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Erik A. Ruzek
Erik A. Ruzek
Affiliated Faculty Member, University of Virginia
在 virginia.edu 的电子邮件经过验证 - 首页
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引用次数
引用次数
年份
Projecting the potential impact of COVID-19 school closures on academic achievement
M Kuhfeld, J Soland, B Tarasawa, A Johnson, E Ruzek, J Liu
Educational Researcher 49 (8), 549-565, 2020
16432020
How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence
EA Ruzek, CA Hafen, JP Allen, A Gregory, AY Mikami, RC Pianta
Learning and instruction 42, 95-103, 2016
7362016
Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics
TD Keys, G Farkas, MR Burchinal, GJ Duncan, DL Vandell, W Li, ...
Child development 84 (4), 1171-1190, 2013
3622013
Closing the racial discipline gap in classrooms by changing teacher practice
A Gregory, CA Hafen, E Ruzek, AY Mikami, JP Allen, RC Pianta
School psychology review 45 (2), 171-191, 2016
3242016
Learning during COVID-19: Initial Findings on Students' Reading and Math Achievement and Growth. Brief.
M Kuhfeld, B Tarasawa, A Johnson, E Ruzek, K Lewis
NWEA, 2020
2312020
What can student perception surveys tell us about teaching? Empirically testing the underlying structure of the tripod student perception survey
TLB Wallace, B Kelcey, E Ruzek
American Educational Research Journal 53 (6), 1834-1868, 2016
1982016
The influence of the high school classroom environment on learning as mediated by student engagement
DJ Shernoff, EA Ruzek, S Sinha
School psychology international 38 (2), 201-218, 2017
1712017
The quality of toddler child care and cognitive skills at 24 months: Propensity score analysis results from the ECLS-B
E Ruzek, M Burchinal, G Farkas, GJ Duncan
Early childhood research quarterly 29 (1), 12-21, 2014
1632014
Learning during COVID-19: Reading and math achievement in the 2020-21 school year
K Lewis, M Kuhfeld, E Ruzek, A McEachin
Center for School and Student Progress, 2021
1612021
Measuring effective teacher-student interactions from a student perspective: A multi-level analysis
JT Downer, M Stuhlman, J Schweig, JF Martínez, E Ruzek
The Journal of Early Adolescence 35 (5-6), 722-758, 2015
1542015
Perceptions of relatedness with classroom peers promote adolescents’ behavioral engagement and achievement in secondary school
AY Mikami, EA Ruzek, CA Hafen, A Gregory, JP Allen
Journal of youth and adolescence 46, 2341-2354, 2017
1212017
Paving the way: K-16 partnerships for higher education diversity and high school reform
T Domina, E Ruzek
Educational Policy 26 (2), 243-267, 2012
1132012
Using value-added models to measure teacher effects on students’ motivation and achievement
EA Ruzek, T Domina, AMM Conley, GJ Duncan, SA Karabenick
The Journal of Early Adolescence 35 (5-6), 852-882, 2015
1052015
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
RC Pianta, JE Whittaker, V Vitiello, E Ruzek, A Ansari, T Hofkens, ...
Journal of Applied Developmental Psychology 66, 101084, 2020
1032020
My teaching partner-secondary: A video-based coaching model
A Gregory, E Ruzek, CA Hafen, AY Mikami, JP Allen, RC Pianta
Theory into practice 56 (1), 38-45, 2017
952017
Focusing on teacher–student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions
CA Hafen, EA Ruzek, A Gregory, JP Allen, AY Mikami
International journal of behavioral development 39 (5), 426-431, 2015
892015
Preschool teachers’ emotional exhaustion in relation to classroom instruction and teacher-child interactions
A Ansari, RC Pianta, JV Whittaker, VE Vitiello, EA Ruzek
Early Education and Development 33 (1), 107-120, 2022
842022
The impact of COVID-19 on student achievement and what it may mean for educators
J Soland, M Kuhfeld, B Tarasawa, A Johnson, E Ruzek, J Liu
Brown Center Chalkboard, 2020
832020
Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate?
AC Lam, EA Ruzek, K Schenke, AMM Conley, SA Karabenick
Journal of Educational Psychology 107 (4), 1102, 2015
812015
Heterogeneity of student perceptions of the classroom climate: A latent profile approach
K Schenke, E Ruzek, AC Lam, SA Karabenick, JS Eccles
Learning Environments Research 20, 289-306, 2017
742017
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