Zobrazeno 1 - 10
of 98
pro vyhledávání: '"Randy G. Floyd"'
Publikováno v:
International Electronic Journal of Elementary Education, Vol 4, Iss 1, Pp 229-257 (2011)
We examined young readers’ comprehension as a function of text genre (narrative, science), text cohesion (high, low), and readers’ abilities (reading decoding skills and world knowledge). The overarching purpose of this study was to contribute to
Externí odkaz:
https://doaj.org/article/74d30c243c8c45619d13f7e19fd0b8f6
Widely used to assess social–emotional and behavioral referral concerns in grades PreK–12, systematic direct observation is an essential skill for school psychologists and other educators. This accessible book helps practitioners conduct reliable
Publikováno v:
Bilingual Research Journal. 45:380-400
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::21af223998432ba9da4cb22dcc47178f
https://doi.org/10.1080/15235882.2022.2155885
https://doi.org/10.1080/15235882.2022.2155885
Publikováno v:
School Psychology Review. :1-16
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::09bf415fc8fada2f55982f16ac2bee6e
https://doi.org/10.1080/2372966x.2022.2094284
https://doi.org/10.1080/2372966x.2022.2094284
Publikováno v:
School Psychology.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a5df0d4187f18b29c57132d3979f5dc4
https://doi.org/10.1037/spq0000541
https://doi.org/10.1037/spq0000541
Publikováno v:
Journal of School Psychology. 90:94-113
Bibliometric analyses have been the primary form of examining and evaluating literature within a field of study. By focusing on citation count and source, researchers have been able to identify journal articles considered to be high impact in reach a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9a79692d9fa473b67b0be51014a6a2a8
https://doi.org/10.1016/j.jsp.2021.11.001
https://doi.org/10.1016/j.jsp.2021.11.001
Publikováno v:
Canadian Journal of School Psychology. 37:139-159
School psychology journals yield hundreds of articles each year. As these journals are often evaluated based on the impact factors they produce, the aim of this study was to provide a historically complete record of the five impact factor values for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9eeda7fe68bf187e7a35ceb750fe52e9
https://doi.org/10.1177/08295735211045548
https://doi.org/10.1177/08295735211045548
Autor:
Leah J. Singh, Randy G. Floyd
Publikováno v:
Contemporary School Psychology.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7f00ee226ae0e5ae2218ba80b239a69c
https://doi.org/10.1007/s40688-022-00436-2
https://doi.org/10.1007/s40688-022-00436-2
Publikováno v:
Contemporary School Psychology. 25:183-199
Racial/ethnic bias in the prediction of students’ educational potential was questioned in the Larry P. Vs. Riles case. The construct and predictive validity of the Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV; Schrank et al. 2014b) have
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::605ab12397c91daf9542150416368c2f
https://doi.org/10.1007/s40688-020-00338-1
https://doi.org/10.1007/s40688-020-00338-1
Publikováno v:
School Psychology. 35:419-427
Conoley, Powers, and Gutkin (2020) called for an increased emphasis on models of psychological service delivery that are primarily indirect, adult-focused, and geared toward systems-level change in the schools. They asserted that research in school p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8f26769f252052b5147fac24fc6182b2
https://doi.org/10.1037/spq0000401
https://doi.org/10.1037/spq0000401