| To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? SE Rimm-Kaufman, AE Baroody, RAA Larsen, TW Curby, T Abry Journal of educational psychology 107 (1), 170, 2015 | 359 | 2015 |
| Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial SE Rimm-Kaufman, RAA Larsen, AE Baroody, TW Curby, M Ko, ... American educational research journal 51 (3), 567-603, 2014 | 276 | 2014 |
| Teachers' mental health and perceptions of school climate across the transition from training to teaching L McLean, T Abry, M Taylor, M Jimenez, K Granger Teaching and Teacher Education 65, 230-240, 2017 | 144 | 2017 |
| Applying implementation science in early childhood programs and systems T Halle, A Metz, I Martinez-Beck Paul H. Brookes Publishing Company, 2013 | 140 | 2013 |
| The influence of fidelity of implementation on teacher–student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach T Abry, SE Rimm-Kaufman, RA Larsen, AJ Brewer Journal of School Psychology 51 (4), 437-453, 2013 | 133 | 2013 |
| Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? TW Curby, SE Rimm-Kaufman, T Abry Journal of school psychology 51 (5), 557-569, 2013 | 128 | 2013 |
| Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment T Abry, S Latham, D Bassok, J LoCasale-Crouch Early Childhood Research Quarterly 31, 78-88, 2015 | 125 | 2015 |
| Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients SE Abry, T., Hulleman, C. S., & Rimm-Kaufman American Journal of Evaluation, doi: 1098214014557009, 2014 | 122* | 2014 |
| Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality T Abry, SE Rimm-Kaufman, TW Curby Prevention Science, 1-11, 2016 | 93 | 2016 |
| Parents’ and teachers’ academic influences, behavioral engagement, and first-and fifth-grade achievement. CI Bryce, RH Bradley, T Abry, J Swanson, MS Thompson School Psychology 34 (5), 492, 2019 | 80 | 2019 |
| The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching M Taylor, L McLean, CI Bryce, T Abry, KL Granger Teaching and teacher education 86, 102910, 2019 | 73 | 2019 |
| Classroom-level adversity: Associations with children’s internalizing and externalizing behaviors across elementary school. T Abry, CI Bryce, J Swanson, RH Bradley, RA Fabes, RF Corwyn Developmental psychology 53 (3), 497, 2017 | 67 | 2017 |
| Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias LM Gaias, DE Gal, T Abry, M Taylor, KL Granger Journal of Applied Developmental Psychology 59, 5-15, 2018 | 65 | 2018 |
| Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach SB Wanless, SE Rimm-Kaufman, T Abry, RA Larsen, CL Patton Prevention Science 16, 1107-1116, 2015 | 51 | 2015 |
| Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade L McLean, T Abry, M Taylor, CMD Connor Journal of school psychology 69, 154-168, 2018 | 49 | 2018 |
| The Influence of Adverse Classroom and School Experiences on First Year Teachers' Mental Health and Career Optimism. L McLean, T Abry, M Taylor, LM Gaias Grantee Submission, 2020 | 48 | 2020 |
| Innovative methodologies to explore implementation: Whole-part-whole—Construct validity, measurement, and analytical issues for intervention fidelity assessment in education … CS Hulleman, SE Rimm-Kaufman, T Abry Paul H Brookes Publishing Co., 2013 | 32 | 2013 |
| First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning. T Abry, KL Granger, CI Bryce, M Taylor, J Swanson, RH Bradley School Psychology Quarterly 33 (4), 547, 2018 | 23 | 2018 |
| Teachers’ effortful control and student functioning: Mediating and moderating processes J Swanson, C Valiente, RH Bradley, K Lemery‐Chalfant, T Abry Social Development 25 (3), 623-645, 2016 | 19 | 2016 |
| Classroom practices observation measure T Abry, A Brewer, L Nathanson, B Sawyer, SE Rimm-Kaufman Unpublished measure, University of Virginia, Charlottesville, VA, 2010 | 19 | 2010 |
