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Direct linkKarrie A. Shogren; Jesse R. Pace; Tyler A. Hicks; Sheida K. Raley; Kathleen Lynne Lane – Psychology in the Schools, 2024
This study used the standard setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI) designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to fidelity data from a large,…
Descriptors: Cutting Scores, Fidelity, Program Implementation, Evidence Based Practice
Mengyu Andy Lyu; Chelsea Hyde – Psychology in the Schools, 2025
School-based psychosocial group programs need to more adequately address the linguistic and cultural needs of emergent bilingual learners. Although research underscores the importance of culturally responsive and linguistically inclusive approaches, a comprehensive framework guiding the adaptation, implementation, and evaluation of school-based…
Descriptors: Guidelines, Bilingualism, Intervention, Individual Development
Nkoma, Elliott; Hay, Johnnie – Psychology in the Schools, 2018
This article focuses on a phenomenological study of trainee/educational psychologists' lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In-depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three…
Descriptors: Educational Psychology, Inclusion, Foreign Countries, Phenomenology
