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Results 1 - 20 of 37  for Central Connecticut State University

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A working definition and conceptual model of internationalization for school and educational psychology

Begeny, John C.

Psychology in the Schools, September 2018, Vol.55(8), pp.924-940 [Peer Reviewed Journal]

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An overview of internationalization and its relevance for school and educational psychology

Begeny, John C.

Psychology in the Schools, September 2018, Vol.55(8), pp.897-907 [Peer Reviewed Journal]

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Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program when Implemented at Different Frequencies

Begeny, John C

School Psychology Review, 2011, Vol.40(1), p.149 [Peer Reviewed Journal]

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Single-case effect size calculation: Comparing regression and non-parametric approaches across previously published reading intervention data sets

Ross, Sarah G ; Begeny, John C

Journal of School Psychology, August 2014, Vol.52(4), pp.419-431 [Peer Reviewed Journal]

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Improving Student Reading through Parents' Implementation of a Structured Reading Program

Mitchell, Courtney ; Begeny, John C

School Psychology Review, 2014, Vol.43(1), p.41 [Peer Reviewed Journal]

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CAN READABILITY FORMULAS BE USED TO SUCCESSFULLY GAUGE DIFFICULTY OF READING MATERIALS?

Begeny, John C. ; Greene, Diana J.

Psychology in the Schools, February 2014, Vol.51(2), pp.198-215 [Peer Reviewed Journal]

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Improving Latino, English Language Learners' Reading Fluency: The Effects of Small-Group and One-on-One Intervention

Ross, Sarah G ; Begeny, John C

Psychology in the Schools, July 2011, Vol.48(6), p.604 [Peer Reviewed Journal]

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Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization

Begeny, John C. ; Levy, Rebecca A. ; Hida, Rahma ; Norwalk, Kate

Psychology in the Schools, February 2018, Vol.55(2), pp.120-136 [Peer Reviewed Journal]

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Teachers' judgments of students' early literacy skills measured by the Early Literacy Skills Assessment: Comparisons of teachers with and without assessment administration experience

Begeny, John C. ; Buchanan, Heather

Psychology in the Schools, September 2010, Vol.47(8), pp.859-868 [Peer Reviewed Journal]

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Altering instructional delivery options to improve intervention outcomes: Does increased instructional intensity also increase instructional effectiveness?

Begeny, John C. ; Hawkins, Amy Lynn ; Krouse, Hailey E. ; Laugle, Kelly M.

Psychology in the Schools, September 2011, Vol.48(8), pp.769-785 [Peer Reviewed Journal]

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Teacher Judgments of Students' Reading Abilities across a Continuum of Rating Methods and Achievement Measures

Begeny, John C ; Krouse, Hailey E ; Brown, Kristina G ; Mann, Courtney M

School Psychology Review, 2011, Vol.40(1), p.23 [Peer Reviewed Journal]

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THE RELIABILITY AND USER‐FEASIBILITY OF MATERIALS AND PROCEDURES FOR MONITORING THE IMPLEMENTATION INTEGRITY OF A READING INTERVENTION

Begeny, John C. ; Easton, Julia E. ; Upright, James J. ; Tunstall, Kali R. ; Ehrenbock, Cassia A.

Psychology in the Schools, May 2014, Vol.51(5), pp.517-533 [Peer Reviewed Journal]

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Publication characteristics and outlets of school and educational psychology scholars around the globe

Kim, Eui Kyung ; Begeny, John C. ; Hida, Rahma ; Wang, Jiayi ; Jones, Renee ; Oluokun, Helen

Psychology in the Schools, September 2018, Vol.55(8), pp.955-968 [Peer Reviewed Journal]

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DO INTERVENTION‐EMBEDDED ASSESSMENT PROCEDURES SUCCESSFULLY MEASURE STUDENT GROWTH IN READING?

Begeny, John C. ; Whitehouse, Mary H. ; Methe, Scott A. ; Codding, Robin S. ; Stage, Scott A. ; Nuepert, Shevaun

Psychology in the Schools, July 2015, Vol.52(6), pp.578-593 [Peer Reviewed Journal]

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Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002–2016

Begeny, John C ; Levy, Rebecca A ; Hida, Rahma ; Norwalk, Kate ; Field, Stacey ; Suzuki, Haruna ; Soriano-Ferrer, Manuel ; Scheunemann, Ann ; Guerrant, Mary ; Clinton, Amanda ; Burneo, Catalina Aguirre

Journal of School Psychology, October 2018, Vol.70, pp.44-63 [Peer Reviewed Journal]

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A Control-Group Comparison of Two Reading Fluency Programs: The Helping Early Literacy with Practice Strategies (HELPS) Program and the Great Leaps K-2 Reading Program

Begeny, John C ; Laugle, Kelly M ; Krouse, Hailey E ; Lynn, Amy E ; Tayrose, Michelle P ; Stage, Scott A

School Psychology Review, 2010, Vol.39(1), p.137 [Peer Reviewed Journal]

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Internationalization within school and educational psychology: Perspectives about positive indicators, critical considerations, and needs

Bernardo, Allan B. I. ; Begeny, John C. ; Earle, Orlean Brown ; Ginns, Diana S. ; Pilar Grazioso, Maria ; Soriano‐Ferrer, Manuel ; Suzuki, Haruna ; Zapata, Roxana

Psychology in the Schools, September 2018, Vol.55(8), pp.982-992 [Peer Reviewed Journal]

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Development of Conceptually Focused Early Numeracy Skill Indicators

Methe, Scott A ; Begeny, John C ; Leary, Lemontrel L ;Methe, Scott A (Editor) ; Hojnoski, Robin (Editor)

Assessment for Effective Intervention, September 2011, Vol.36(4), pp.230-242 [Peer Reviewed Journal]

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Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

Begeny, John ; Yeager, Abigail ; Martínez, Rebecca

Journal of Behavioral Education, 2012, Vol.21(1), pp.58-79 [Peer Reviewed Journal]

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An Examination of Treatment Intensity with an Oral Reading Fluency Intervention: Do Intervention Duration and Student–Teacher Instructional Ratios Impact Intervention Effectiveness?

Ross, Sarah ; Begeny, John

Journal of Behavioral Education, 2015, Vol.24(1), pp.11-32 [Peer Reviewed Journal]

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