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School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy

Journal of educational psychology, 2012-11, Vol.104 (4), p.1189-1204

2012

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Cultivating teacher thriving through social-emotional competence and its development

Australian educational researcher, 2019-09, Vol.46 (4), p.699-714

2019

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Teacher Well-Being : Exploring Its Components and a Practice-Oriented Scale

Journal of psychoeducational assessment, 2015-12, Vol.33 (8), p.744-756

2015

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Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review

Educational psychology review, 2022-03, Vol.34 (1), p.259-300

2022

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Recognizing early childhood as a critical time for developing and supporting self-regulation

Metacognition and learning, 2019-12, Vol.14 (3), p.327-334

Perry, Nancy E.

2019

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Teachers' Relatedness With Students: An Underemphasized Component of Teachers' Basic Psychological Needs

Journal of educational psychology, 2012-02, Vol.104 (1), p.150-165

2012

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Teachers' Psychological Functioning in the Workplace: Exploring the Roles of Contextual Beliefs, Need Satisfaction, and Personal Characteristics

Journal of educational psychology, 2016-08, Vol.108 (6), p.788-799

2016

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Mentoring Student Teachers to Support Self‐Regulated Learning

The Elementary school journal, 2006-01, Vol.106 (3), p.237-254

2006

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Classroom Research Partnerships: Collaborating with School Communities for the Common Good

1, 2024

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Advancing and Mobilizing Knowledge about Youth-Initiated Mentoring through Community-Based Participatory Research: A Scoping Review

Youth, 2022-11, Vol.2 (4), p.587-609

2022

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Predicting teacher commitment: The impact of school climate and social-emotional learning

Psychology in the schools, 2011-12, Vol.48 (10), p.1034-1048

2011

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Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks

Assessment in education : principles, policy & practice, 2020-07, Vol.27 (4), p.416-443

2020

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Assessing young children's self-regulation in school contexts

Assessment in education : principles, policy & practice, 2021-11, Vol.28 (5-6), p.545-583

2021

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Learning from Learning Kits: gStudy Traces of Students' Self-Regulated Engagements with Computerized Content

Educational psychology review, 2006-09, Vol.18 (3), p.211-228

2006

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Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning

International journal of educational research, 2008, Vol.47 (2), p.97-108

2008

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Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices

Frontline learning research, 2023-02, Vol.11 (1), p.1-39

2023

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Young Children's Self-Regulated Learning and Contexts That Support It

Journal of educational psychology, 1998-12, Vol.90 (4), p.715-729

Perry, Nancy E

1998

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Supporting Students through Role Redefinition: A Self-Determination Theory Perspective

Education as change, 2018-01, Vol.22 (1), p.1-23

2018

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Reactivity to Stress and the Cognitive Components of Math Disability in Grade 1 Children

Journal of learning disabilities, 2014-07, Vol.47 (4), p.349-365

2014

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Mentoring Student Teachers to Design and Implement Literacy Tasks that Support Self-Regulated Reading and Writing

Reading & writing quarterly, 2007-01, Vol.23 (1), p.27-50

2007

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Thriving on Challenge: Examining One Teacher's View on Sources of Support for Motivation and Well-Being

Exceptionality education international, 2015, Vol.25 (1), p.6

2015

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Creating classroom contexts that support young children's development of self-regulated learning

International journal of educational research, 2000, Vol.33 (7), p.821-843

2000

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The dynamic roles of cognitive reappraisal and self-regulated learning during mathematics problem solving: A mixed methods investigation

Contemporary educational psychology, 2020-04, Vol.61, p.101869, Article 101869

2020

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Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction

Learning and instruction, 2015-10, Vol.39, p.148-157

2015

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Collaborative Research Perspectives

Classroom Research Partnerships, 2024, p.19-36

1, 2024

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School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy

Cultivating teacher thriving through social-emotional competence and its development

Teacher Well-Being : Exploring Its Components and a Practice-Oriented Scale

Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review

Recognizing early childhood as a critical time for developing and supporting self-regulation

Teachers' Relatedness With Students: An Underemphasized Component of Teachers' Basic Psychological Needs

Teachers' Psychological Functioning in the Workplace: Exploring the Roles of Contextual Beliefs, Need Satisfaction, and Personal Characteristics

Mentoring Student Teachers to Support Self‐Regulated Learning

Classroom Research Partnerships: Collaborating with School Communities for the Common Good

Advancing and Mobilizing Knowledge about Youth-Initiated Mentoring through Community-Based Participatory Research: A Scoping Review

Predicting teacher commitment: The impact of school climate and social-emotional learning

Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks

Assessing young children's self-regulation in school contexts

Learning from Learning Kits: gStudy Traces of Students' Self-Regulated Engagements with Computerized Content

Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning

Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices

Young Children's Self-Regulated Learning and Contexts That Support It

Supporting Students through Role Redefinition: A Self-Determination Theory Perspective

Reactivity to Stress and the Cognitive Components of Math Disability in Grade 1 Children

Mentoring Student Teachers to Design and Implement Literacy Tasks that Support Self-Regulated Reading and Writing

Thriving on Challenge: Examining One Teacher's View on Sources of Support for Motivation and Well-Being

Creating classroom contexts that support young children's development of self-regulated learning

The dynamic roles of cognitive reappraisal and self-regulated learning during mathematics problem solving: A mixed methods investigation

Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction

Collaborative Research Perspectives

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