Citations (22)
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Read on this site (7)
Karen C. Stoiber & Maribeth Gettinger. (2021) Sustainable early literacy outcomes for young children of poverty: Influences of attendance, social competence, and problem behaviour. Journal of Psychology in Africa 31:5, pages 446-454.
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Jorge E. Gonzalez, Karen C. Stoiber, Rebecca J. Clayton, Milena Keller-Margulis, Linda A. Reddy & Susan G. Forman. (2021) A qualitative analysis of school psychology trainers’ perspectives on evidence-based practices. International Journal of School & Educational Psychology 9:2, pages 132-147.
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Katie Eklund, Kayla D. Kilpatrick, Stephen P. Kilgus & Aqdas Haider. (2018) A Systematic Review of State-Level Social–Emotional Learning Standards: Implications for Practice and Research. School Psychology Review 47:3, pages 316-326.
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Marisha L. Humphries, Brittney V. Williams & Tanginia May. (2018) Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms. Journal of Applied School Psychology 34:2, pages 157-179.
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Maria S. Poulou. (2017) The Relation of Teachers’ Emotional Intelligence and Students’ Social Skills to Students’ Emotional and Behavioral Difficulties: A Study of Preschool Teachers’ Perceptions. Early Education and Development 28:8, pages 996-1010.
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Maria S. Poulou. (2017) An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties. International Journal of School & Educational Psychology 5:2, pages 126-136.
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Elizabeth Levine Brown, Katherine Phillippo, Susan Rodger & Karen J. Weston. (2017) Editorial. Advances in School Mental Health Promotion 10:1, pages 1-4.
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Articles from other publishers (15)
Ben Dyson, Yanhua Shen, Donal Howley & Seunghyun Baek. (2023) Social emotional learning matters: Interpreting educators’ perspectives at a high-needs rural elementary school. Frontiers in Education 8.
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Neslihan DURMUŞOĞLU SALTALI. (2022) Preschool teachers’ ability to manage problem behaviours in their classroom: can it be predicted by teacher self-efficacy and emotional literacy. Journal of Teacher Education and Lifelong Learning 4:1, pages 1-11.
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Yvonne Larrier, Monica Allen, Arline Edwards-Joseph, Geneva Fleming & Vanessa Kelleybrew. (2022) The RUMERTIME Process as a Protective Factor in School Attendance Problems. Continuity in Education 3:1, pages 41-57.
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Lurdes Veríssimo, Isabel Castro, Marisa Costa, Pedro Dias & Francisca Miranda. (2022) Socioemotional Skills Program with a Group of Socioeconomically Disadvantaged Young Adolescents: Impacts on Self-Concept and Emotional and Behavioral Problems. Children 9:5, pages 680.
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Ann P. Daunic, Nancy L. Corbett, Stephen W. Smith, James Algina, Daniel Poling, Megan Worth, Delaney Boss, Emily Crews & Jessica Vezzoli. (2021) Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders. Journal of School Psychology 86, pages 78-99.
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Minkie O. English, Rozanne Dioso-Lopez & Salika A. Lawrence. 2021. Handbook of Research on Supporting Social and Emotional Development Through Literacy Education. Handbook of Research on Supporting Social and Emotional Development Through Literacy Education
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June L. Preast, Nicky Bowman & Chad A. Rose. 2020. Accessibility and Diversity in Education. Accessibility and Diversity in Education
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Rahim Badri Gargari, Yosef Adib, Touraj Hashemi & Elham Erfani Adab. (2020) Comparing the Effectiveness of Social-Emotional Learning Curriculum of Strong Kids on Sense of Belonging to School among Primary School Children of Affluent and Deprived areas of Hamedan. Quarterly Journal of Child Mental Health 6:4, pages 179-193.
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Ilhan Ilter. (2018) Effects of the Instruction in Inferring Meanings From Context on the Comprehension of Middle School Students at Frustration Reading Level. Journal of Education 198:3, pages 225-239.
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Jessica Trach, Matthew Lee & Shelley Hymel. (2017) A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics. Journal of Emotional and Behavioral Disorders 26:1, pages 11-20.
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Karen Weston, Mary Ott & Susan Rodger. 2018. Handbook of School-Based Mental Health Promotion. Handbook of School-Based Mental Health Promotion
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June L. Preast, Nicky Bowman & Chad A. Rose. 2017. Handbook of Research on Classroom Diversity and Inclusive Education Practice. Handbook of Research on Classroom Diversity and Inclusive Education Practice
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Karen C. Stoiber & Maribeth Gettinger. 2016. Handbook of Response to Intervention. Handbook of Response to Intervention
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Kristy J. Finlon, Carroll E. Izard, Adina Seidenfeld, Stacy R. Johnson, Elizabeth Woodburn Cavadel, E. Stephanie Krauthamer Ewing & Judith K. Morgan. (2015) Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers. Development and Psychopathology 27:4pt1, pages 1353-1365.
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Karen Callan Stoiber & Maribeth Gettinger. (2011) Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. Psychology in the Schools 48:7, pages 686-706.
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