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Generalized Eta and Omega Squared Statistics: Measures of Effect Size for Some Common Research Designs

Psychological methods, 2003-12, Vol.8 (4), p.434-447

2003

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Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms

Topics in early childhood special education, 2016-11, Vol.36 (3), p.133-146

2016

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Measures of Effect Size for Comparative Studies: Applications, Interpretations, and Limitations

Contemporary educational psychology, 2000-07, Vol.25 (3), p.241-286

2000

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Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes

Journal of emotional and behavioral disorders, 2015-09, Vol.23 (3), p.144-155

2015

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Children's Task Engagement During Challenging Puzzle Tasks

Merrill-Palmer Quarterly, 2017-10, Vol.63 (4), p.425-457

2017

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A Generally Robust Approach for Testing Hypotheses and Setting Confidence Intervals for Effect Sizes

Psychological methods, 2008-06, Vol.13 (2), p.110-129

2008

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Best Linear Unbiased Prediction of Latent Means in Three-Level Data

The Journal of experimental education, 2022-04, Vol.90 (2), p.452-468

2022

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Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications From a Randomized Controlled Trial of BEST in CLASS

AERA open, 2018-01, Vol.4 (1), p.233285841775037

2018

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Factorial validity of the Behavior Rating Inventory of Executive Function (BRIEF)-Teacher form

Child neuropsychology, 2012-03, Vol.18 (2), p.168-181

2012

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The analysis of repeated measures designs: A review

British journal of mathematical & statistical psychology, 2001-05, Vol.54 (1), p.1-20

2001

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Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors of students’ achievement

Social psychology of education, 2017-03, Vol.20 (1), p.39-67

2017

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Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial

Early childhood research quarterly, 2021, Vol.54, p.204-218

2021

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Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices

Exceptional children, 2018-01, Vol.84 (2), p.213-232

2018

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The Partial Credit Model and Generalized Partial Credit Model as Constrained Nominal Response Models, With Applications in Mplus

Structural equation modeling, 2015-04, Vol.22 (2), p.308-318

2015

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Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS

Early childhood research quarterly, 2018-01, Vol.42, p.31-43

2018

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Introduction to Classical and Modern Test Theory

1986

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Models for Semiordered Data to Address Not Applicable Responses in Scale Measurement

Structural equation modeling, 2018-03, Vol.25 (2), p.230-243

2018

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Randomized Evaluation of a Supplemental Grade-Wide Mathematics Intervention

American educational research journal, 2012-12, Vol.49 (6), p.1251-1284

2012

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The Effects of Including Observed Means or Latent Means as Covariates in Multilevel Models for Cluster Randomized Trials

Educational and psychological measurement, 2016-10, Vol.76 (5), p.803-823

2016

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Comparison of model- and design-based approaches to detect the treatment effect and covariate by treatment interactions in three-level models for multisite cluster-randomized trials

Behavior research methods, 2019-02, Vol.51 (1), p.243-257

2019

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Mediated Effects with the Parallel Process Latent Growth Model: An Evaluation of Methods for Testing Mediation in the Presence of Nonnormal Data

Structural equation modeling, 2016-01, Vol.23 (1), p.32-44

2016

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Confirmatory factor analysis of the Mayer–Salovey–Caruso Emotional Intelligence Test V 2.0 (MSCEIT)

Personality and individual differences, 2008-04, Vol.44 (5), p.1258-1269

2008

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Examining young children's social competence using functional ability profiles

Disability and rehabilitation, 2018-12, Vol.40 (25), p.2987-2997

2018

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The Partial Credit Model and Generalized Partial Credit Model as Constrained Nominal Response Models, With Applications in M plus

Structural equation modeling, 2015-04, Vol.22 (2), p.308-318

2015

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Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality

School psychology review, 2019-03, Vol.48 (1), p.31-45

2019

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Generalized Eta and Omega Squared Statistics: Measures of Effect Size for Some Common Research Designs

Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms

Measures of Effect Size for Comparative Studies: Applications, Interpretations, and Limitations

Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes

Children's Task Engagement During Challenging Puzzle Tasks

A Generally Robust Approach for Testing Hypotheses and Setting Confidence Intervals for Effect Sizes

Best Linear Unbiased Prediction of Latent Means in Three-Level Data

Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications From a Randomized Controlled Trial of BEST in CLASS

Factorial validity of the Behavior Rating Inventory of Executive Function (BRIEF)-Teacher form

The analysis of repeated measures designs: A review

Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors of students’ achievement

Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial

Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices

The Partial Credit Model and Generalized Partial Credit Model as Constrained Nominal Response Models, With Applications in Mplus

Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS

Introduction to Classical and Modern Test Theory

Models for Semiordered Data to Address Not Applicable Responses in Scale Measurement

Randomized Evaluation of a Supplemental Grade-Wide Mathematics Intervention

The Effects of Including Observed Means or Latent Means as Covariates in Multilevel Models for Cluster Randomized Trials

Comparison of model- and design-based approaches to detect the treatment effect and covariate by treatment interactions in three-level models for multisite cluster-randomized trials

Mediated Effects with the Parallel Process Latent Growth Model: An Evaluation of Methods for Testing Mediation in the Presence of Nonnormal Data

Confirmatory factor analysis of the Mayer–Salovey–Caruso Emotional Intelligence Test V 2.0 (MSCEIT)

Examining young children's social competence using functional ability profiles

The Partial Credit Model and Generalized Partial Credit Model as Constrained Nominal Response Models, With Applications in M plus

Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality

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