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Barriers to Inquiry-Based Instruction: A Longitudinal Study of History Teachers

Journal of teacher education, 2020-05, Vol.71 (3), p.279-291

Martell, Christopher C.

2020

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Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers

American educational research journal, 2024-08, Vol.61 (4), p.687-723

2024

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A longitudinal study of beginning elementary teachers' beliefs and inquiry-based practices in the history classroom

Teacher development, 2022-10, Vol.26 (5), p.627-643

Martell, Christopher C.

2022

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Solar Farms: The Earthscan Expert Guide to Design and Construction of Utility-scale Photovoltaic Systems

1, 2017

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White elementary teachers and learning to teach race in the social studies classroom: A 6-year longitudinal study

Whiteness and education (Print), 2023, Vol.ahead-of-print (ahead-of-print), p.1-19

Martell, Christopher C.

2023

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The origins and current status of behavioral activation treatments for depression

Annual review of clinical psychology, 2011-04, Vol.7 (1), p.1-38

2011

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Long-Term Effect of a Tablet-Based Cognitive Behavioral Group Intervention on Step Count, Fatigue, Self-Efficacy, and Quality of Life in Older Adults With Arthritis: A Pilot Study

Journal of gerontological nursing, 2024-05, Vol.50 (5), p.35

2024

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Ethical and Practical Considerations for Mandating Suicide Prevention Training for Mental Health Professionals

Professional psychology, research and practice, 2024-08, Vol.55 (4), p.375-383

2024

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Traumatic Invalidation as a Pathway to Emotional Dysregulation in Sexual and Gender Minorities - for Some: Comment on Cardona, Madigan, and Sauer-Zavala (2022)

Clinical psychology (New York, N.Y.), 2022-06, Vol.29 (2), p.200-202

2022

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The Adolescent Behavioral Activation Program: Adapting Behavioral Activation as a Treatment for Depression in Adolescence

Journal of clinical child and adolescent psychology, 2016-05, Vol.45 (3), p.291-304

2016

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Teaching for transformative citizenship: A study of preservice social studies teachers’ developing beliefs and practices

Education, citizenship and social justice, 2024-03, Vol.19 (1), p.77-94

2024

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Race and Histories: Examining Culturally Relevant Teaching in the U.S. History Classroom

Theory and research in social education, 2013-01, Vol.41 (1), p.65-88

Martell, Christopher C.

2013

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Recognizing the True Norm: Commentary on "Toward Defining, Measuring, and Evaluating LGBT Cultural Competence for Psychologists"

Clinical psychology (New York, N.Y.), 2015-06, Vol.22 (2), p.172-176

Martell, Christopher R.

2015

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Teaching Race in U.S. History: Examining Culturally Relevant Pedagogy in a Multicultural Urban High School

Journal of education (Boston, Mass.), 2018-01, Vol.198 (1), p.63-77

Martell, Christopher C.

2018

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The Behavioral Activation for Depression Scale (BADS): Psychometric Properties and Factor Structure

Journal of psychopathology and behavioral assessment, 2007-09, Vol.29 (3), p.191-202

2007

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"I was in the room where it happens": Educator agency and community within state social studies standards committees

Theory and research in social education, 2024-04, Vol.52 (2), p.163-189

2024

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Behavioral Activation Treatment for Depression: Returning to Contextual Roots

Clinical psychology (New York, N.Y.), 2001, Vol.8 (3), p.255-270

2001

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Teaching emerging teacher-researchers: examining a district-based professional development course

Teaching education (Columbia, S.C.), 2016-01, Vol.27 (1), p.88-102

Martell, Christopher C.

2016

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Five years later: How the 2016 U.S. presidential election and the #MeToo movement impacted feminist social studies teachers

Theory and research in social education, 2021-04, Vol.49 (2), p.201-226

2021

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Equity- and Tolerance-Oriented Teachers: Approaches to Teaching Race in the Social Studies Classroom

Theory and research in social education, 2017-10, Vol.45 (4), p.489-516

2017

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Peer-led family-centred problem management plus for immigrants (PMP-I) for mental health promotion among immigrants in USA: protocol for a pilot, randomised controlled feasibility trial

BMJ open, 2022-05, Vol.12 (5), p.e061353-e061353

2022

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Whose Research Counts? Teacher Research and the Practitioner-Academic Divide

The Teacher educator, 2021-10, Vol.56 (4), p.399-426

2021

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Supporting quality social studies instruction: the social studies practices continuum

Social studies research & practice, 2021-10, Vol.16 (2), p.172-178

2021

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Extreme Nonresponse in Cognitive Therapy: Can Behavioral Activation Succeed Where Cognitive Therapy Fails?

Journal of consulting and clinical psychology, 2007-08, Vol.75 (4), p.531-541

2007

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Same-Sex Relationships and Dissolution: The Connection Between Heteronormativity and Homonormativity

Family relations, 2011-12, Vol.60 (5), p.562-571

2011

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Barriers to Inquiry-Based Instruction: A Longitudinal Study of History Teachers

Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers

A longitudinal study of beginning elementary teachers' beliefs and inquiry-based practices in the history classroom

Solar Farms: The Earthscan Expert Guide to Design and Construction of Utility-scale Photovoltaic Systems

White elementary teachers and learning to teach race in the social studies classroom: A 6-year longitudinal study

The origins and current status of behavioral activation treatments for depression

Long-Term Effect of a Tablet-Based Cognitive Behavioral Group Intervention on Step Count, Fatigue, Self-Efficacy, and Quality of Life in Older Adults With Arthritis: A Pilot Study

Ethical and Practical Considerations for Mandating Suicide Prevention Training for Mental Health Professionals

Traumatic Invalidation as a Pathway to Emotional Dysregulation in Sexual and Gender Minorities - for Some: Comment on Cardona, Madigan, and Sauer-Zavala (2022)

The Adolescent Behavioral Activation Program: Adapting Behavioral Activation as a Treatment for Depression in Adolescence

Teaching for transformative citizenship: A study of preservice social studies teachers’ developing beliefs and practices

Race and Histories: Examining Culturally Relevant Teaching in the U.S. History Classroom

Recognizing the True Norm: Commentary on "Toward Defining, Measuring, and Evaluating LGBT Cultural Competence for Psychologists"

Teaching Race in U.S. History: Examining Culturally Relevant Pedagogy in a Multicultural Urban High School

The Behavioral Activation for Depression Scale (BADS): Psychometric Properties and Factor Structure

"I was in the room where it happens": Educator agency and community within state social studies standards committees

Behavioral Activation Treatment for Depression: Returning to Contextual Roots

Teaching emerging teacher-researchers: examining a district-based professional development course

Five years later: How the 2016 U.S. presidential election and the #MeToo movement impacted feminist social studies teachers

Equity- and Tolerance-Oriented Teachers: Approaches to Teaching Race in the Social Studies Classroom

Peer-led family-centred problem management plus for immigrants (PMP-I) for mental health promotion among immigrants in USA: protocol for a pilot, randomised controlled feasibility trial

Whose Research Counts? Teacher Research and the Practitioner-Academic Divide

Supporting quality social studies instruction: the social studies practices continuum

Extreme Nonresponse in Cognitive Therapy: Can Behavioral Activation Succeed Where Cognitive Therapy Fails?

Same-Sex Relationships and Dissolution: The Connection Between Heteronormativity and Homonormativity

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