{"title":"Supplemental Material for Cognitive Ability and Math Computation Developmental Relations With Math Problem Solving: An Integrated, Multigroup Approach","authors":"","doi":"10.1037/spq0000267.supp","DOIUrl":"https://doi.org/10.1037/spq0000267.supp","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57352368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Measuring Teacher Practices and Student Academic Engagement: A Convergent Validity Study","authors":"","doi":"10.1037/spq0000268.supp","DOIUrl":"https://doi.org/10.1037/spq0000268.supp","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43611905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Influence of Homogeneity of Student Characteristics in a Group-Based Social Competence Intervention","authors":"","doi":"10.1037/spq0000261.supp","DOIUrl":"https://doi.org/10.1037/spq0000261.supp","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43307938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed.
{"title":"Authoritative School Climate, Number of Parents at Home, and Academic Achievement","authors":"Francis L. Huang, Katie Eklund, D. Cornell","doi":"10.1037/spq0000182","DOIUrl":"https://doi.org/10.1037/spq0000182","url":null,"abstract":"School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"480–496"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48027182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Valerie B. Shapiro, B. K. E. Kim, Jennifer L. Robitaille, Paul A. LeBuffe
The Devereux Student Strengths Assessment Mini (DESSA-Mini; Naglieri, LeBuffe, & Shapiro, 2011/2014) was designed to overcome practical obstacles to universal prevention screening. This article seeks to determine whether an entirely strength-based, 8-item screening instrument achieves technical accuracy in routine practice. Data come from a district-wide implementation of a new social emotional learning (SEL) initiative designed to promote students’ social-emotional competence. All students, kindergarten through Grade 8, were screened using the DESSA-Mini. A random 5 students per classroom received additional assessment. Concurrent and predictive criterion studies were conducted using the full DESSA as well as administrative records of serious disciplinary infraction. The DESSA-Mini showed excellent internal reliability, exceeding .90. Negligible to small differences were found between scores on the DESSA-Mini screen and the DESSA full assessment. Classification consistency between the DESSA-Mini and the DESSA was high (87%–94%) in routine practice, with sensitivity and specificity estimates exceeding Glascoe’s (2005) standards. Finally, predictive validity of the DESSA-Mini was reliable; students screened as having a Need for SEL Instruction at the beginning of the year were 4.5 times more likely to have a record of serious disciplinary infraction at the end of the school year compared with those who were not identified (p < .001). These findings compare quite favorably with other instruments used in schools to screen entire student populations, in cases where such analyses have been conducted, and is consistent with a practice preference of identifying, but not overidentifying, students for accelerated preventative interventions for mental, emotional, and behavioral problems.
{"title":"Protective Factor Screening for Prevention Practice: Sensitivity and Specificity of the DESSA-Mini","authors":"Valerie B. Shapiro, B. K. E. Kim, Jennifer L. Robitaille, Paul A. LeBuffe","doi":"10.1037/spq0000181","DOIUrl":"https://doi.org/10.1037/spq0000181","url":null,"abstract":"The Devereux Student Strengths Assessment Mini (DESSA-Mini; Naglieri, LeBuffe, & Shapiro, 2011/2014) was designed to overcome practical obstacles to universal prevention screening. This article seeks to determine whether an entirely strength-based, 8-item screening instrument achieves technical accuracy in routine practice. Data come from a district-wide implementation of a new social emotional learning (SEL) initiative designed to promote students’ social-emotional competence. All students, kindergarten through Grade 8, were screened using the DESSA-Mini. A random 5 students per classroom received additional assessment. Concurrent and predictive criterion studies were conducted using the full DESSA as well as administrative records of serious disciplinary infraction. The DESSA-Mini showed excellent internal reliability, exceeding .90. Negligible to small differences were found between scores on the DESSA-Mini screen and the DESSA full assessment. Classification consistency between the DESSA-Mini and the DESSA was high (87%–94%) in routine practice, with sensitivity and specificity estimates exceeding Glascoe’s (2005) standards. Finally, predictive validity of the DESSA-Mini was reliable; students screened as having a Need for SEL Instruction at the beginning of the year were 4.5 times more likely to have a record of serious disciplinary infraction at the end of the school year compared with those who were not identified (p < .001). These findings compare quite favorably with other instruments used in schools to screen entire student populations, in cases where such analyses have been conducted, and is consistent with a practice preference of identifying, but not overidentifying, students for accelerated preventative interventions for mental, emotional, and behavioral problems.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"449–464"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42027626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous studies in both typically and atypically developing children have shown that approximate number system (ANS) abilities predict formal mathematical knowledge later on in life. The current study investigated whether playing specially designed training games that targets the ANS system using nonsymbolic stimuli only would improve preschool children’s ANS abilities. Thirty-eight preschool children were randomly allocated to either the training or control group. For 5 weeks, 20 preschoolers (9 girls) in the training group played daily games for 10 min that included guessing and comparing numerosities, whereas 18 control children (6 girls) were involved in interactive picture book reading sessions. Children’s ANS abilities were assessed using a computerized task before and after the training program. An analysis of covariance with posttraining ANS scores as dependent variable and pretraining scores as a covariate showed that the children in the training group had higher ANS abilities after the training, in contrast to children in the control group (p = .012, &eegr;p2 = .171). This study provides evidence that ANS abilities can be improved in preschool children through a daily training program that targets the ANS specifically. These findings provide support for further training programs for preschool children who show mathematical difficulties early on in life.
先前对典型和非典型发展儿童的研究表明，近似数字系统(ANS)能力预示着以后生活中的正式数学知识。目前的研究调查了是否玩专门设计的训练游戏，以非符号刺激为目标的ANS系统只会提高学龄前儿童的ANS能力。38名学龄前儿童被随机分配到训练组和对照组。在5周的时间里，训练组的20名学龄前儿童(9名女孩)每天玩10分钟的游戏，包括猜测和比较数字，而对照组的18名儿童(6名女孩)则参与了互动绘本阅读课程。孩子们的ANS能力是在训练计划前后通过电脑任务进行评估的。以训练后ANS得分为因变量，训练前ANS得分为协变量的协方差分析显示，训练组儿童训练后的ANS能力高于对照组儿童(p = 0.012, p = 0.171)。这项研究提供了证据，表明学龄前儿童可以通过针对ANS的日常训练计划来提高ANS的能力。这些发现为学龄前儿童的进一步训练计划提供了支持，这些儿童在生命早期就表现出数学困难。
{"title":"Improving Approximate Number Sense Abilities in Preschoolers: PLUS Games","authors":"J. Van Herwegen, H. Costa, M. Passolunghi","doi":"10.1037/spq0000191","DOIUrl":"https://doi.org/10.1037/spq0000191","url":null,"abstract":"Previous studies in both typically and atypically developing children have shown that approximate number system (ANS) abilities predict formal mathematical knowledge later on in life. The current study investigated whether playing specially designed training games that targets the ANS system using nonsymbolic stimuli only would improve preschool children’s ANS abilities. Thirty-eight preschool children were randomly allocated to either the training or control group. For 5 weeks, 20 preschoolers (9 girls) in the training group played daily games for 10 min that included guessing and comparing numerosities, whereas 18 control children (6 girls) were involved in interactive picture book reading sessions. Children’s ANS abilities were assessed using a computerized task before and after the training program. An analysis of covariance with posttraining ANS scores as dependent variable and pretraining scores as a covariate showed that the children in the training group had higher ANS abilities after the training, in contrast to children in the control group (p = .012, &eegr;p2 = .171). This study provides evidence that ANS abilities can be improved in preschool children through a daily training program that targets the ANS specifically. These findings provide support for further training programs for preschool children who show mathematical difficulties early on in life.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"497–508"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45502749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Peter M. Nelson, L. Reddy, C. Dudek, Adam J. Lekwa
The present study examined the relationship between student and observer ratings of the class environment. More specifically, class responses on the Responsive Environmental Assessment for Classroom Teaching (REACT; Theodore J. Christ & Colleagues, 2015) were compared with observer ratings on the Classroom Strategies Assessment System—Observer Form (Reddy, Fabiano, & Dudek, 2013). This study included 38 teachers and 582 students from 5 high-poverty schools. Observational data were reported as discrepancy scores, which reflect the difference between the recommended frequency and observed frequency of specific instructional and behavioral management strategies for classroom teachers. Pearson correlations were used to evaluate the relationship between the 6 subscales included on the REACT and the 9 subscales included on the CSAS-O. Results provide preliminary evidence for the relationship between observer and student ratings of the class environment. More specifically, as discrepancy scores decreased, student ratings of the class environment tended to be more positive. The relationship between the REACT and the CSAS-O differed across subscales; however, in general, subscales that were conceptually similar tended to demonstrate stronger relationships than subscales that were conceptually distinct. Thus, the observed results also provide preliminary evidence that students are capable of discriminating between the quality of different components of the class environment. The potential use of both observer and student ratings of the class environment to provide teachers with a more robust and comprehensive reference for professional development purposes is discussed within the context of a tiered model of support.
本研究考察了学生和观察者对课堂环境的评价之间的关系。更具体地说，课堂教学响应性环境评估(REACT;Theodore J. Christ &同事，2015)与课堂策略评估系统观察者表(Reddy, Fabiano， & Dudek, 2013)上的观察者评分进行了比较。本研究包括来自5所高贫困学校的38名教师和582名学生。观察数据以差异分数报告，反映了课堂教师具体教学和行为管理策略的推荐频率与观察频率之间的差异。采用Pearson相关性来评价REACT中6个分量表与CSAS-O中9个分量表之间的关系。结果为观察者和学生对课堂环境的评价之间的关系提供了初步证据。更具体地说，随着差异分数的减少，学生对课堂环境的评价往往更积极。反应与CSAS-O的关系在各分量表间存在差异;然而，一般来说，概念上相似的子量表往往比概念上不同的子量表表现出更强的关系。因此，观察结果也提供了初步证据，表明学生能够区分课堂环境不同组成部分的质量。在分层支持模式的背景下，讨论了观察员和学生对课堂环境评分的潜在用途，为教师的专业发展提供更有力和全面的参考。
{"title":"Observer and Student Ratings of the Class Environment: A Preliminary Investigation of Convergence","authors":"Peter M. Nelson, L. Reddy, C. Dudek, Adam J. Lekwa","doi":"10.1037/spq0000176","DOIUrl":"https://doi.org/10.1037/spq0000176","url":null,"abstract":"The present study examined the relationship between student and observer ratings of the class environment. More specifically, class responses on the Responsive Environmental Assessment for Classroom Teaching (REACT; Theodore J. Christ & Colleagues, 2015) were compared with observer ratings on the Classroom Strategies Assessment System—Observer Form (Reddy, Fabiano, & Dudek, 2013). This study included 38 teachers and 582 students from 5 high-poverty schools. Observational data were reported as discrepancy scores, which reflect the difference between the recommended frequency and observed frequency of specific instructional and behavioral management strategies for classroom teachers. Pearson correlations were used to evaluate the relationship between the 6 subscales included on the REACT and the 9 subscales included on the CSAS-O. Results provide preliminary evidence for the relationship between observer and student ratings of the class environment. More specifically, as discrepancy scores decreased, student ratings of the class environment tended to be more positive. The relationship between the REACT and the CSAS-O differed across subscales; however, in general, subscales that were conceptually similar tended to demonstrate stronger relationships than subscales that were conceptually distinct. Thus, the observed results also provide preliminary evidence that students are capable of discriminating between the quality of different components of the class environment. The potential use of both observer and student ratings of the class environment to provide teachers with a more robust and comprehensive reference for professional development purposes is discussed within the context of a tiered model of support.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"465–479"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41851622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Samantha Cazzell, C. Skinner, D. Ciancio, K. Aspiranti, T. Watson, Kala Taylor, Merilee McCurdy, Amy L. Skinner
A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring previously unknown words across all word sets. Discussion focuses on the need to evaluate and compare computer flash-card sight-word recognition interventions with fixed and self-determined response intervals across students and dependent variables, including rates of inappropriate behavior and self-determination in students with intellectual disability.
{"title":"Evaluating a Computer Flash-Card Sight-Word Recognition Intervention With Self-Determined Response Intervals in Elementary Students With Intellectual Disability","authors":"Samantha Cazzell, C. Skinner, D. Ciancio, K. Aspiranti, T. Watson, Kala Taylor, Merilee McCurdy, Amy L. Skinner","doi":"10.1037/spq0000172","DOIUrl":"https://doi.org/10.1037/spq0000172","url":null,"abstract":"A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring previously unknown words across all word sets. Discussion focuses on the need to evaluate and compare computer flash-card sight-word recognition interventions with fixed and self-determined response intervals across students and dependent variables, including rates of inappropriate behavior and self-determination in students with intellectual disability.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"367–378"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45867509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ethan R. Van Norman, Peter M. Nelson, David A. Klingbeil
Educators need recommendations to improve screening practices without limiting students’ instructional opportunities. Repurposing previous years’ state test scores has shown promise in identifying at-risk students within multitiered systems of support. However, researchers have not directly compared the diagnostic accuracy of previous years’ state test scores with data collected during fall screening periods to identify at-risk students. In addition, the benefit of using previous state test scores in conjunction with data from a separate measure to identify at-risk students has not been explored. The diagnostic accuracy of 3 types of screening approaches were tested to predict proficiency on end-of-year high-stakes assessments: state test data obtained during the previous year, data from a different measure administered in the fall, and both measures combined (i.e., a gated model). Extant reading and math data (N = 2,996) from 10 schools in the Midwest were analyzed. When used alone, both measures yielded similar sensitivity and specificity values. The gated model yielded superior specificity values compared with using either measure alone, at the expense of sensitivity. Implications, limitations, and ideas for future research are discussed.
{"title":"Single Measure and Gated Screening Approaches for Identifying Students At-Risk for Academic Problems: Implications for Sensitivity and Specificity","authors":"Ethan R. Van Norman, Peter M. Nelson, David A. Klingbeil","doi":"10.1037/spq0000177","DOIUrl":"https://doi.org/10.1037/spq0000177","url":null,"abstract":"Educators need recommendations to improve screening practices without limiting students’ instructional opportunities. Repurposing previous years’ state test scores has shown promise in identifying at-risk students within multitiered systems of support. However, researchers have not directly compared the diagnostic accuracy of previous years’ state test scores with data collected during fall screening periods to identify at-risk students. In addition, the benefit of using previous state test scores in conjunction with data from a separate measure to identify at-risk students has not been explored. The diagnostic accuracy of 3 types of screening approaches were tested to predict proficiency on end-of-year high-stakes assessments: state test data obtained during the previous year, data from a different measure administered in the fall, and both measures combined (i.e., a gated model). Extant reading and math data (N = 2,996) from 10 schools in the Midwest were analyzed. When used alone, both measures yielded similar sensitivity and specificity values. The gated model yielded superior specificity values compared with using either measure alone, at the expense of sensitivity. Implications, limitations, and ideas for future research are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"405–413"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44356855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To improve our understanding of where to target interventions, the study examined the extent to which school discipline disproportionality between African American and White students was attributable to racial disparities in teachers’ discretionary versus nondiscretionary decisions. The sample consisted of office discipline referral (ODR) records for 1,154,686 students enrolled in 1,824 U.S. schools. Analyses compared the relative contributions of disproportionality in ODRs for subjectively and objectively defined behaviors to overall disproportionality, controlling for relevant school characteristics. Results showed that disproportionality in subjective ODRs explained the vast majority of variance in total disproportionality. These findings suggest that providing educators with strategies to neutralize the effects of implicit bias, which is known to influence discretionary decisions and interpretations of ambiguous behaviors, may be a promising avenue for achieving equity in school discipline.
{"title":"The Relative Contribution of Subjective Office Referrals to Racial Disproportionality in School Discipline","authors":"E. Girvan, Cody Gion, K. McIntosh, K. Smolkowski","doi":"10.1037/spq0000178","DOIUrl":"https://doi.org/10.1037/spq0000178","url":null,"abstract":"To improve our understanding of where to target interventions, the study examined the extent to which school discipline disproportionality between African American and White students was attributable to racial disparities in teachers’ discretionary versus nondiscretionary decisions. The sample consisted of office discipline referral (ODR) records for 1,154,686 students enrolled in 1,824 U.S. schools. Analyses compared the relative contributions of disproportionality in ODRs for subjectively and objectively defined behaviors to overall disproportionality, controlling for relevant school characteristics. Results showed that disproportionality in subjective ODRs explained the vast majority of variance in total disproportionality. These findings suggest that providing educators with strategies to neutralize the effects of implicit bias, which is known to influence discretionary decisions and interpretations of ambiguous behaviors, may be a promising avenue for achieving equity in school discipline.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"392–404"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46815902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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