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The Art of Social Justice: Examining Arts Programming as a Context for Critical Consciousness Development Among Youth

Journal of youth and adolescence, 2022-03, Vol.51 (3), p.409-427

2022

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A National Sample of Eighth-Grade Students: The Impact of Middle Grade Schools on Academic and Psychosocial Competence

The Journal of early adolescence, 2019-02, Vol.39 (2), p.167-200

2019

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Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate

American journal of community psychology, 2015-09, Vol.56 (1-2), p.101-119

2015

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Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk

Journal of emotional and behavioral disorders, 2018-03, Vol.26 (1), p.42-51

2018

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Elementary School Teachers' Self-Assessment of Use of Positive Behavior Support Strategies and Goal Setting Related to Equity-Focused Features

Education sciences, 2023-08, Vol.13 (8), p.847

2023

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Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

American journal of community psychology, 2019-06, Vol.63 (3-4), p.312-323

2019

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Advice networks in early childhood education: Predicting teachers’ workplace experiences over time

Early childhood research quarterly, 2023-01, Vol.65, p.129-138

2023

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Long-Term Effects of Social–Emotional Learning on Receipt of Special Education and Grade Retention: Evidence From a Randomized Trial of INSIGHTS

AERA open, 2019-07, Vol.5 (3)

2019

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Exploring the needs of girls of color in the juvenile legal system: A latent class analysis

American journal of community psychology, 2024-06, Vol.73 (3-4), p.568-581

2024

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Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement

American journal of community psychology, 2016-03, Vol.57 (1-2), p.20-35

2016

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The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs

Journal of school psychology, 2021-10, Vol.88, p.85-100

2021

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Measuring and predicting teachers’ commitment to implementing evidence-based programs

Early childhood research quarterly, 2023-01, Vol.64, p.405-415

2023

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Can positive school climate ameliorate racial-ethnic disparities in pre-kindergarten quality? Evidence from a large urban school district

Early childhood research quarterly, 2023-01, Vol.64, p.313-323

2023

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Collaborative Design of an Inclusive Education Model for Students with Emotional Disabilities: A Research-Practice-Policy Partnership

School mental health, 2024-09, Vol.16 (3), p.760-775

2024

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Extracurricular Participation and Course Performance in the Middle Grades: A Study of Low-Income, Urban Youth

American journal of community psychology, 2015-12, Vol.56 (3-4), p.307-320

2015

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New Perspectives on the Child‐ and Youth‐Serving Workforce in Low‐Resource Communities: Fostering Best Practices and Professional Development

American journal of community psychology, 2019-06, Vol.63 (3-4), p.245-252

2019

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Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences

Behavior therapy, 2018-07, Vol.49 (4), p.494-508

2018

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Teacher–child relationships and academic achievement: A multilevel propensity score model approach

Journal of school psychology, 2013-10, Vol.51 (5), p.611-624

2013

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Navigating Middle Grades: Role of Social Contexts in Middle Grade School Climate

American journal of community psychology, 2014-09, Vol.54 (1-2), p.28-45

2014

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Classroom Peer Relationships and Behavioral Engagement in Elementary School: The Role of Social Network Equity

American journal of community psychology, 2013-12, Vol.52 (3-4), p.367-379

2013

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Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

The Elementary school journal, 2013-06, Vol.113 (4), p.461-487

2013

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An Examination of the Efficacy of INSIGHTS in Enhancing the Academic and Behavioral Development of Children in Early Grades

Journal of educational psychology, 2014-11, Vol.106 (4), p.1156-1169

2014

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Schooling and Children's Mental Health: Realigning Resources to Reduce Disparities and Advance Public Health

Annual review of clinical psychology, 2017-05, Vol.13 (1), p.123-147

2017

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An Examination of Network Position and Childhood Relational Aggression: Integrating Resource Control and Social Exchange Theories

Aggressive behavior, 2012-03, Vol.38 (2), p.126-140

2012

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The bright side of positive perceptual bias: Children's estimations of network centrality and aggression

Aggressive behavior, 2014-03, Vol.40 (2), p.140-151

2014

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The Art of Social Justice: Examining Arts Programming as a Context for Critical Consciousness Development Among Youth

A National Sample of Eighth-Grade Students: The Impact of Middle Grade Schools on Academic and Psychosocial Competence

Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate

Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk

Elementary School Teachers' Self-Assessment of Use of Positive Behavior Support Strategies and Goal Setting Related to Equity-Focused Features

Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

Advice networks in early childhood education: Predicting teachers’ workplace experiences over time

Long-Term Effects of Social–Emotional Learning on Receipt of Special Education and Grade Retention: Evidence From a Randomized Trial of INSIGHTS

Exploring the needs of girls of color in the juvenile legal system: A latent class analysis

Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement

The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs

Measuring and predicting teachers’ commitment to implementing evidence-based programs

Can positive school climate ameliorate racial-ethnic disparities in pre-kindergarten quality? Evidence from a large urban school district

Collaborative Design of an Inclusive Education Model for Students with Emotional Disabilities: A Research-Practice-Policy Partnership

Extracurricular Participation and Course Performance in the Middle Grades: A Study of Low-Income, Urban Youth

New Perspectives on the Child‐ and Youth‐Serving Workforce in Low‐Resource Communities: Fostering Best Practices and Professional Development

Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences

Teacher–child relationships and academic achievement: A multilevel propensity score model approach

Navigating Middle Grades: Role of Social Contexts in Middle Grade School Climate

Classroom Peer Relationships and Behavioral Engagement in Elementary School: The Role of Social Network Equity

Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

An Examination of the Efficacy of INSIGHTS in Enhancing the Academic and Behavioral Development of Children in Early Grades

Schooling and Children's Mental Health: Realigning Resources to Reduce Disparities and Advance Public Health

An Examination of Network Position and Childhood Relational Aggression: Integrating Resource Control and Social Exchange Theories

The bright side of positive perceptual bias: Children's estimations of network centrality and aggression

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