受强制性开放获取政策约束的文章 - Elise Cappella了解详情
无法在其他位置公开访问的文章：11 篇
Bridging mental health and education in urban elementary schools: Participatory research to inform intervention development
E Cappella, DR Jackson, C Bilal, BK Hamre, C Soulé
School Psychology Review 40 (4), 486-508, 2011
强制性开放获取政策： US National Institutes of Health, US Institute of Education Sciences
Children's agreement on classroom social networks: cross-level predictors in urban elementary schools
E Cappella, JW Neal, N Sahu
Merrill-Palmer Quarterly (1982-), 285-313, 2012
强制性开放获取政策： US National Institutes of Health
Advancing intervention research in school psychology: Finding the balance between process and outcome for social and behavioral interventions
E Cappella, WM Reinke, KE Hoagwood
School Psychology Review 40 (4), 455-464, 2011
强制性开放获取政策： US National Institutes of Health
Aggression norms in the classroom social network: Contexts of aggressive behavior and social preference in middle childhood
DR Jackson, E Cappella, JW Neal
American journal of community psychology 56, 293-306, 2015
强制性开放获取政策： US National Institutes of Health, US Institute of Education Sciences
Conceptualizing academic norms in middle school: A social network perspective
MP McCormick, E Cappella
The Journal of Early Adolescence 35 (4), 441-466, 2015
强制性开放获取政策： US Institute of Education Sciences
Classwide efficacy of INSIGHTS: Observed teacher practices and student behaviors in kindergarten and first grade
E Cappella, EE O’Connor, MP McCormick, AR Turbeville, AJ Collins, ...
the elementary school journal 116 (2), 217-241, 2015
强制性开放获取政策： US Institute of Education Sciences
The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs
T Cramer, A Ganimian, P Morris, E Cappella
Journal of school psychology 88, 85-100, 2021
强制性开放获取政策： US Institute of Education Sciences
Non-academic self-concept among urban youth: Associations with academic success
RR Ogle, SL Frazier, K Nichols-Lopez, E Cappella, ...
School Mental Health 8, 278-291, 2016
强制性开放获取政策： US National Institutes of Health
Measuring and predicting teachers’ commitment to implementing evidence-based programs
T Cramer, E Cappella, P Morris, A Ganimian
Early Childhood Research Quarterly 64, 405-415, 2023
强制性开放获取政策： US Institute of Education Sciences
Advice networks in early childhood education: Predicting teachers’ workplace experiences over time
T Cramer, E Cappella, CC Raver
Early Childhood Research Quarterly 65, 129-138, 2023
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Strengthening Social Processes to Support Youth with Emotional and Behavioral Difficulties: An Ecological, Public Health Approach in Afterschool Programs
E Cappella, SL Frazier, EP Smith, SHJ Hwang
Handbook of Research on Emotional and Behavioral Disorders, 167-182, 2020
强制性开放获取政策： US National Institutes of Health, US Institute of Education Sciences
可在其他位置公开访问的文章：38 篇
Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms
BK Hamre, RC Pianta, JT Downer, J DeCoster, AJ Mashburn, SM Jones, ...
The elementary school journal 113 (4), 461-487, 2013
强制性开放获取政策： US National Institutes of Health
Teacher job stress and satisfaction in urban schools: Disentangling individual-, classroom-, and organizational-level influences
RR Ouellette, SL Frazier, ES Shernoff, E Cappella, TG Mehta, ...
Behavior therapy 49 (4), 494-508, 2018
强制性开放获取政策： US National Institutes of Health
Teacher–child relationships and academic achievement: A multilevel propensity score model approach
MP McCormick, EE O'Connor, E Cappella, SG McClowry
Journal of school psychology 51 (5), 611-624, 2013
强制性开放获取政策： US Institute of Education Sciences
Enhancing schools’ capacity to support children in poverty: An ecological model of school-based mental health services
E Cappella, SL Frazier, MS Atkins, SK Schoenwald, C Glisson
Administration and Policy in Mental Health and Mental Health Services …, 2008
强制性开放获取政策： US National Institutes of Health
Classroom peer relationships and behavioral engagement in elementary school: The role of social network equity
E Cappella, HY Kim, JW Neal, DR Jackson
American journal of community psychology 52, 367-379, 2013
强制性开放获取政策： US National Institutes of Health, US Institute of Education Sciences
Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.
E Cappella, BK Hamre, HY Kim, DB Henry, SL Frazier, MS Atkins, ...
Journal of consulting and clinical psychology 80 (4), 597, 2012
强制性开放获取政策： US National Institutes of Health
Social-emotional learning and academic achievement: Using causal methods to explore classroom-level mechanisms
MP McCormick, E Cappella, EE O’Connor, SG McClowry
Aera Open 1 (3), 2332858415603959, 2015
强制性开放获取政策： US Institute of Education Sciences
Parent involvement, emotional support, and behavior problems: An ecological approach
MP McCormick, E Cappella, EE O'Connor, SG McClowry
The Elementary School Journal 114 (2), 277-300, 2013
强制性开放获取政策： US Institute of Education Sciences
Schooling and children's mental health: Realigning resources to reduce disparities and advance public health
MS Atkins, E Cappella, ES Shernoff, TG Mehta, EL Gustafson
Annual Review of Clinical Psychology 13 (1), 123-147, 2017
强制性开放获取政策： US National Institutes of Health, US Institute of Education Sciences
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