought to understand the extent to which elementary school teachers' (N = 33; Grades K-6) expectations for their students' (N = 496) future outcomes predicted racial discipline disproportionality. We used mul
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ecbee11aa8818e06307cdee876d222ba
https://doi.org/10.1016/j.jsp.2021.02.004
https://doi.org/10.1016/j.jsp.2021.02.004
Publikováno v:
School Psychology Review. 50:288-302
This study examined the extent to which disparities in Black and White students’ risks of receiving Office Discipline Referrals (ODRs), and out-of-school suspensions (OSSs) were related to differences in implicit and explicit racial biases assessed
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3128108c251374d9cfa59c40bdb46bb4
https://doi.org/10.1080/2372966x.2020.1838232
https://doi.org/10.1080/2372966x.2020.1838232
Publikováno v:
Journal of Educational and Psychological Consultation. 31:110-127
The purpose of this article is to describe an innovative training model for preservice doctoral-level school psychologists; a model focused on the development of organizational consultation skills ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8fd751ff7ed109da73b7e16fd03094e3
https://doi.org/10.1080/10474412.2019.1705163
https://doi.org/10.1080/10474412.2019.1705163
Racial/ethnic inequities in school discipline are a widespread problem in education. A promising intervention approach is to focus on discipline decisions as an adult behavior and use data to identify situations in which discipline decisions show the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::453602cd95b870b575240719f2c0542b
https://doi.org/10.1108/s0749-742320210000021010
https://doi.org/10.1108/s0749-742320210000021010
Autor:
Eoin Bastable, Kent McIntosh, Sarah Fairbanks Falcon, Maria Reina Santiago-Rosario, Sara C. McDaniel, Sean C. Austin, Keith Smolkowski, Sara Izzard, Rhonda N. T. Nese, Tabathia S Baldy, Erik J. Girvan
Publikováno v:
School psychology (Washington, D.C.). 36(6)
We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable refe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e085eb6d2eaae37b8d3748f5e079649f
https://pubmed.ncbi.nlm.nih.gov/34766811
https://pubmed.ncbi.nlm.nih.gov/34766811
Autor:
Maria Reina Santiago-Rosario, Autumn Johnson, Erik J. Reinbergs, Jessica Porter, Julia D. McQuade, Caitlin Virga, Kayla Gordon, Sarah A. Fefer
Publikováno v:
Journal of Child and Family Studies. 27:2328-2342
A large body of research suggests that children with ADHD tend to overestimate their functioning across multiple domains. This overestimation, termed a positive illusory bias (PIB), is most often examined in controlled research settings in which chil
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1ff748014b5c1bed3924c80a2d37a1a0
https://doi.org/10.1007/s10826-018-1060-1
https://doi.org/10.1007/s10826-018-1060-1