Citations (277)
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Stephen S. Leff, Tracy Evian Waasdorp, Brooke S. Paskewich & Flaura K. Winston. (2021) Scaling and Disseminating Brief Bullying Prevention Programming: Strengths, Challenges, and Considerations. School Psychology Review 50:2-3, pages 454-468.
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Ben Kirshner, Shelley Zion, Solicia Lopez & Carlos Hipolito-Delgado. (2021) A Theory of Change for Scaling Critical Civic Inquiry. Peabody Journal of Education 96:3, pages 294-306.
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Helen Askell-Williams & Gloria A. Koh. (2020) Enhancing the sustainability of school improvement initiatives. School Effectiveness and School Improvement 31:4, pages 660-678.
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Joanne Deppeler & Kathleen Aikens. (2020) Responsible innovation in school design – a systematic review. Journal of Responsible Innovation 7:3, pages 573-597.
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Werner de Klerk, Jacob J.P. le Grange, Monique de Klerk & Jené Pretorius. (2020) Guidelines for promoting organisational resilience in South African schools. Journal of Psychology in Africa 30:4, pages 362-368.
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Bree Wagner, Donna Cross, Emma Adams, Martyn Symons, Trevor G. Mazzucchelli, Rochelle Watkins, Edie Wright, Jane Latimer, Jonathan Carapetis, John Boulton & James P. Fitzpatrick. (2020) RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools. Emotional and Behavioural Difficulties 25:1, pages 42-58.
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Julie C. Herbstrith & Gabriela A. Busse. (2020) Seven Million and Counting: Systems-Level Consultation for Students of LGBTQ+ Families. Journal of Educational and Psychological Consultation 30:1, pages 29-62.
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Adar Ben-Eliyahu. (2019) A situated perspective on self-regulated learning from a person-by-context perspective. High Ability Studies 30:1-2, pages 199-236.
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John-Tyler Binfet, Holli-Anne Passmore, Alex Cebry, Kathryn Struik & Carson McKay. (2018) Reducing university students’ stress through a drop-in canine-therapy program. Journal of Mental Health 27:3, pages 197-204.
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Lixin Ren & Carolyn Pope Edwards. (2017) Chinese Parents’ Expectations and Child Preacademic Skills: The Indirect Role of Parenting and Social Competence. Early Education and Development 28:8, pages 1052-1071.
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Stacey A. Rutledge, Stephanie Brown & Kitchka Petrova. (2017) Scaling Personalization: Exploring the Implementation of an Academic and Social-Emotional Innovation in High Schools. Peabody Journal of Education 92:5, pages 627-648.
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Mollie Rubin, Susan Kemper Patrick & Ellen B. Goldring. (2017) Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation. Peabody Journal of Education 92:5, pages 609-626.
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Sam March & Maura Kearney. (2017) A psychological service contribution to nurture: Glasgow’s nurturing city. Emotional and Behavioural Difficulties 22:3, pages 237-247.
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Kimberly Kendziora & David Osher. (2016) Promoting Children’s and Adolescents’ Social and Emotional Development: District Adaptations of a Theory of Action. Journal of Clinical Child & Adolescent Psychology 45:6, pages 797-811.
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Giorgio Ostinelli. (2016) The many forms of research-informed practice: a framework for mapping diversity. European Journal of Teacher Education 39:5, pages 534-549.
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Mohamed Kanu, Nancy Hepler & Halima Labi. (2015) Assessing Effectiveness of Students Taking a Right Stand (STARS) Nashville Student Assistance Programs. Journal of Child & Adolescent Substance Abuse 24:6, pages 323-330.
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Pedro J. Blanco, Joel H. Muro, Ryan Holliman, Victoria K. Stickley & Kali Carter. (2015) Effect of Child-Centered Play Therapy on Performance Anxiety and Academic Achievement. Journal of Child and Adolescent Counseling 1:2, pages 66-80.
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Christopher J. Smith, Elena Pollard, Alexander J. Stein, Sharman Ober-Reynolds, Janet Kirwan, Amanda Malligo, Nicole L. Matthews, Daniel Openden & Raun D. Melmed. (2015) A Method for Universal Screening of Elementary School Students: Development of the Social Challenges Screening Questionnaire. Journal of Applied School Psychology 31:2, pages 115-140.
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Kristie
Patten Koenig, JillM. Feldman, Dorothy Siegel, Shirley Cohen & Jamie Bleiweiss. (2014) Issues in Implementing a Comprehensive Intervention for Public School Children With Autism Spectrum Disorders. Journal of Prevention & Intervention in the Community 42:4, pages 248-263.
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KathrynE. Grant, Farahnaz Farahmand, DavidA. Meyerson, DavidL. Dubois, PatrickH. Tolan, NoniK. Gaylord-Harden, Alexandra Barnett, Jordan Horwath, Jackie Doxie, Donald Tyler, Aubrey Harrison, Sarah Johnson & Sophia Duffy. (2014) Development of Cities Mentor Project: An Intervention to Improve Academic Outcomes for Low-Income Urban Youth Through Instruction in Effective Coping Supported by Mentoring Relationships and Protective Settings. Journal of Prevention & Intervention in the Community 42:3, pages 221-242.
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Pat Thomson. (2014) ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges. Critical Studies in Education 55:2, pages 87-103.
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Leslie Hazle Bussey, Jennie C. Welch & Meca B. Mohammed. (2014) Effective consultants: a conceptual framework for helping school systems achieve systemic reform. School Leadership & Management 34:2, pages 156-178.
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MarkD. Weist, EricA. Youngstrom, Sharon Stephan, Nancy Lever, Johnathan Fowler, Leslie Taylor, Heather McDaniel, Lori Chappelle, Samantha Paggeot & Kimberly Hoagwood. (2014) Challenges and Ideas from a Research Program on High-Quality, Evidence-Based Practice in School Mental Health. Journal of Clinical Child & Adolescent Psychology 43:2, pages 244-255.
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Claire Knowler & Norah Frederickson. (2013) Effects of an emotional literacy intervention for students identified with bullying behaviour. Educational Psychology 33:7, pages 862-883.
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KarenL. Bierman, RebeccaM. Sanford DeRousie, Brenda Heinrichs, CeleneE. Domitrovich, MarkT. Greenberg & Sukhdeep Gill. (2013) Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project. Early Education and Development 24:8, pages 1194-1213.
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Helen Askell-Williams, KatherineL. Dix, MichaelJ. Lawson & PhillipT. Slee. (2013) Quality of implementation of a school mental health initiative and changes over time in students’ social and emotional competencies. School Effectiveness and School Improvement 24:3, pages 357-381.
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David Hill & Don Brown. (2013) Supporting inclusion of at risk students in secondary school through positive behaviour support. International Journal of Inclusive Education 17:8, pages 868-881.
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Melissa
K. Holt, Katherine Raczynski, Karin
S. Frey, Shelley Hymel & Susan
P. Limber. (2013) School and Community-Based Approaches for Preventing Bullying. Journal of School Violence 12:3, pages 238-252.
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Andrew
Jonathan White, Eleanor
H. Wertheim, Elizabeth Freeman & Margot Trinder. (2013) Evaluation of a core team centred professional development programme for building a whole-school cooperative problem solving approach to conflict. Educational Psychology 33:2, pages 192-214.
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Nina
Grieg Viig, Elisabeth Fosse, Oddrun Samdal & Bente Wold. (2012) Leading and Supporting the Implementation of the Norwegian Network of Health Promoting Schools. Scandinavian Journal of Educational Research 56:6, pages 671-684.
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Jonathan Kasler & MauriceJ. Elias. (2012) Holding the Line: Sustaining an SEL-Driven Whole-School Approach in a Time of Transition. Journal of Educational and Psychological Consultation 22:3, pages 227-246.
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JoelleD. Powers. (2012) Scientifically Supported Mental Health Intervention in Schools: Meeting Accountability Demands with an Online Resource. Journal of Evidence-Based Social Work 9:3, pages 231-240.
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Michael Boulton, Helen Woodmansey, Emma Williams, Ruth Spells, Beth Nicholas, Eleanor Laxton, Gemma Holman & Elizabeth Duke. (2012) Associations between peer bullying and classroom concentration: evidence for mediation by perceived personal safety and relationship with teacher. Educational Psychology 32:3, pages 277-294.
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Michael Wigelsworth, Neil Humphrey & Ann Lendrum. (2012) A national evaluation of the impact of the secondary social and emotional aspects of learning (SEAL) programme. Educational Psychology 32:2, pages 213-238.
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Kathryn Ecclestone. (2011) Emotionally‐vulnerable subjects and new inequalities: the educational implications of an ‘epistemology of the emotions’. International Studies in Sociology of Education 21:2, pages 91-113.
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Joelle
D. Powers, Kristina
C. Webber & Heather
A. Bower. (2011) Promoting School Mental Health With a Systems of Care Approach: Perspectives From Community Partners. Social Work in Mental Health 9:3, pages 147-162.
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MauriceJ. Elias & Larry Leverett. (2011) Consultation to Urban Schools for Improvements in Academics and Behavior: No Alibis. No Excuses. No Exceptions.. Journal of Educational and Psychological Consultation 21:1, pages 28-45.
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Annahita Ball. (2011) Educator Readiness to Adopt Expanded School Mental Health: Findings and Implications for Cross-Systems Approaches. Advances in School Mental Health Promotion 4:2, pages 39-50.
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Maura Mulloy. (2011) School-based Resilience: How an Urban Public High School Reduced Students' Risk Exposure and Promoted their Social-Emotional Development and Academic Success. Advances in School Mental Health Promotion 4:1, pages 4-22.
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JodyN. Polleck. (2010) Using Book Clubs to Enhance Social–Emotional and Academic Learning With Urban Adolescent Females of Color. Reading & Writing Quarterly 27:1-2, pages 101-128.
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SusanneA. Denham & Chavaughn Brown. (2010) “Plays Nice With Others”: Social–Emotional Learning and Academic Success. Early Education and Development 21:5, pages 652-680.
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JasonE. Harlacher & KennethW. Merrell. (2010) Social and Emotional Learning as a Universal Level of Student Support: Evaluating the Follow-up Effect of Strong Kids on Social and Emotional Outcomes. Journal of Applied School Psychology 26:3, pages 212-229.
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Hannelore Reicher. (2010) Building inclusive education on social and emotional learning: challenges and perspectives – a review. International Journal of Inclusive Education 14:3, pages 213-246.
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MarkT. Greenberg. (2010) School‐based prevention: current status and future challenges. Effective Education 2:1, pages 27-52.
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Margot Trinder, EleanorH. Wertheim, Elizabeth Freeman, Ann Sanson, Shanel Richardson & Sue Hunt. (2010) Comparison of the effectiveness of two forms of the Enhancing Relationships in School Communities Project for promoting cooperative conflict resolution education in Australian primary schools. Journal of Peace Education 7:1, pages 85-105.
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U. V. Midthassel, S. J. Minton & A. M. O'Moore. (2009) Conditions for the implementation of anti‐bullying programmes in Norway and Ireland: a comparison of contexts and strategies. Compare: A Journal of Comparative and International Education 39:6, pages 737-750.
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Rohanna Buchanan, BarbaraA. Gueldner, OanhK. Tran & KennethW. Merrell. (2009) Social and Emotional Learning in Classrooms: A Survey of Teachers’ Knowledge, Perceptions, and Practices. Journal of Applied School Psychology 25:2, pages 187-203.
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R. Brett Nelson, JustinS. Campbell, DianaL Nelson & DonnaL. Schnorr. (2009) Exploring the Importance of the Advisee and Advisor Bond. Advances in School Mental Health Promotion 2:3, pages 46-55.
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Darlene Omstead, Claudia Canales, Rosemary Perry, Ken Dutton, Catherine Morrison & Penelope Hawe. (2009) Learning from Turbulent, Real-World Practice: Insights from a Whole-School Mental Health Promotion Project. Advances in School Mental Health Promotion 2:2, pages 5-16.
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Linda Pickett. (2008)
Integrated Schools in Northern Ireland: Education for Peace and Reconciliation. Childhood Education 84:6, pages 351-356.
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JohnD. Hall, CraigH. Jones & AmyF. Claxton. (2008) Evaluation of the Stop & Think Social Skills Program with Kindergarten Students. Journal of Applied School Psychology 24:2, pages 265-283.
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KennethW. Merrell, MichaelP. Juskelis, OanhK. Tran & Rohanna Buchanan. (2008) Social and Emotional Learning in the Classroom: Evaluation of Strong Kids and Strong Teens on Students' Social-Emotional Knowledge and Symptoms. Journal of Applied School Psychology 24:2, pages 209-224.
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Eileen Trzcinski & Joanne Sobeck. (2008) The Interrelationship Between Program Development Capacity and Readiness for Change Among Small to Mid-Sized Nonprofits. Journal of Community Practice 16:1, pages 11-37.
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Torill Larsen & Oddrun Samdal. (2008) Facilitating the Implementation and Sustainability of Second Step. Scandinavian Journal of Educational Research 52:2, pages 187-204.
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Darcia Narvaez & DanielK. Lapsley. (2008) TEACHING MORAL CHARACTER: TWO ALTERNATIVES FOR TEACHER EDUCATION. The Teacher Educator 43:2, pages 156-172.
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TanyaN. Beran, Ginger Hughes & Judy Lupart. (2008) A model of achievement and bullying: analyses of the Canadian National Longitudinal Survey of Children and Youth data. Educational Research 50:1, pages 25-39.
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CeleneE. Domitrovich, CatherineP. Bradshaw, JeanneM. Poduska, Kimberly Hoagwood, JacquelynA. Buckley, Serene Olin, Lisa Hunter Romanelli, PhilipJ. Leaf, MarkT. Greenberg & NicholasS. Ialongo. (2008) Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework. Advances in School Mental Health Promotion 1:3, pages 6-28.
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Unni Vere Midthassel, Edvin Bru & Thormod Idsoe. (2008) Is the sustainability of reduction in bullying related to follow‐up procedures?. Educational Psychology 28:1, pages 83-95.
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ChristianeO. Blanco-Vega, SaraM. Castro-Olivo & KennethW. Merrell. (2007) Social–Emotional Needs of Latino Immigrant Adolescents: A Sociocultural Model for Development and Implementation of Culturally Specific Interventions. Journal of Latinos and Education 7:1, pages 43-61.
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Linda Huxley, Elizabeth Freeman & Erica Frydenberg. (2007) Coping skills training: Implications for educational practice. The Australian Educational and Developmental Psychologist 24:2, pages 44-68.
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JosephE. Zins & MauriceJ. Elias. (2007) Social and Emotional Learning: Promoting the Development of All Students. Journal of Educational and Psychological Consultation 17:2-3, pages 233-255.
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Manolya Tanyu. (2007) Implementation of Prevention Programs: Lessons for Future Research and Practice: A Commentary on Social and Emotional Learning: Promoting the Development of All Students, a chapter by Joseph E. Zins and Maurice J. Elias. Journal of Educational and Psychological Consultation 17:2-3, pages 257-262.
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PatriciaH. Manz. (2007) Cultivating Fertile Grounds: Enhancing and Extending the Scientific Base of Social and Emotional Learning: A Commentary on “The Scientific Base Linking Social and Emotional Learning to School Success,” a chapter by Joseph E. Zins, Michelle R. Bloodworth, Roger P. Weissberg, and Herbert J. Walberg. Journal of Educational and Psychological Consultation 17:2-3, pages 211-218.
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RobinL. Hojnoski. (2007) Promising Directions in School-Based Systems Level Consultation: A Commentary on “Has Consultation Achieved Its Primary Prevention Potential?,” an article by Joseph E. Zins. Journal of Educational and Psychological Consultation 17:2-3, pages 157-163.
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BrendanJ. Gomez & Patricia
Mei-Mei Ang. (2007) Promoting Positive Youth Development in Schools. Theory Into Practice 46:2, pages 97-104.
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Torill Larsen & Oddrun Samdal. (2007) Implementing Second Step: Balancing Fidelity and Program Adaptation. Journal of Educational and Psychological Consultation 17:1, pages 1-29.
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Neil Humphrey, Andrew Curran, Elisabeth Morris, Peter Farrell & Kevin Woods. (2007) Emotional Intelligence and Education: A critical review. Educational Psychology 27:2, pages 235-254.
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Sandra Bochner. (2007) A New View of Emotional Development. International Journal of Disability, Development and Education 54:1, pages 129-134.
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Craig Deed. (2007) Policy implications of teacher perspectives on early intervention for substance misuse. Drugs: Education, Prevention and Policy 14:5, pages 415-428.
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JamesJ. Zhang & CharlesE. Byrd. (2005) Enhancing the Quality of After-School Programs through Effective Program Management. Journal of Physical Education, Recreation & Dance 76:8, pages 5-10.
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Mary Byrne, Margaret Barry & Anne Sheridan. (2004) Implementation of a School-Based Mental Health Promotion Programme in Ireland. International Journal of Mental Health Promotion 6:2, pages 17-25.
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Mark D. Weist. (2003) Commentary: Promoting Paradigmatic Change in Child and Adolescent Mental Health and Schools. School Psychology Review 32:3, pages 336-341.
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Robert C. Pianta. (2003) Commentary: Implementation, Sustainability, and Scaling Up in School Contexts: Can School Psychology Make the Shift?. School Psychology Review 32:3, pages 331-335.
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Tom V. Hanley. (2003) Commentary: Scaling Up Social-Emotional and Academic Supports for All Students, Including Students with Disabilities. School Psychology Review 32:3, pages 327-330.
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Stephen N. Elliott, Thomas R. Kratochwill & Andrew T. Roach. (2003) Commentary: Implementing Social-Emotional and Academic Innovations: Reflections, Reactions, and Research. School Psychology Review 32:3, pages 320-326.
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