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Imposter Syndrome Among Pre-service Educators and the Importance of Emotion Regulation

Frontiers in psychology, 2022-06, Vol.13, p.838575-838575

2022

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The Association Between Sociability and COVID-19 Pandemic Stress

Frontiers in psychology, 2022-02, Vol.13, p.828076-828076

2022

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The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations

Frontiers in psychology, 2022-06, Vol.13, p.875964-875964

2022

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Measurement Invariance of the Children's Social Desirability Scale-Short Version (CSD-S) Across Gender, Grade Level, and Race/Ethnicity

Assessment (Odessa, Fla.), 2024-04, p.10731911241245789-10731911241245789

2024

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Measuring gender in elementary school-aged children in the United States: Promising practices and barriers to moving beyond the binary

The American psychologist, 2024-03

2024

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Emotional Intelligence Comes of Age

Cerebrum (New York, NY), 2020-07, Vol.2020

2020

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The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions

Child development, 2023-09, Vol.94 (5), p.1181-1204

2023

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The observation of special education classrooms by school personnel

Learning environments research, 2022-04, Vol.25 (1), p.235-253

2022

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Five key questions educators ask about SEL

Phi Delta Kappan, 2023-04, Vol.104 (7), p.47-53

2023

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A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students

Review of educational research, 2023-02, Vol.93 (1), p.73-102

2023

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Unpacking the social‐emotional health of education support professionals during the COVID‐19 pandemic

Psychology in the schools, 2023-05, Vol.60 (5), p.1415-1441

2023

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Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom

Beyond behavior, 2021-08, Vol.30 (2), p.107-115

2021

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How Did Educators of Students with Learning Differences Use Social–Emotional Learning to Support Their Students and Themselves Early in the COVID-19 Pandemic?

Children & schools, 2022-01, Vol.44 (1), p.27-38

2022

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A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators

Educational psychology review, 2022-12, Vol.34 (4), p.2825-2865

2022

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Validating the Emotion-Focused Interactions Scale for teacher–student interactions

Learning environments research, 2019-04, Vol.22 (1), p.1-12

2019

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Educators' Implementation and Use of Social and Emotional Learning Early in the COVID-19 Pandemic

School psychology, 2021-09, Vol.36 (5), p.388-397

2021

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Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms

The Journal of experimental education, 2019-07, Vol.87 (3), p.415-429

2019

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Building useful, web-based educational assessment tools for students, with students: a demonstration with the school climate walkthrough

Assessment in education : principles, policy & practice, 2022-01, Vol.29 (1), p.95-120

2022

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A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence

Learning environments research, 2019-07, Vol.22 (2), p.209-228

2019

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Exploring Changes in Student Engagement through the Ruler Approach: An Examination of Students at Risk of Academic Failure

Journal of education for students placed at risk, 2019-01, Vol.24 (1), p.1-19

2019

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Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting

Emotional and behavioural difficulties, 2018-07, Vol.23 (3), p.284-295

2018

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Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders

Emotional and behavioural difficulties, 2018-10, Vol.23 (4), p.343-360

2018

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The role of embodied cognition for transforming learning

International journal of school & educational psychology, 2019-10, Vol.7 (4), p.274-288

2019

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Towards an inclusive social and emotional learning

Social and Emotional Learning: Research, Practice, and Policy, 2023-12, Vol.2, p.100008, Article 100008

2023

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There's No "I" in Team: Building a Framework for Teacher-Paraeducator Interactions in Self-Contained Special Education Classrooms

The Journal of classroom interaction, 2016-07, Vol.51 (2), p.4-19

2016

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Einstellungen

Imposter Syndrome Among Pre-service Educators and the Importance of Emotion Regulation

The Association Between Sociability and COVID-19 Pandemic Stress

The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations

Measurement Invariance of the Children's Social Desirability Scale-Short Version (CSD-S) Across Gender, Grade Level, and Race/Ethnicity

Measuring gender in elementary school-aged children in the United States: Promising practices and barriers to moving beyond the binary

Emotional Intelligence Comes of Age

The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions

The observation of special education classrooms by school personnel

Five key questions educators ask about SEL

A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students

Unpacking the social‐emotional health of education support professionals during the COVID‐19 pandemic

Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom

How Did Educators of Students with Learning Differences Use Social–Emotional Learning to Support Their Students and Themselves Early in the COVID-19 Pandemic?

A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators

Validating the Emotion-Focused Interactions Scale for teacher–student interactions

Educators' Implementation and Use of Social and Emotional Learning Early in the COVID-19 Pandemic

Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms

Building useful, web-based educational assessment tools for students, with students: a demonstration with the school climate walkthrough

A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence

Exploring Changes in Student Engagement through the Ruler Approach: An Examination of Students at Risk of Academic Failure

Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting

Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders

The role of embodied cognition for transforming learning

Towards an inclusive social and emotional learning

There's No "I" in Team: Building a Framework for Teacher-Paraeducator Interactions in Self-Contained Special Education Classrooms

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