Výsledky vyhledávání - "Marie L. Tanaka"

Women of color and the hidden curriculum of school psychology doctoral programs

Autor: Sujay V. Sabnis, Marie L. Tanaka, Kayla Beard, Sherrie L. Proctor

Publikováno v: Journal of School Psychology. 98:1-15

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::adf540e997e5f894703bb6d35ed5f12d
https://doi.org/10.1016/j.jsp.2023.02.004

Zobrazit plný text záznamu

The invisible work of persisting: BIWOC students in school psychology doctoral programs

Autor: Sujay V. Sabnis, Kayla Beard, Marie L. Tanaka, Sherrie L. Proctor

Publikováno v: School Psychology.

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::2282094c969fbb9a3fdeb3f2214d267e
https://doi.org/10.1037/spq0000537

Zobrazit plný text záznamu

Toward Understanding Classroom Socialization: Teacher Roles in Peer Victimization

Autor: Jina Yoon, Chunyan Yang, Marie L. Tanaka

Publikováno v: School Violence and Primary Prevention ISBN: 9783031131332

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::988c2f27ecfbf5dd902fff3845440776
https://doi.org/10.1007/978-3-031-13134-9_16

Zobrazit plný text záznamu

School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence

Autor: Shane R. Jimerson, David Hulac, Jennifer M. Cooper, Sam Song, Marie L. Tanaka, Devadrita Talapatra, Pamela Fenning, Elizabeth L. W. McKenney, Stacy A. S. Williams, Dieu M. Truong, Prena Arora, Kasee Stratton-Gadke, Lauren Pandes-Carter, Enedina García-Vázquez

Publikováno v: School Psychology Review. 50:469-483

Racist rhetoric blaming the Asian, Asian American, and Pacific Islander (AAAPI) community for the COVID-19 pandemic has precipitated a surge of violence against the AAAPI community in the United St...

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::d5f50c1fc3a70e9ee633ed45ecab3577
https://doi.org/10.1080/2372966x.2021.1949932

Zobrazit plný text záznamu

Supplemental Phonological Awareness and Phonics Instruction for Spanish-Speaking English Learners: Implications for School Psychologists

Autor: Qingqing Xia, Diana S. Ginns, Laurice M. Joseph, Marie L. Tanaka

Publikováno v: Contemporary School Psychology. 23:101-111

Increasingly, school psychologists are providing services for English learners (ELs) with basic reading problems, including helping to identify appropriate supplemental instruction to help ELs acquire basic reading skills. The purpose of this paper i

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::4b99962f9166010a44f8a599b04ba74c
https://doi.org/10.1007/s40688-018-00216-x

Zobrazit plný text záznamu