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Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover

Exceptional children, 2022-07, Vol.88 (4), p.401-420

2022

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Initial Development and Validation of the Measures of Stressors and Supports for Teachers (MOST)

Assessment for effective intervention, 2022-09, Vol.47 (4), p.187-197

2022

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Teachers Survive Together: Teacher Collegial Relationships and Well-Being During the COVID-19 Pandemic

School psychology, 2024-09, Vol.39 (5), p.499-509

2024

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A Partnered Approach to School Change in a Rural Community: Reflections and Recommendations

The Foundation Review, 2018-12, Vol.10 (4), p.103-118

2018

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Schoolwork With Purpose: A Mixed Methods Study on Youths’ Perspective on What Makes Learning Meaningful

Journal of adolescent research, 2024-09

2024

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Leading Together: Strengthening Relational Trust in the Adult School Community

Journal of school leadership, 2017-11, Vol.27 (6), p.831-859

2017

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Toward a Coherent and Comprehensive Approach to Teacher Well-Being: A Synthesis of Theory and Review of Intervention Research

Review of research in education, 2023-03, Vol.47 (1), p.274-310

2023

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“They’re Going Through Something, Too”: The Challenges and Opportunities of Empathy and Prosocial Behavior in Middle School

The Journal of early adolescence, 2024-10

2024

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41 Teachers, 41 Different Ways

The Elementary school journal, 2023-09, Vol.124 (1), p.157-192

2023

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Head Start Classroom Demands and Resources: Identifying Associations With Teacher Burnout

School psychology, 2024-05, Vol.39 (3), p.280-290

2024

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41 Teachers, 41 Different Ways: Exploring Teacher Implementation of a Universal Social-Emotional Learning Program under Routine Conditions

The Elementary school journal, 2023-09, Vol.124 (1), p.157-192

2023

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Structural Validity of CLASS K-3 in Primary Grades: Testing Alternative Models

School psychology quarterly, 2017-06, Vol.32 (2), p.226-239

2017

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Social Validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in the Primary Grades

School psychology quarterly, 2017-09, Vol.32 (3), p.414-421

2017

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Measuring Quality in Rural Kindergarten Classrooms: Reliability and Validity Evidence for the Classroom Assessment Scoring System, Kindergarten-Third Grade (CLASS K-3)

Sandilos, Lia E

2012

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Social Validity of the Social Skills Improvement System--Classwide Intervention Program (SSIS-CIP) in the Primary Grades

School psychology quarterly, 2017-09, Vol.32 (3), p.414

2017

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Structural Validity of CLASS K-3 in Primary Grades: Testing Alternative Models

School psychology quarterly, 2017-06, Vol.32 (2), p.226

2017

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Social Emotional Learning for Whom? Implications of a Universal SEL Program and Teacher Well-Being for Teachers' Interactions with Students

Grantee Submission, 2023

2023

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41 Teachers, 41 Different Ways: Exploring Teacher Implementation of a Universal Social- Emotional Learning Program under Routine Conditions

Grantee Submission, 2023

2023

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Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover

Initial Development and Validation of the Measures of Stressors and Supports for Teachers (MOST)

Teachers Survive Together: Teacher Collegial Relationships and Well-Being During the COVID-19 Pandemic

A Partnered Approach to School Change in a Rural Community: Reflections and Recommendations

Schoolwork With Purpose: A Mixed Methods Study on Youths’ Perspective on What Makes Learning Meaningful

Leading Together: Strengthening Relational Trust in the Adult School Community

Toward a Coherent and Comprehensive Approach to Teacher Well-Being: A Synthesis of Theory and Review of Intervention Research

“They’re Going Through Something, Too”: The Challenges and Opportunities of Empathy and Prosocial Behavior in Middle School

41 Teachers, 41 Different Ways

Head Start Classroom Demands and Resources: Identifying Associations With Teacher Burnout

41 Teachers, 41 Different Ways: Exploring Teacher Implementation of a Universal Social-Emotional Learning Program under Routine Conditions

Structural Validity of CLASS K-3 in Primary Grades: Testing Alternative Models

Social Validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in the Primary Grades

Measuring Quality in Rural Kindergarten Classrooms: Reliability and Validity Evidence for the Classroom Assessment Scoring System, Kindergarten-Third Grade (CLASS K-3)

Social Validity of the Social Skills Improvement System--Classwide Intervention Program (SSIS-CIP) in the Primary Grades

Structural Validity of CLASS K-3 in Primary Grades: Testing Alternative Models

Social Emotional Learning for Whom? Implications of a Universal SEL Program and Teacher Well-Being for Teachers' Interactions with Students

41 Teachers, 41 Different Ways: Exploring Teacher Implementation of a Universal Social- Emotional Learning Program under Routine Conditions

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