LEADER 04791nam 2200577 a 450 001 9910817529603321 005 20230803032808.0 010 $a1-299-18979-2 010 $a1-118-09262-7 010 $a1-118-28637-5 010 $a1-118-28208-6 035 $a(CKB)3230000000206934 035 $a(DLC)2012038296 035 $a(StDuBDS)AH24971190 035 $a(MiAaPQ)EBC947856 035 $a(DLC) 2012050796 035 $a(MiAaPQ)EBC4033715 035 $a(Au-PeEL)EBL947856 035 $a(CaPaEBR)ebr10658449 035 $a(CaONFJC)MIL450229 035 $a(OCoLC)828303614 035 $a(Au-PeEL)EBL4033715 035 $a(CaPaEBR)ebr11109318 035 $a(EXLCZ)993230000000206934 100 $a20121219d2013 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aMeeting the psychoeducational needs of minority students$b[electronic resource] $eevidence-based guidelines for school psychologists and other school personnel /$fCraig L. Frisby 205 $a1st ed. 210 $aHoboken, N.J. $cWiley$d2013 215 $a1 online resource (x, 662 pages) 311 $a0-470-94075-1 320 $aIncludes bibliographical references and indexes. 327 $aIntro -- 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. 327 $aAdditional 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-A?-vis Multicultural Issues -- Future Directions -- Glossary -- References -- Author Index -- Subject Index. 606 $aSchool psychologists 606 $aMinority students$xCounseling of 615 0$aSchool psychologists. 615 0$aMinority students$xCounseling of. 676 $a371.7/13 700 $aFrisby$b Craig L$0989807 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910817529603321 996 $aMeeting the psychoeducational needs of minority students$94016239 997 $aUNINA