Brahm Norwich

Future Directions for Professional Educational Psychology
School Psychology International 2005 26: 387-397. [Abstract] [PDF] [References]  

Lisa Kelly-Vance and Brigette Oliver Ryalls

A Systematic, Reliable Approach to Play Assessment in Preschoolers
School Psychology International 2005 26: 398-412. [Abstract] [PDF] [References]  

Zheng Zhou, Stephen T. Peverly, and Jiasui Lin

Understanding Early Mathematical Competencies in American and Chinese Children
School Psychology International 2005 26: 413-427. [Abstract] [PDF] [References]  

Sheri Bauman and Adrienne Del Rio

Knowledge and Beliefs about Bullying in Schools: Comparing Pre-Service Teachers in the United States and the United Kingdom
School Psychology International 2005 26: 428-442. [Abstract] [PDF] [References]  

John H. F. Chan, Rowan Myron, and Martin Crawshaw

The Efficacy of Non-Anonymous Measures of Bullying
School Psychology International 2005 26: 443-458. [Abstract] [PDF] [References]  

Petra Engelbrecht, Marietjie Oswald, Estelle Swart, Ansie Kitching, and Irma Eloff

Parents’ Experiences of Their Rights in the Implementation of Inclusive Education in South Africa
School Psychology International 2005 26: 459-477. [Abstract] [PDF] [References]  

Rashed Ali Al-Sahel

Teachers’ Perceptions of Underachievement in Elementary Schools in Kuwait
School Psychology International 2005 26: 478-493. [Abstract] [PDF] [References]  

Iris Kaminitz-Berkooz and Edward S. Shapiro

The Applicability of Curriculum-Based Measurement to Measure Reading in Hebrew
School Psychology International 2005 26: 494-519. [Abstract] [PDF] [References]  

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