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Results 1 - 20 of 67  for Central Connecticut State University

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Why intensive interventions are necessary for students with severe reading difficulties

Vaughn, Sharon ; Denton, Carolyn A. ; Fletcher, Jack M.

Psychology in the Schools, May 2010, Vol.47(5), pp.432-444 [Peer Reviewed Journal]

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A comparison of the mystery motivator and the Get 'Em On Task interventions for off‐task behaviors

Kraemer, Elisabeth E. ; Davies, Susan C. ; Arndt, Kelli Jo ; Hunley, Sawyer

Psychology in the Schools, February 2012, Vol.49(2), pp.163-175 [Peer Reviewed Journal]

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Examining the relations between reading fluency and reading comprehension for english language learners

Quirk, Matthew ; Beem, Sofie

Psychology in the Schools, July 2012, Vol.49(6), pp.539-553 [Peer Reviewed Journal]

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Peer victimization and depression in children with and without motor coordination difficulties

Campbell, Wenonah N. ; Missiuna, Cheryl ; Vaillancourt, Tracy

Psychology in the Schools, April 2012, Vol.49(4), pp.328-341 [Peer Reviewed Journal]

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Gender differences and social support: Mediators or moderators between peer victimization and depressive feelings?

Pouwelse, Mieneke ; Bolman, Catherine ; Lodewijkx, Hein ; Spaa, Marguerite

Psychology in the Schools, September 2011, Vol.48(8), pp.800-814 [Peer Reviewed Journal]

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Teachers' perceptions of parent–teacher alliance and student–teacher relational conflict: Examining the role of ethnic differences and “disruptive” behavior

Thijs, Jochem ; Eilbracht, Lizzy

Psychology in the Schools, September 2012, Vol.49(8), pp.794-808 [Peer Reviewed Journal]

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Randomizing multiple contingency components to decrease disruptive behaviors and increase student engagement in an urban second‐grade classroom

Mckissick, Chele ; Hawkins, Renee O. ; Lentz, Francis E. ; Hailley, Jennifer ; Mcguire, Shannon

Psychology in the Schools, November 2010, Vol.47(9), pp.944-959 [Peer Reviewed Journal]

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Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

Schisler, Rebecca ; Joseph, Laurice M. ; Konrad, Moira ; Alber‐Morgan, Sheila

Psychology in the Schools, February 2010, Vol.47(2), pp.135-152 [Peer Reviewed Journal]

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Impact of the word “bully” on the reported rate of bullying behavior

Kert, Allison S. ; Codding, Robin S. ; Tryon, Georgiana Shick ; Shiyko, Mariya

Psychology in the Schools, February 2010, Vol.47(2), pp.193-204 [Peer Reviewed Journal]

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Comparison of correlates of classroom behavior problems in schools with and without a school‐wide character education program

Parker, David C. ; Nelson, Jennifer S. ; Burns, Matthew K.

Psychology in the Schools, September 2010, Vol.47(8), pp.817-827 [Peer Reviewed Journal]

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11
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Examining listening previewing as a classwide strategy to promote reading comprehension and vocabulary

Hawkins, Renee O. ; Musti‐Rao, Shobana ; Hale, Andrea D. ; Mcguire, Shannon ; Hailley, Jennifer

Psychology in the Schools, November 2010, Vol.47(9), pp.903-916 [Peer Reviewed Journal]

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Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies

Pappas, Danielle N. ; Skinner, Christopher H. ; Skinner, Amy L.

Psychology in the Schools, November 2010, Vol.47(9), pp.887-902 [Peer Reviewed Journal]

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A comparison of behavioral and constructivist interventions for increasing math‐fact fluency in a second‐grade classroom

Poncy, Brian C. ; Mccallum, Elizabeth ; Schmitt, Ara J.

Psychology in the Schools, November 2010, Vol.47(9), pp.917-930 [Peer Reviewed Journal]

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Schoolchildren's social representations on bullying causes

Thornberg, Robert

Psychology in the Schools, April 2010, Vol.47(4), pp.311-327 [Peer Reviewed Journal]

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Decreasing inappropriate vocalizations using classwide group contingencies and color wheel procedures: A component analysis

Kirk, Emily R. ; Becker, Jennifer A. ; Skinner, Christopher H. ; Fearrington, Jamie Yarbrough ; Mccane‐Bowling, Sara J. ; Amburn, Christie ; Luna, Elisa ; Greear, Corinne

Psychology in the Schools, November 2010, Vol.47(9), pp.931-943 [Peer Reviewed Journal]

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Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

Oddo, Maria ; Barnett, David W. ; Hawkins, Renee O. ; Musti‐Rao, Shobana

Psychology in the Schools, September 2010, Vol.47(8), pp.842-858 [Peer Reviewed Journal]

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Children's self‐regulated learning profile in language and mathematics: The role of task value beliefs

Metallidou, Panayiota ; Vlachou, Anastasia

Psychology in the Schools, September 2010, Vol.47(8), pp.776-788 [Peer Reviewed Journal]

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18
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A confirmatory factor analysis of the Stanford–Binet Intelligence Scales, Fifth Edition, with a high‐achieving sample

Williams, Tasha H. ; Mcintosh, David E. ; Dixon, Felicia ; Newton, Jocelyn H. ; Youman, Elizabeth

Psychology in the Schools, December 2010, Vol.47(10), pp.1071-1083 [Peer Reviewed Journal]

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Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study

Allor, Jill H. ; Mathes, Patricia G. ; Roberts, J. Kyle ; Cheatham, Jennifer P. ; Champlin, Tammi M.

Psychology in the Schools, May 2010, Vol.47(5), pp.445-466 [Peer Reviewed Journal]

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Reduction of disruptive behaviors using an intervention based on the Good Behavior Game and the Say‐Do‐Report Correspondence

Ruiz‐Olivares, Rosario ; Pino, M. José ; Herruzo, Javier

Psychology in the Schools, December 2010, Vol.47(10), pp.1046-1058 [Peer Reviewed Journal]

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