04791nam 2200577 a 450 991081752960332120230803032808.01-299-18979-21-118-09262-71-118-28637-51-118-28208-6(CKB)3230000000206934(DLC)2012038296(StDuBDS)AH24971190(MiAaPQ)EBC947856(DLC) 2012050796(MiAaPQ)EBC4033715(Au-PeEL)EBL947856(CaPaEBR)ebr10658449(CaONFJC)MIL450229(OCoLC)828303614(Au-PeEL)EBL4033715(CaPaEBR)ebr11109318(EXLCZ)99323000000020693420121219d2013 uy 0engur|||||||||||rdacontentrdamediardacarrierMeeting the psychoeducational needs of minority students[electronic resource] evidence-based guidelines for school psychologists and other school personnel /Craig L. Frisby1st ed.Hoboken, N.J. Wiley20131 online resource (x, 662 pages)0-470-94075-1 Includes bibliographical references and indexes.Intro -- Contents -- Title -- Copyright -- Dedication -- Acknowledgments -- Chapter 1: Why the Need for This Book? -- Scripted Knowledge -- What This Book is Not -- Chapter Content -- Chapter 2: The Problem of Quack Multiculturalism -- What is Multiculturalism? -- Types of Superficial Multiculturalism -- What Multiculturalism is Not -- The Distinguishing Features of Sociopolitical Ideologies -- Six Essential Doctrines that Constitute Multiculturalism Ideology -- Models of Multicultural Advocacy Within Professional Training -- What is Quack Multiculturalism, and Why is it Problematic? -- Purpose of Remaining Chapters -- Additional Resources -- Chapter 3: Home and Family -- Settlement Patterns of U.S. Racial/Ethnic Groups -- The Influence of Socioeconomic Status -- Correlates of Social Class Status -- The Impact of Crime on Neighborhoods and Families -- Immigration Status -- Factors that Influence English-Language Learning -- Parenting Interventions -- Brand-Name Interventions -- Additional Resources -- Chapter 4: Contexts for School Learning -- School Type -- Varieties of Bilingual Education -- Urban, Suburban, and Rural Schooling -- Levels of School Racial/Ethnic Integration -- School Climate -- Principal Leadership -- Final Thoughts -- Additional Resources -- Chapter 5: General Cognitive Ability, Learning, and Instruction -- Academic Characteristics of Students Within Different IQ Ranges -- Practical Implications of Large IQ Differences in Schools -- Interventions for Vulnerable Learners -- Conclusion -- Additional Resources -- Chapter 6: Testing and Assessment -- Improving Standardized Large-Scale Testing for English-Language Learners -- Test Preparation/Test Anxiety Reduction -- Study Skills -- Do Cultural Minority Students Experience Higher Levels of Test Anxiety Compared to Other Students? -- Interventions Using Curriculum-Based Assessment.Additional Resources -- Chapter 7: School Discipline and Behavior Management -- Discipline as a Fundamental Priority that Supports Academics -- Habits of Highly Effective Paternalistic Schools -- Additional Resources -- Chapter 8: Crime, Delinquency, and Gangs -- Contexts for Crime -- Crime Prevention in School Settings -- Juvenile Delinquency -- Responses to Juvenile Delinquency -- Brand-Name Intervention Programs for Crime-Involved Youth -- Gangs -- Gang Impact on Schools -- Gang Intervention -- Additional Resources -- Chapter 9: School District Resources -- Greater School Psychology Role Differentiation in Large Districts -- Resources for Addressing Social Problems Impacting Large School Districts -- School District Services for Immigrant Students -- School District Responses to Educational Challenges of Non-English Language and Immigrant Status -- How Can School Psychologists Help School Districts Serve Immigrant Students/Families? -- Additional Resources -- Chapter 10: Where Do We Go From Here? -- The Current State of Affairs vis-À-vis Multicultural Issues -- Future Directions -- Glossary -- References -- Author Index -- Subject Index.School psychologistsMinority studentsCounseling ofSchool psychologists.Minority studentsCounseling of.371.7/13Frisby Craig L989807MiAaPQMiAaPQMiAaPQBOOK9910817529603321Meeting the psychoeducational needs of minority students4016239UNINA