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A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers

School mental health, 2011-06, Vol.3 (2), p.59-69

2011

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Exposures for anxiety: A survey of practicing school psychologists

Psychology in the schools, 2024-08, Vol.61 (8), p.3102-3120

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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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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Training the Next Generation of School Psychologists to Deliver Evidence Based Mental Health Practices: Current Challenges and Future Directions

School psychology review, 2017-06, Vol.46 (2), p.219

2017

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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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A survey of newly enrolled school psychology trainees: Estimates of key role and function

Psychology in the schools, 2021-07, Vol.58 (7), p.1209-1224

2021

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The feasibility and promise of Dialectical Behavior Therapy Skills Training with teachers and school personnel in high‐poverty schools

Psychology in the schools, 2022-11, Vol.59 (11), p.2229-2250

2022

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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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Bridging simulation technology with positive behavioral supports to promote student engagement and behavior

Journal of school psychology, 2022-12, Vol.95, p.121-138

2022

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A Call for Increasing the Use of Mixed Methods Research in School Psychology: Introduction to the Special Issue

School psychology, 2023-11, Vol.38 (6), p.349-354

2023

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Supporting Teachers During the COVID-19 Pandemic: A Community-Partnered Rapid Needs Assessment

School psychology, 2022-07, Vol.37 (4), p.309-318

2022

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Evaluating the usability and instructional design quality of Interactive Virtual Training for Teachers (IVT-T)

Educational technology research and development, 2020-12, Vol.68 (6), p.3235-3262

2020

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Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study

Journal of educational and psychological consultation, 2021-10, Vol.31 (4), p.463-497

2021

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Redesigning Community Mental Health Services for Urban Children: Supporting Schooling to Promote Mental Health

Journal of consulting and clinical psychology, 2015-10, Vol.83 (5), p.839-852

2015

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Clinical Supervision in Effectiveness and Implementation Research

Clinical psychology (New York, N.Y.), 2013-03, Vol.20 (1), p.44-59

2013

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Children, research and public policy: training the next generation of school psychologists to deliver evidence-based mental health practices: current challenges and future directions

School psychology review, 2017-06, Vol.46 (2), p.219

2017

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Predicting Teacher Use and Benefit from Virtual Training in Classroom-Level Positive Behavioral Supports

School mental health, 2022-06, Vol.14 (2), p.357-373

2022

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Caregiver Strain, Social Support, and Mental Health Service Use Among Urban African American Mothers

Journal of child and family studies, 2021-07, Vol.30 (7), p.1633-1649

2021

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Examining Teachers' Attitudes and Experiences with Coaching to Inform Research-Based Practice: An Iterative Developmental Design Study

Journal of educational and psychological consultation, 2017-10, Vol.27 (4), p.459-485

2017

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Coaching Early Career Teachers in Urban Elementary Schools: A Mixed-Method Study

School mental health, 2015-03, Vol.7 (1), p.6-20

2015

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The Magnitude and Precision of Estimates of Change in Formative Teacher Assessment

School psychology, 2020-03, Vol.35 (2), p.137-145

2020

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Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study

School psychology review, 2016-06, Vol.45 (2), p.226-249

2016

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Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us

School psychology review, 2011-12, Vol.40 (4), p.465-485

2011

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Integrative Consensus: A Systematic Approach to Integrating Comprehensive Assessment Data for Young Children with Behavior Problems

Infants and young children, 2014-04, Vol.27 (2), p.92-110

2014

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A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers

Exposures for anxiety: A survey of practicing school psychologists

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

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

Training the Next Generation of School Psychologists to Deliver Evidence Based Mental Health Practices: Current Challenges and Future Directions

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

A survey of newly enrolled school psychology trainees: Estimates of key role and function

The feasibility and promise of Dialectical Behavior Therapy Skills Training with teachers and school personnel in high‐poverty schools

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

Bridging simulation technology with positive behavioral supports to promote student engagement and behavior

A Call for Increasing the Use of Mixed Methods Research in School Psychology: Introduction to the Special Issue

Supporting Teachers During the COVID-19 Pandemic: A Community-Partnered Rapid Needs Assessment

Evaluating the usability and instructional design quality of Interactive Virtual Training for Teachers (IVT-T)

Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study

Redesigning Community Mental Health Services for Urban Children: Supporting Schooling to Promote Mental Health

Clinical Supervision in Effectiveness and Implementation Research

Children, research and public policy: training the next generation of school psychologists to deliver evidence-based mental health practices: current challenges and future directions

Predicting Teacher Use and Benefit from Virtual Training in Classroom-Level Positive Behavioral Supports

Caregiver Strain, Social Support, and Mental Health Service Use Among Urban African American Mothers

Examining Teachers' Attitudes and Experiences with Coaching to Inform Research-Based Practice: An Iterative Developmental Design Study

Coaching Early Career Teachers in Urban Elementary Schools: A Mixed-Method Study

The Magnitude and Precision of Estimates of Change in Formative Teacher Assessment

Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study

Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us

Integrative Consensus: A Systematic Approach to Integrating Comprehensive Assessment Data for Young Children with Behavior Problems

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