Jennifer L Maeng
Datos Biográficos
| ID | 6509854 |
|---|---|
| NOMBRE | Jennifer L Maeng |
| NOMBRES | Jennifer L |
| APELLIDO | Maeng |
| FIRMA | MAENG J L |
| AFILIACIONES | University of Virginia |
| ORCID | 0000-0003-4955-4023 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 2 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Violence following a threat assessment
OBJECTIVE: School threat assessment is a widely used strategy for preventing violence. However, there have been few studies of student attacks following a threat assessment. Additionally, most existing studies have been conducted within a single state, limiting the generalizability of findings. Thus, the primary purpose of this study was to identify student- and school-level correlates of attack rates in a multistate sample of schools. HYPOTHESES…
How do schools support students after a behavioral threat assessment
Equity in law enforcement actions following a school threat assessment
These results are consistent with prior studies in smaller samples of Virginia schools. This study contributes to the policy debate over the role of law enforcement officers in schools by showing that schools using threat assessment teams with officers did not generate high rates of law enforcement actions or inequitable outcomes often observed for disadvantaged student groups. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Referral Rates for School Threat Assessment
Although behavioral threat assessment and management (often shortened to “threat assessment”) has become widely used in US schools, no studies have systematically examined how frequently schools conduct threat assessments and how threat assessment rates vary as a function of student and school demographics. Of particular concern is that students with disabilities receive threat assessments at disproportionately high rates. This study examined the…
Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years
The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early years of teaching and build their instructional practices. Although there is growing interest in studying new teachers’ reform-based instruction, little is known about new science teachers’ implementation of science process skills, inquiry, and problem-based learning (PBL). The purpose …
The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction
Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment …
Student threats of violence against teachers
Student threats of violence against teachers
The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction
Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment …
Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years
The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early years of teaching and build their instructional practices. Although there is growing interest in studying new teachers’ reform-based instruction, little is known about new science teachers’ implementation of science process skills, inquiry, and problem-based learning (PBL). The purpose …
Equity in law enforcement actions following a school threat assessment
These results are consistent with prior studies in smaller samples of Virginia schools. This study contributes to the policy debate over the role of law enforcement officers in schools by showing that schools using threat assessment teams with officers did not generate high rates of law enforcement actions or inequitable outcomes often observed for disadvantaged student groups. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Referral Rates for School Threat Assessment
Although behavioral threat assessment and management (often shortened to “threat assessment”) has become widely used in US schools, no studies have systematically examined how frequently schools conduct threat assessments and how threat assessment rates vary as a function of student and school demographics. Of particular concern is that students with disabilities receive threat assessments at disproportionately high rates. This study examined the…
Violence following a threat assessment
OBJECTIVE: School threat assessment is a widely used strategy for preventing violence. However, there have been few studies of student attacks following a threat assessment. Additionally, most existing studies have been conducted within a single state, limiting the generalizability of findings. Thus, the primary purpose of this study was to identify student- and school-level correlates of attack rates in a multistate sample of schools. HYPOTHESES…
How do schools support students after a behavioral threat assessment
Bullying, Victimization, and Aggression (5 obras) · Psychology (5 obras) · Education Discipline and Inequality (3 obras) · Gun Ownership and Violence Research (3 obras) · Criminology (2 obras) · Legal psychology (2 obras) · Mathematics education (2 obras) · Medical education (2 obras) · Medicine (2 obras) · Pedagogy (2 obras)