Relevant bibliographies by topics / National Association of School Psychologists

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'National Association of School Psychologists'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "National Association of School Psychologists"

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Eklund, Katie, Eric Rossen, Jeff Charvat, Lauren Meyer, and Nick Tanner. "The National Association of School Psychologists' Self-Assessment Tool for School Psychologists: Factor Structure and Relationship to The National Association of School Psychologists' Practice Model." Journal of Applied School Psychology 32, no. 2 (April 2, 2016): 122–42. http://dx.doi.org/10.1080/15377903.2016.1151848.

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Hines, Erik M., Desiree D. Vega, Renae Mayes, Paul C. Harris, and Michelle Mack. "School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings." Journal for Multicultural Education 13, no. 3 (August 12, 2019): 190–202. http://dx.doi.org/10.1108/jme-02-2019-0015.

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Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.
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Beatty, Barbara. "Transitory Connections: The Reception and Rejection of Jean Piaget's Psychology in the Nursery School Movement in the 1920s and 1930s." History of Education Quarterly 49, no. 4 (November 2009): 442–64. http://dx.doi.org/10.1111/j.1748-5959.2009.00225.x.

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In 1927, nursery school educator Lucy Sprague Mitchell heralded Jean Piaget's psychology as of “outstanding interest” and wrote in Progressive Education that it should be of “immense service” to psychologists, teachers, and parents. In 1929, psychologist Lois Meek praised Piaget's research in the National Society for the Study of Education's yearbook on preschool and parental education. In 1931, the National Association for Nursery Education bibliography on nursery school-based research, for which Meek was on the editorial board, included no mention of Piaget at all.
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Fagan, Thomas K., Susan Gorin, and Deborah Tharinger. "The National Association of School Psychologists and the Division of School Psychology—APA: Now and Beyond." School Psychology Review 29, no. 4 (December 1, 2000): 525–35. http://dx.doi.org/10.1080/02796015.2000.12086037.

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Hanımoğlu, Egemen. "The Role of School Psychologists in addressing Challenges Facing Lesbian, Gay, Bisexual and Transgender (LGBT) Students." Journal of Education and Training Studies 7, no. 1 (December 3, 2018): 23. http://dx.doi.org/10.11114/jets.v7i1.3656.

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LGBT students encounter boundless school-related problems including depression, suicidal tendencies, and drug abuse, among others. LGBT youth in school are subjected to constant bullying and discrimination from students, teachers, and the school’s administration who often fail to defend them against this. Often, LGBT students drop-out of school. Therefore, the LGBT community is socially disadvantage within our society. With this background, this study identified established laws to safeguard LGBT rights. Furthermore, the study examined the role of School Psychologists in reducing challenges faced by LGBT students in the schools based on analysis of the 10 NASP (The National Association of School Psychologists) domains, and made vital recommendations to reduce challenges faced by LGBT students with a view to lessen cases of LGBT stigmatization. The recommendations stipulated include; development of laws prohibiting discrimination and abusive language against LGBT, and the development a curriculum that suits LGBT needs. It is imperative to train teachers to aide LGBT groups attain equal universal access to core learning facilities acts.
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Leigh, Jim. "Introduction and Commentary." Learning Disability Quarterly 9, no. 2 (May 1986): 156–57. http://dx.doi.org/10.2307/1510364.

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The National Joint Committee on Learning Disabilities (NJCLD) was established in 1975 through the efforts of the Council for Learning Disabilities (formerly the Division for Children with Learning Disabilities) and the Disabled Reading Committee of the International Reading Association. Eight major national-level organizations are presently represented on the NJCLD, including: The American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communication Disorders (DCCD), the Division for Learning Disabilities (DLD), the International Reading Association (IRA), the National Association of School Psychologists (NASP), and The Orton Dyslexia Society (ODS).
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Takasuna, Miki. "The First Generation of Japanese Women Psychologists." Genealogy 4, no. 2 (May 21, 2020): 61. http://dx.doi.org/10.3390/genealogy4020061.

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The purpose of this study was to characterize the first Japanese women psychologists, pre-WWII, as identified by their published work in psychological journals and by their conference presentations at meetings of the Japanese Psychological Association. From my archival survey, I collected data on the education levels, degrees, marital status, and careers of eight women. Three earned PhDs from US universities; five earned BAs from national public universities. All eight psychologists found teaching jobs at colleges. As the centenary of the JPA draws near, this work calls attention for the need to integrate women into the pre-WWII history of psychology when the school system and matriculation prerequisites for women differed from men.
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Fagan, Thomas K., Nadine Block, Kevin Dwyer, Sharon Petty, Mary St Cyr, and Cathy Telzrow. "Historical Summary and Analysis of the First 20 Years of the National Association of School Psychologists." School Psychology Review 18, no. 2 (June 1, 1989): 151–73. http://dx.doi.org/10.1080/02796015.1989.12085410.

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Johnson, Jill L., Michael W. Bahr, and Virginia L. Navarro. "School Psychology and Cultural Competence: Room to Grow?" Educational Policy 33, no. 7 (November 16, 2017): 951–76. http://dx.doi.org/10.1177/0895904817741542.

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This study investigated how the concept of cultural competence was represented in three 2010 policy documents on service delivery, ethics, and credentialing by the National Association of School Psychologists. Qualitative analysis identified substantial sections of discourse focusing on cultural competence and, to a lesser extent, social justice, but neither concept was clearly defined with examples from everyday practice. From a policy perspective, a stronger focus on the centrality of cultural competence in school psychology training and practice is needed to improve outcomes for increasingly diverse children and families. Implications for policy development, professional development, and future research are discussed.
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Faulkner, Michael. "Best Practices in School Psychology - III, A. Thomas, & J. Grimes (eds), Washington D.C: National Association of School Psychologists, 1995, pp. 1296." Journal of Psychologists and Counsellors in Schools 8 (November 1998): 128–30. http://dx.doi.org/10.1017/s1037291100003861.

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Dissertations / Theses on the topic "National Association of School Psychologists"

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Friedrich, Allison. "School-Based Mental Health Services: A National Survey of School Psychologists’ Practices and Perceptions." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3549.

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This study explored the current role of school psychologists in the provision of school-based mental health services, including factors that relate to their provision of such services, by surveying a national sample of practicing school psychologists. Despite an extensive knowledge base regarding which professional services school psychologists provide in general, few studies have focused exclusively on specific modalities of mental health services. Previous lines of research also have not fully identified why school psychologists do not spend as much of their professional time in the provision of mental health services as they would desire. Therefore, a central purpose of this study was to determine the extent to which specific factors are perceived as facilitating or prohibiting practitioners from providing psychotherapeutic interventions, including content/knowledge areas and training experiences that are tied to high perceptions of competence to provide mental health services in the schools. Mail out survey methodology was utilized to allow for data collection from a large, national sample of school psychologists in a timely and cost efficient manner. In total, surveys were completed and returned by 226 out of a possible 600 respondents, representing a 37.7% response rate. School psychologists reported receiving referrals for a variety of student issues (although primarily externalizing student behaviors, academic problems, and interpersonal problems) and providing a wide array of mental health services (e.g., consultation, social-emotional-behavioral assessment, individual counseling). Factors identified as posing significant to moderate potential barriers included caseload constraints, role strain, school-level factors (e.g., inconsistent treatment), and systems-level factors (e.g., insufficient funds for services from district administration). The highest rated facilitators to school-based mental health service provision involved personal characteristics (e.g., personal desire to provide mental health services), having adequate training and confidence, and school-related factors (e.g., availability consult with other mental health professionals). Important training preparation included a variety of didactic content areas (e.g., social-emotional behavioral assessment, consultation with teachers and parents) and many of the applied graduate training activities and professional development activities included in the current survey. Implications for future research and practice are presented, specifically related to the training and professional development needs of school psychologists.
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Whitmore, Karen Y. "School-based family counseling practices: A national survey of school counselors, school psychologists, and school social workers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154189.

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Nusz, Tara Egan. "Current practices in functional behavioral assessment a national survey of school psychologists /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/136.

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Kaye, Nicole. "Function-Based Behavior Support Planning Competencies: A National Survey of School Psychologists." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19665.

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This study surveyed a national sample of school psychologists (N = 105) regarding their training and skills in function-based behavior support planning. Specifically, this study aimed to determine (a) the function-based behavior support planning competencies practicing school psychologists possess and (b) factors that are related to their level of competency (e.g., prior training). School psychologists were asked to identify strategies as function-based, neutral, or contra-indicated when provided with a brief vignette. School psychologists also reported on demographic characteristics and pre-service and post-graduate training in behavior support planning. Currently, very little is known about the function-based behavior support planning competencies school psychologists possess. This study is among the first to directly assess the ability to link the function of behavior to relevant support strategies. Results of the study indicate that an alarming proportion of school psychologists did not meet the criterion for proficiency on this measure. Interestingly, the current study did not find statistically meaningful differences of performance based on characteristics of prior training. Implications for improving function-based behavior support planning competencies of school psychologists and strategies for improving student supports are discussed.
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Unger, Dana L. "Predictors of Job Satisfaction in Recognized American School Counselor Association National Model Programs." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500285396917536.

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Williams, Clifton C. Jr. "A National Study of the Association of Christian School International Schools Head of School Leadership Characteristics." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97971.

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The purpose of this study was to identify the desired leadership characteristics of heads of schools as identified by school board chairs and heads of schools who are members of the Association of Christian Schools International (ACSI). This study is modeled after a Virginia Tech dissertation study of Virginia public school systems by Dr. Michael Thornton in 2009. Data were gathered from the heads of school and the board chairpersons to determine the similarities and differences between the two groups. Quantitative methodology was used in this study. A national sample of school board chairmen and heads of school from K-12 schools with 500 students or more and who are members of the Association of Christian Schools International (ACSI) were identified. Heads of school and school board chairpersons perceived visionary leader, team builder, effective school board relations and Christian school experience as essential leadership characteristics. Heads of school and school board chairpersons perceived that personal and professional integrity, honesty, and fairness and effective communication with board members, staff, parents, students, and the community is essential in head of school leadership. Heads of school and school board chairpersons believe that head of school-school board relations can have an impact on achieving and sustaining school-wide success.
Doctor of Education
The purpose of this study was to identify the desired leadership characteristics of heads of schools as identified by school board chairs and heads of schools who are members of the Association of Christian Schools International (ACSI). This study is modeled after a Virginia Tech dissertation study of Virginia public school systems by Dr. Michael Thornton in 2009. Data was gathered from the heads of school and the board chairpersons to determine the similarities and differences between the two groups. The head of school position in a Christian school equates to the superintendent position in a public school division. Board chairpersons are in the position as the leader of the school board. Heads of school and school board chairpersons perceived visionary leader, team builder, effective school board relations and Christian school experience as essential leadership characteristics. Heads of school and school board chairpersons perceived that personal and professional integrity, honesty, and fairness and effective communication with board members, staff, parents, students, and the community is essential in head of school leadership. Heads of school and school board chairpersons believe that head of school-school board relations can have an impact on achieving and sustaining school-wide success. This research will be important to those who desire to become a head of school and for school boards to recognize the characteristics needed for the position of head of school. It may be useful for graduate school programs in the training of persons seeking to become a head of school.
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Hussar, Jessica M. "Examining the differences in roles and functions of school psychologists among community settings| Results from a national survey." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739356.

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A nationwide survey of school psychologists across the four NASP regions was conducted in order to discern if school psychologists’ community setting related to school psychologists’ role and function as well as job satisfaction. Community setting was operationalized using a zip code database to precisely define urban, suburban, and rural. Two thousand schools were sent surveys for distribution to school psychologists; 220 school psychologists participated. Respondents completed a researcher created survey called the Regional Role and Function Survey (RRFS) and the Minnesota Job Satisfaction Questionnaire – Short Form (MSQ – SF). The respondents answered questions pertaining to personal demographics, demographics about their workplace, their roles and functions as a school psychologist, and their job satisfaction. The findings indicated that school psychologists across community settings engage in assessment related to special education for the highest percentage of time out of all possible roles and functions. School psychologists in suburban community settings were more likely to engage in supervision and to have lower job satisfaction than school psychologists in all other community settings. School psychologists who were stationed in one school building or a K-12 campus were more likely to spend time in roles and functions other than special education assessment. The importance of school psychologist community setting is discussed; additionally the varying roles and functions of school psychologists, boundary-spanning, factors influencing job satisfaction, as well as methodology associated with rural research were explored.

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Teague, Barbara A. (Barbara Ann). "An Assessment of Arkansas Middle school/Junior High School Art Programs Using National Art Education Association Standards." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331828/.

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The purpose of the study was to make an assessment of Arkansas middle school/junior high art programs using National Art Education Association standards. Data were collected from questionnaires, curriculum guides, and school visitations. Participating in the study were 127 schools enrolling 53,502 students of which 14,755 (28%) were taking art classes. For comparisons, the state was divided into five regions.
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Lopez, Alana D. "The relationship between continuing professional development and demographic characteristics, professional practices, and employment conditions of school psychologists." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001933.

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Robertson-Smith, Misty. "Implementation of the American School Counseling Association National Model: readiness level of Mississippi school districts based on school counselor perceptions /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-04042007-130742.

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Books on the topic "National Association of School Psychologists"

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Convention, National Association of School Psychologists. School psychology, a revolutionary force in education: Programs & abstracts. Washington D.C: National Association of School Psychologists, 1989.

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Great Britain. Parliament. House of Commons. Education, Science and Arts Committee. Achievement in primary schools: Minutes of evidence, Tuesday 11 February 1986 : Association of Educational Psychologists, National Council for Special Education. London: H.M.S.O., 1986.

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States, National Education Association of the United. National Education Association priority schools initiative: Explore the possibilities training program. Washington, D.C: National Education Association, 2003.

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The school psychology licensure exam guide: The most effective guide to prepare for the National Assocation of School Psychologists (NASP) exam. New York: iUniverse, Inc., 2004.

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American Psychological Association. Education Directorate., ed. Education and training beyond the doctoral degree: Proceedings of the American Psychological Association National Conference on Postdoctoral Education and Training in Psychology. Washington, D.C: Education Directorate, American Psychological Association, 1995.

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Suzie, James, ed. Visual power: Transparency masters to accompany national school library media guidelines. Englewood, Colo: Libraries Unlimited, 1988.

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Association, National Science Teachers. Scope, sequence, and coordination of secondary school science: A project of the National Science Teachers Association. Washington, D.C: National Science Teachers Association, 1992.

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This we believe: Successful schools for young adolescents : a position paper of the National Middle School Association. Westerville, Ohio: National Middle School Association, 2003.

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Heeks, Peggy. Information providers in the school library field: A survey and directory : a study initiated by the Library Association and School Library Association jointly, and funded by the British National Bibliography Research Fund. London: British National Bibliography Research Fund, 1988.

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Owings, Jeffrey A. Who can play?: An examination of NCAA's Proposition 16. [Washington, D.C.?]: National Center for Education Statistics, 1995.

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Book chapters on the topic "National Association of School Psychologists"

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Do, Lynna Lan Tien Nguyen. "National Association of School Psychologists (NASP)." In Encyclopedia of Child Behavior and Development, 990–91. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1903.

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Silva, Arlene, and Ted Feinberg. "National Association of School Psychologists (NASP)." In Encyclopedia of Cross-Cultural School Psychology, 657–58. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_277.

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Conley, Jacqueline A. "Association of Black Psychologists (ABPsi)." In Encyclopedia of Cross-Cultural School Psychology, 131. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_32.

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Christ, Jennifer, and Theodore J. Christ. "National Education Association (NEA)." In Encyclopedia of Cross-Cultural School Psychology, 658–59. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_278.

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Mercado, Jose. "National Association for Multicultural Education (NAME)." In Encyclopedia of Cross-Cultural School Psychology, 654–55. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_275.

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Tidwell, Nancy R. "National Association for the Education of African American Children with Learning Disabilities (NAEAACLD)." In Encyclopedia of Cross-Cultural School Psychology, 655–56. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_276.

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Godfrey, David, and Melanie Ehren. "Case Study of a Cluster in the National Association of Head Teachers’ ‘Instead’ Peer Review in England." In School Peer Review for Educational Improvement and Accountability, 95–115. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_5.

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Garriga, Anna, Jani Turunen, and Laura Bernardi. "The Socioeconomic Gradient of Shared Physical Custody in Two Welfare States: Comparison Between Spain and Sweden." In European Studies of Population, 181–206. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68479-2_9.

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AbstractThis study contributes to the emerging literature on the diffusion of SPC across social strata, by comparing two national contexts, Sweden and Spain, with different prevalence rates of SPC and with diverging social and gender policies in the early XXI century. We draw on the 2006 and 2014 comparative cross-sectional data from the Spanish and Swedish Health Behaviour in School-Aged Children (HBSC), to test two competitive hypotheses (diffusion and diverging destinies hypotheses) on the association of parental socioeconomic status, children’s living arrangements in separated families and their relative prevalence in a populaiton. We also examine whether such association is modified by the great increase in SPC in both countries between 2006 and 2014. We present empirical evidence that, independently from the context, SPC arrangements are more frequent among parents with higher socioeconomic status and sole-custody arrangements among other parents; however, social inequality in post-separation arrangements differ in the two countries over time. In Spain, we find evidence in favour of the diffusion hypothesis with increases in the prevalence of SPC going hand in hand with the diffusion of SPC across social strata. By contrast, the Swedish data support the diverging destinies hypothesis with increases in SPC producing no variation in its social stratification over time.
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Lazarus, Philip J., and Ralph Eugene Cash. "Afterword." In Fostering the Emotional Well-Being of our Youth, 523–32. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.003.0026.

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In this afterword, the authors emphasize that all school-based mental health providers must be advocates for the emotional well-being of our youth. They emphasize that advocates are made, not born, and discuss specific knowledge and skills necessary for effective advocacy. They then discuss three top advocacy priorities: (a) increasing the number of mental health professionals in the schools; (b) promoting programs, policies, training, and research that supports the emotional well-being of youth; and (c) supporting models, frameworks, and positions developed by the National Association of School Psychologists, the American Psychological Association, and many other mental health associations that support children’s needs. In closing, they discuss how to be advocates for all children and, most important, our most vulnerable student populations at the personal, local (including school), state, national, and international levels.
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"The Relationship Between the Cultural Awareness of Teachers and the Frequency of Behavior Referrals Among Middle School Males: By Virginia Jones Dixon." In Proceedings of the National Association for Multicultural Education, 69–82. Routledge, 2012. http://dx.doi.org/10.4324/9781410601308-7.

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Conference papers on the topic "National Association of School Psychologists"

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Mon, Aye, and Lilik Anifah. "Teacher Perception of National TVET Standard at Vocational High School in Indonesia." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.1.

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Agustriani, Virna, Anitta Paulus, and Tresia Tambunan. "The Correlation between Body Mass Index, Maximum Inspiratory Pressure, and Vital Capacity in Elementary School Children." In The 11th National Congress and The 18th Annual Scientific Meeting of Indonesian Physical Medicine and Rehabilitation Association. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009089502850289.

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O’Neill, KN, SM McHugh, AP Fitzgerald, and PM Kearney. "P47 National estimates of the economic burden of diabetes." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.198.

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Daly, CD, EG Griffin, PC Corcoran, RW Webb, DA Ashcroft, IP Perry, and EA Arensman. "OP27 A national case fatality study of drugs taken in intentional overdose." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.27.

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Lewis, KM, and P. Hardelid. "RF15 National data opt out programme: consequences for maternal and child health research in england." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.130.

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Hurley, E., S.-J. Sinnott, J. Browne, T. McDonnell, M. O’Connor, and C. Normand. "P22 Using national hospitalisation data to explain trends in inpatient admissions for COPD in ireland." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.173.

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O’Neill, KN, KE Bennett, SM McHugh, AP Fitzgerald, and PM Kearney. "P46 Trends in national pharmaceutical expenditure on diabetes 2011–2015; the rising cost of blood glucose-lowering medications." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.197.

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O’Farrell, IB, E. Manning, S. Leitao, P. Corcoran, J. McKernan, P. de Foubert, and RA Greene. "P78 Perinatal mortality in ireland, 2016 – a national clinical audit into perinatal mortality in the republic of ireland." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.229.

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Barrett, PM, L. Mullen, and T. McCarthy. "OP34 Enduring psychological impact of childhood cancer on survivors and their families in ireland: a national qualitative study." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.34.

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Jay, MA, RF Howard, and R. Gilbert. "RF06 Children presenting with chronic pain to the english national health service: a whole-population administrative data cohort study." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.121.

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Reports on the topic "National Association of School Psychologists"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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