School Psychology Review (SPR)
Volume 28, Issue 3
(1999)
Special Issue - Beginning School Ready to Learn: Parental Involvement and Effective Educational Programs
Editor: Patti L. Harrison
Inside This Issue
Editor's Comments
Patti L. Harrison
pp. 333-334
Introduction to the Special Issue: Beginning School Ready to Learn: Parental Involvement and Effective Educational Programs
John Fantuzzo, Beth Doll, Daryl Greenfield, Diana Slaughter-Defoe
School Readiness: The Need for a Paradigm Shift
Martha P. Carlton, Adam Winsler
pp. 338-352
Abstract: School readiness is receiving increased attention from schools, parents, teachers, and policy makers. This article presents a reflective and... [more]
Early Intervention in Reading: Results of a Screening and Intervention Program for Kindergarten Students
James E. Lennon, Christine Slesinski
pp. 353-364
Abstract: Kindergarten students were selected for participation in a reading intervention program on the basis of their ability to name the letters of... [more]
Learning in Urban Blight: School Climate and its Effect on the School Performance of Urban, Minority, Low-Income Children
Cynthia Esposito
pp. 365-377
Abstract: The purpose of this study was to investigate the relationship between school climate and children’s academic and social development in the e... [more]
Beyond "Involvement": Are Elementary Schools Ready to Be Family-Centered?
R.A. McWilliam, Kelly L. Maxwell, Kimberly M. Sloper
Positive Relationships Between Parent School Involvement and Public School Inner-City Preschoolers' Development and Academic Performance
Rebecca A. Marcon
pp. 395-412
Abstract: Teacher ratings were used to identify the extent of parent involvement for three cohorts of predominantly low-income, urban 4-year-olds (N =... [more]
Parent-Child Relationship, Home Learning Environment, and School Readiness
Faith Lamb Parker, Alison Y. Boak, Kenneth W. Griffin, Carol Ripple, Lenore Peay
pp. 413-425
Abstract: This exploratory study examines several of the links between the parent-child relationship, home learning environment, and school readiness.... [more]
Patterns of Family-School Contact in Preschool and Kindergarten
Sara E. Rimm-Kaufman, Robert C. Pianta
pp. 426-438
Abstract: Rates and characteristics of contact between families and schools, in preschool and kindergarten, were examined both cross-sectionally (N = ... [more]
Effects of a Parent-Implemented Intervention on the Academic Readiness Skills of Five Puerto Rican Kindergarten Students in an Urban School
Amelia Lopez, Christine L. Cole
pp. 439-447
Abstract: Despite strong research support for the benefits of parent involvement, Hispanic parents typically are less involved with their children’s e... [more]
Improving Home-School Collaboration With Disadvantaged Families: Organizational Principles, Perspectives, and Approaches
Linda M. Raffaele, Howard M. Knoff
pp. 448-466
Abstract: Although it has been well-established that home-school collaboration benefits all children, it appears to be particularly important for chil... [more]
A Two-Year Follow-Up Evaluation of a Preventive Intervention for Young Children of Divorce
Joanne Pedro-Carroll, Sara E. Sutton, Peter A. Wyman
pp. 467-476
Abstract: This study reports the results of a two-year follow-up evaluation of a school-based, preventive intervention for kindergarten and first-grad... [more]
Low-Level Lead Exposure: Implications for Research and Practice
LeAdelle Phelps
pp. 477-492
Abstract: The purpose of this article is to review the current status of empirical research regarding the impact of low-level lead exposure on childre... [more]
The Parent Version of the Preschool Social Skills Rating Scale: An Analysis of its Use With Low-Income, Ethnic Minority Children
Patricia H. Manz, John W. Fantuzzo, Paul A. McDermott
pp. 493-504
Abstract: This study examined the psychometric properties of the parent version of the preschool Social Skills Rating Scale (SSRS-P) for low-income, A... [more]
Factors Influencing Teacher Identification of Peer Bullies and Victims
Stephen S. Leff, Janis B. Kupersmidt, Charlotte J. Patterson, Thomas J. Power
pp. 505-517
Abstract: Multiple student and teacher characteristics were examined to evaluate whether they influence teacher identification of peer bullies and vic... [more]
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