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Teachers and school administrators' experiences with professional development feedback: The classroom strategies assessment system implementation

Frontiers in psychology, 2023-02, Vol.14, p.1074278-1074278

2023

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Advancing the science of coaching in education: An introduction to the special issue

Journal of school psychology, 2023-02, Vol.96, p.36-40

Reddy, Linda A.

2023

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A randomized controlled trial of instructional coaching in high-poverty urban schools: Examining teacher practices and student outcomes

Journal of school psychology, 2021-06, Vol.86, p.151-168

2021

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Instructional coaching actions that predict teacher classroom practices and student achievement

Journal of school psychology, 2023-02, Vol.96, p.1-11

2023

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Implementation of paraprofessional behavior support coaching: A study of behavior concerns and interventions used in elementary schools

Psychology in the schools, 2024-09, Vol.61 (9), p.3840-3854

2024

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A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders

Psychology in the schools, 2021-04, Vol.58 (4), p.742-763

2021

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Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools

Psychology in the schools, 2024-01, Vol.61 (1), p.29-42

2024

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Measuring Teacher Practices and Student Academic Engagement: A Convergent Validity Study

School psychology, 2019-01, Vol.34 (1), p.109-118

2019

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Relation of teacher self-efficacy and classroom practices: A preliminary investigation

School psychology international, 2019-02, Vol.40 (1), p.25-48

2019

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School-Based Interventions for Middle School Students With Disruptive Behaviors: A Systematic Review of Components and Methodology

School psychology review, 2023-03, Vol.52 (2), p.180-205

2023

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Understanding and Preventing Violence Directed Against Teachers: Recommendations for a National Research, Practice, and Policy Agenda

The American psychologist, 2013-02, Vol.68 (2), p.75-87

2013

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Characteristics and Uses of SRL Microanalysis across Diverse Contexts, Tasks, and Populations: A Systematic Review

School Psychology Review, 2023-03, Vol.52 (2), p.159-179

2023

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Current status and future directions in assessment of paraprofessional practices

Psychology in the schools, 2021-04, Vol.58 (4), p.648-668

2021

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Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

Journal of learning disabilities, 2021-01, Vol.54 (1), p.36-53

2021

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School Personnel Well-Being: Advancing Measurement, Best Practices, and Policy. Section 2: Role of Traumatic Experiences in Educator Well-Being

School psychology, 2024-09, Vol.39 (5), p.445-449

2024

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A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders: Paraprofessional and student outcomes

Journal of school psychology, 2022-06, Vol.92, p.227-245

2022

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School Personnel Well-Being: Advancing Measurement, Best Practices, and Policy-Section 1: The Role of Context and Competence in Educator Well-Being

School psychology, 2024-05, Vol.39 (3), p.237-242

2024

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Violence and Aggression Against Educators and School Personnel, Retention, Stress, and Training Needs: National Survey Results

The American psychologist, 2024-10, Vol.79 (7), p.903-919

2024

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Evaluation of Teacher Practices and Student Achievement in High-Poverty Schools

Journal of psychoeducational assessment, 2020-10, Vol.38 (7), p.816-830

2020

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Teachers' Use and Beliefs About Praise: A Mixed-Methods Study

School psychology review, 2020-09, Vol.49 (3), p.256-274

2020

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Paraprofessional perceptions about and use of behavior strategies in elementary schools

Psychology in the schools, 2024-05, Vol.61 (5), p.2100-2114

2024

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Convergent validity of the Behavior Observation of Students in Schools for elementary school students with disruptive behaviors

Grantee Submission, 2023-10, Vol.60 (10), p.4039-4060

2023

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A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

Psychology in the schools, 2021-11, Vol.58 (11), p.2238-2254

2021

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Classroom Paraprofessional and Teachers Serving Students with Disruptive Behaviors: A Study of Professional Relationships

Exceptionality : the official journal of the Division for Research of the Council for Exceptional Children, 2024-01, Vol.32 (1), p.57-70

2024

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Paraprofessionals’ Perceptions of Behavior Problems in Elementary School Classrooms

The Journal of special education, 2021-11, Vol.55 (3), p.153-162

2021

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Teachers and school administrators' experiences with professional development feedback: The classroom strategies assessment system implementation

Advancing the science of coaching in education: An introduction to the special issue

A randomized controlled trial of instructional coaching in high-poverty urban schools: Examining teacher practices and student outcomes

Instructional coaching actions that predict teacher classroom practices and student achievement

Implementation of paraprofessional behavior support coaching: A study of behavior concerns and interventions used in elementary schools

A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders

Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools

Measuring Teacher Practices and Student Academic Engagement: A Convergent Validity Study

Relation of teacher self-efficacy and classroom practices: A preliminary investigation

School-Based Interventions for Middle School Students With Disruptive Behaviors: A Systematic Review of Components and Methodology

Understanding and Preventing Violence Directed Against Teachers: Recommendations for a National Research, Practice, and Policy Agenda

Characteristics and Uses of SRL Microanalysis across Diverse Contexts, Tasks, and Populations: A Systematic Review

Current status and future directions in assessment of paraprofessional practices

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

School Personnel Well-Being: Advancing Measurement, Best Practices, and Policy. Section 2: Role of Traumatic Experiences in Educator Well-Being

A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders: Paraprofessional and student outcomes

School Personnel Well-Being: Advancing Measurement, Best Practices, and Policy-Section 1: The Role of Context and Competence in Educator Well-Being

Violence and Aggression Against Educators and School Personnel, Retention, Stress, and Training Needs: National Survey Results

Evaluation of Teacher Practices and Student Achievement in High-Poverty Schools

Teachers' Use and Beliefs About Praise: A Mixed-Methods Study

Paraprofessional perceptions about and use of behavior strategies in elementary schools

Convergent validity of the Behavior Observation of Students in Schools for elementary school students with disruptive behaviors

A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

Classroom Paraprofessional and Teachers Serving Students with Disruptive Behaviors: A Study of Professional Relationships

Paraprofessionals’ Perceptions of Behavior Problems in Elementary School Classrooms

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