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Effects of a Modular Teacher Coaching Program on Child Attention Problems and Disruptive Behavior and on Teachers' Self-Efficacy and Stress

Peer reviewed

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Hanisch, Charlotte; Eichelberger, Ilka; Richard, Stefanie; Doepfner, Manfred – School Psychology International, 2020

Symptoms of attention-deficit/hyperactivity and oppositional defiant disorder are associated with a multitude of psychosocial developmental risks, e.g. academic underachievement. Various cognitive behavioral interventions have proven to be effective in reducing problem behavior in school settings. Drawing on this previous work and on our…

Descriptors: Coaching (Performance), Inservice Teacher Education, Elementary School Teachers, Program Effectiveness

Re-Assessing the Current Assessment Practice of Children with Special Education Needs in Europe

Peer reviewed

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Lebeer, Jo; Birta-Szekely, Noemi; Demeter, Karmen; Bohacs, Krisztina; Candeias, Adelinda Araujo; Sonnesyn, Gunvor; Partanen, Petri; Dawson, Lorna – School Psychology International, 2012

This article reports the results of the European "DAFFODIL" ("D"ynamic "A"ssessment of "F"unctioning and "O"riented at "D"evelopment and "I"nclusive "L"earning) Project on the question of how functional and learning assessment systems facilitate or inhibit…

Descriptors: Expertise, Special Schools, Inclusion, Formative Evaluation