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1	WHAT DO TEACHERS THINK ABOUT EDUCATIONAL PSYCHOLOGY? DEVELOPING AND VALIDATING THE EDUCATIONAL PSYCHOLOGY PRACTITIONER SCALE Hargrave, Lauren D. 01 January 2017 (has links) The purpose of this study was to develop and validate the Educational Psychology Practitioner Scale (EPPS), which was designed to (a) assess the practices, training, and skills of educational psychologists and (b) determine their utility among K-12 schools classroom teachers. Study participants included 161 K-12 teachers across 21 states within the United States. An exploratory factor analysis yielded a 25-item, unidimensional scale. Correlating the EPPS with the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Job Satisfaction Scale (Warner, 1973) provided discriminant validity for the scale. Study limitations and future research directions are discussed. educational psychology educational practice research-to-practice gap scale validation exploratory factor analysis Educational Psychology
2	Procedural Rationality as a Means for Evidence-Based Management in Conflicted Decision-Making: A Mixed-Methods Study Walker, Alice Jessica 03 June 2015 (has links) No description available. Management Educational Leadership Organization Theory Organizational Behavior Evidence-based management research-to-practice gap shared leadership shared governance conflict practice theory procedural rationality logics of action phronesis commitment metaphor
3	The Relationship Between Teachers' Causal Attributions for Student Problem Behavior and Teachers' Intervention Preferences Simms, Andrea P. 07 August 2014 (has links) No description available. Special Education Education Educational Theory Teaching causal attributions student problem behavior problem behavior behavioral interventions intervention preferences teacher causal attributions casual dimensions attribution training research to practice gap research-based interventions

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