Experts and Thought Leaders in Education

Brandon Reynante

I'm a PhD candidate in learning sciences at Stanford University. I create technologies and learning experiences that empower people to design and engineer sustainable futures.
Most Relevant Research Interests
Education
Other Research Interests (5)
General Engineering
Microbiology
Biomaterials
Bioengineering
Mechanics of Materials
About
Design thinking, community-engaged engineering, learning sciences, sustainable design, engineering education, systems thinking
Most Relevant Publications (2+)

6 total publications

Learning to design for social justice in community‐engaged engineering

Journal of Engineering Education / Dec 26, 2021

Reynante, B. (2021). Learning to design for social justice in community‐engaged engineering. Journal of Engineering Education, 111(2), 338–356. Portico. https://doi.org/10.1002/jee.20444

Exploring the Promises and Perils of Integrated STEM Through Disciplinary Practices and Epistemologies

Science & Education / Apr 18, 2020

Reynante, B. M., Selbach-Allen, M. E., & Pimentel, D. R. (2020). Exploring the Promises and Perils of Integrated STEM Through Disciplinary Practices and Epistemologies. Science & Education, 29(4), 785–803. https://doi.org/10.1007/s11191-020-00121-x

Elle Wang

San Francisco, California, United States of America
Lead Research Scientist at National AI Institute for Adult Learning and Online Education
Most Relevant Research Interests
Online learning
Education
Other Research Interests (11)
Intelligent technologies
Learning Analytics
MOOCs
Computer Science Applications
General Earth and Planetary Sciences
And 6 more
About
Ellen (Elle) Wang is a cognitive scientist with a focus on educational applications of artificial intelligence (AI). She is currently a lead research scientist at the National AI Institute for Adult Learning and Online Education and a staff research scientist at the Action Lab at Arizona State University. Wang received her PhD in Cognitive Science in Education from Columbia University in 2017. Her research focuses on how AI can be used to support and improve learning outcomes, with a particular focus on online and adult learners. She has developed and evaluated AI-based programs and systems for a variety of applications, including tutoring, intelligent course recommendation, and assessment. Wang’s work has been published in a variety of prestigious journals, including the Journal of Educational Psychology, the British Journal of Educational Technology, and the Journal of Experimental Psychology: Applied. She has also presented her work at numerous international conferences, including the Association for the Advancement of Artificial Intelligence (AAAI) and the International Conference on Intelligent Tutoring Systems (ITS).
Most Relevant Publications (5+)

26 total publications

Grit and Intention: Why Do Learners Complete MOOCs?

The International Review of Research in Open and Distributed Learning / Jul 11, 2018

Wang, Y., & Baker, R. (2018). Grit and Intention: Why Do Learners Complete MOOCs? The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3393

Grit and Intention: Why Do Learners Complete MOOCs?

The International Review of Research in Open and Distributed Learning / Jul 11, 2018

Wang, Y., & Baker, R. (2018). Grit and Intention: Why Do Learners Complete MOOCs? The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3393

A Longitudinal Study on Learner Career Advancement in MOOCs

Journal of Learning Analytics / Nov 18, 2014

Wang, Y., Paquette, L., & Baker, R. (2014). A Longitudinal Study on Learner Career Advancement in MOOCs. Journal of Learning Analytics, 1(3), 203–206. https://doi.org/10.18608/jla.2014.13.23

Editorial: Beyond Cognitive Ability

Journal of Learning Analytics / Apr 03, 2020

Joksimovic, S., Siemens, G., Wang, Y. E., San Pedro, M. O. Z., & Way, J. (2020). Editorial: Beyond Cognitive Ability. Journal of Learning Analytics, 7(1). https://doi.org/10.18608/jla.2020.71.1

What more do we need to know about the learning organization?

The Learning Organization / Jun 05, 2007

Ortenblad, A. (2007). What more do we need to know about the learning organization? The Learning Organization, 14(4). https://doi.org/10.1108/tlo.2007.11914daa.001

Jo Boaler

Palo Alto, California, United States of America
Professor of Mathematics Education, Stanford University
Most Relevant Research Interests
mathematics education
learning
Education
Developmental and Educational Psychology
Other Research Interests (32)
equity
gender
mindset
General Mathematics
Mathematics (miscellaneous)
And 27 more
About
Dr Jo Boaler is a Professor of Mathematics Education at Stanford University, and the co-founder of youcubed. Her PhD won the national award for educational research in the UK and her book: Experiencing School Mathematics won the ‘Outstanding Book of the Year’ award for education in Britain. She is an elected fellow of the Royal Society of Arts (Great Britain), and a former president of the International Organization for Women and Mathematics Education (IOWME). She is the recipient of a National Science Foundation ‘Early Career Award’ and the NCSM Kay Gilliland Equity Award (2014). She is the author of nine books and numerous research articles. Her latest book is Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching (2016), and is published by Wiley. She serves as an advisor to several Silicon Valley companies.
Most Relevant Publications (39+)

81 total publications

Mathematical mindsets: unleashing students’ potential through creative math, inspiring messages and innovative teaching

Research in Mathematics Education / Sep 01, 2016

Simms, V. (2016). Mathematical mindsets: unleashing students’ potential through creative math, inspiring messages and innovative teaching. Research in Mathematics Education, 18(3), 317–320. https://doi.org/10.1080/14794802.2016.1237374

Open and Closed Mathematics: Student Experiences and Understandings

Journal for Research in Mathematics Education / Jan 01, 1998

Boaler, J. (1998). Open and Closed Mathematics: Student Experiences and Understandings. Journal for Research in Mathematics Education, 29(1), 41–62. https://doi.org/10.5951/jresematheduc.29.1.0041

Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School

Teachers College Record: The Voice of Scholarship in Education / Mar 01, 2008

Boaler, J., & Staples, M. (2008). Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School. Teachers College Record: The Voice of Scholarship in Education, 110(3), 608–645. https://doi.org/10.1177/016146810811000302

Students' Experiences of Ability Grouping - disaffection, polarisation and the construction of failure

British Educational Research Journal / Dec 01, 2000

Boaler, J., Wiliam, D., & Brown, M. (2000). Students’ Experiences of Ability Grouping - disaffection, polarisation and the construction of failure. British Educational Research Journal, 26(5), 631–648. https://doi.org/10.1080/713651583

Learning from Teaching: Exploring the Relationship between Reform Curriculum and Equity

Journal for Research in Mathematics Education / Jul 01, 2002

Boaler, J. (2002). Learning from Teaching: Exploring the Relationship between Reform Curriculum and Equity. Journal for Research in Mathematics Education, 33(4), 239. https://doi.org/10.2307/749740

Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed‐ability approach

British Educational Research Journal / Apr 01, 2008

Boaler, J. (2008). Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed‐ability approach. British Educational Research Journal, 34(2), 167–194. https://doi.org/10.1080/01411920701532145

Encouraging the transfer of ?school? mathematics to the ?real world? through the integration of process and content, context and culture

Educational Studies in Mathematics / Dec 01, 1993

Boaler, J. (1993). Encouraging the transfer of ?school? mathematics to the ?real world? through the integration of process and content, context and culture. Educational Studies in Mathematics, 25(4), 341–373. https://doi.org/10.1007/bf01273906

The Elephant in the Classroom, by Jo Boaler

Mathematical Thinking and Learning / Jan 02, 2014

Duden, M. (2014). The Elephant in the Classroom, by Jo Boaler. Mathematical Thinking and Learning, 16(1), 80–83. https://doi.org/10.1080/10986065.2014.857870

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Educational Studies in Mathematics / Jan 01, 1999

Boaler, J. (1999). Educational Studies in Mathematics, 40(3), 259–281. https://doi.org/10.1023/a:1003880012282

Setting, Social Class and Survival of the Quickest

British Educational Research Journal / Dec 01, 1997

Boaler, J. (1997). Setting, Social Class and Survival of the Quickest. British Educational Research Journal, 23(5), 575–595. https://doi.org/10.1080/0141192970230503

How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement

Theory Into Practice / Feb 01, 2006

Boaler, J. (2006). How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement. Theory Into Practice, 45(1), 40–46. https://doi.org/10.1207/s15430421tip4501_6

Reclaiming School Mathematics: The girls fight back

Gender and Education / Sep 01, 1997

BOALER, J. (1997). Reclaiming School Mathematics: The girls fight back. Gender and Education, 9(3), 285–305. https://doi.org/10.1080/09540259721268

Mathematics from Another World: Traditional Communities and the Alienation of Learners

The Journal of Mathematical Behavior / Jun 01, 2000

Boaler, J. (2000). Mathematics from Another World: Traditional Communities and the Alienation of Learners. The Journal of Mathematical Behavior, 18(4), 379–397. https://doi.org/10.1016/s0732-3123(00)00026-2

When Do Girls Prefer Football to Fashion? An analysis of female underachievement in relation to ‘realistic’ mathematic contexts

British Educational Research Journal / Jan 01, 1994

Boaler, J. (1994). When Do Girls Prefer Football to Fashion? An analysis of female underachievement in relation to ‘realistic’ mathematic contexts. British Educational Research Journal, 20(5), 551–564. https://doi.org/10.1080/0141192940200504

When even the winners are losers: Evaluating the experiences of top set' students

Journal of Curriculum Studies / Mar 01, 1997

Boaler, J. (1997). When even the winners are losers: Evaluating the experiences of top set’ students. Journal of Curriculum Studies, 29(2), 165–182. https://doi.org/10.1080/002202797184116

Exploring Situated Insights into Research and Learning

Journal for Research in Mathematics Education / Jan 01, 2000

Boaler, J. (2000). Exploring Situated Insights into Research and Learning. Journal for Research in Mathematics Education, 31(1), 113. https://doi.org/10.2307/749822

Paying the Price for "Sugar and Spice": Shifting the Analytical Lens in Equity Research

Mathematical Thinking and Learning / Jul 01, 2002

Boaler, J. (2002). Paying the Price for “Sugar and Spice”: Shifting the Analytical Lens in Equity Research. Mathematical Thinking and Learning, 4(2–3), 127–144. https://doi.org/10.1207/s15327833mtl04023_3

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Educational Studies in Mathematics / Jan 01, 2002

Boaler, J. (2002). Educational Studies in Mathematics, 51(1/2), 3–21. https://doi.org/10.1023/a:1022468022549

Mathematical Modelling and New Theories of Learning

Teaching Mathematics and its Applications / Sep 01, 2001

Boaler, J. (2001). Mathematical Modelling and New Theories of Learning. Teaching Mathematics and Its Applications, 20(3), 121–128. https://doi.org/10.1093/teamat/20.3.121

When Learning No Longer Matters: Standardized Testing and the Creation of Inequality

Phi Delta Kappan / Mar 01, 2003

Boaler, J. (2003). When Learning No Longer Matters: Standardized Testing and the Creation of Inequality. Phi Delta Kappan, 84(7), 502–506. https://doi.org/10.1177/003172170308400706

Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

Education Sciences / Jul 04, 2018

Anderson, R., Boaler, J., & Dieckmann, J. (2018). Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach. Education Sciences, 8(3), 98. https://doi.org/10.3390/educsci8030098

Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impacton Adults' Lives

Journal for Research in Mathematics Education / Jan 01, 2017

Boaler, J., & Selling, S. K. (2017). Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impacton Adults’ Lives. Journal for Research in Mathematics Education, 48(1), 78–105. https://doi.org/10.5951/jresematheduc.48.1.0078

Urban Success: A Multidimensional Mathematics Approach with Equitable Outcomes

Phi Delta Kappan / Jan 01, 2006

Boaler, J. (2006). Urban Success: A Multidimensional Mathematics Approach with Equitable Outcomes. Phi Delta Kappan, 87(5), 364–369. https://doi.org/10.1177/003172170608700507

When Politics Took the Place of Inquiry: A Response to the National Mathematics Advisory Panel’s Review of Instructional Practices

Educational Researcher / Dec 01, 2008

Boaler, J. (2008). When Politics Took the Place of Inquiry: A Response to the National Mathematics Advisory Panel’s Review of Instructional Practices. Educational Researcher, 37(9), 588–594. https://doi.org/10.3102/0013189x08327998

Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide

Oxford Review of Education / Aug 01, 2011

Boaler, J., Altendorff, L., & Kent, G. (2011). Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide. Oxford Review of Education, 37(4), 457–484. https://doi.org/10.1080/03054985.2011.595551

Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course

Frontiers in Education / Apr 25, 2018

Boaler, J., Dieckmann, J. A., Pérez-Núñez, G., Sun, K. L., & Williams, C. (2018). Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00026

The many colors of algebra: The impact of equity focused teaching upon student learning and engagement

The Journal of Mathematical Behavior / Mar 01, 2016

Boaler, J., & Sengupta-Irving, T. (2016). The many colors of algebra: The impact of equity focused teaching upon student learning and engagement. The Journal of Mathematical Behavior, 41, 179–190. https://doi.org/10.1016/j.jmathb.2015.10.007

Learning to lose in the mathematics classroom: a critique of traditional schooling practices in the UK

International Journal of Qualitative Studies in Education / Jan 01, 1996

Boaler, J. (1996). Learning to lose in the mathematics classroom: a critique of traditional schooling practices in the UK. International Journal of Qualitative Studies in Education, 9(1), 17–33. https://doi.org/10.1080/0951839960090103

Designing mathematics classes to promote equity and engagement

The Journal of Mathematical Behavior / Mar 01, 2016

Boaler, J. (2016). Designing mathematics classes to promote equity and engagement. The Journal of Mathematical Behavior, 41, 172–178. https://doi.org/10.1016/j.jmathb.2015.01.002

Equity, empowerment and different ways of knowing

Mathematics Education Research Journal / Nov 01, 1997

Boaler, J. (1997). Equity, empowerment and different ways of knowing. Mathematics Education Research Journal, 9(3), 325–342. https://doi.org/10.1007/bf03217322

Mathematical equity — underachieving boys or sacrificial girls?

International Journal of Inclusive Education / Apr 01, 1998

Boaler, J. (1998). Mathematical equity — underachieving boys or sacrificial girls? International Journal of Inclusive Education, 2(2), 119–134. https://doi.org/10.1080/1360311980020203

Transposing reform pedagogy into new contexts: complex instruction in remote Australia

Mathematics Education Research Journal / Feb 06, 2013

Sullivan, P., Jorgensen, R., Boaler, J., & Lerman, S. (2013). Transposing reform pedagogy into new contexts: complex instruction in remote Australia. Mathematics Education Research Journal, 25(1), 173–184. https://doi.org/10.1007/s13394-013-0069-4

The derailing impact of content standards–an equity focused district held back by narrow mathematics

International Journal of Educational Research Open / Jan 01, 2020

LaMar, T., Leshin, M., & Boaler, J. (2020). The derailing impact of content standards–an equity focused district held back by narrow mathematics. International Journal of Educational Research Open, 1, 100015. https://doi.org/10.1016/j.ijedro.2020.100015

The importance and emergence of K-12 data science

Phi Delta Kappan / Aug 23, 2021

LaMar, T., & Boaler, J. (2021). The importance and emergence of K-12 data science. Phi Delta Kappan, 103(1), 49–53. https://doi.org/10.1177/00317217211043627

Comparing School Mathematics

The American Journal of Psychology / Jan 01, 2004

Brumbaugh, D., & Boaler, J. (2004). Comparing School Mathematics. The American Journal of Psychology, 117(3), 450. https://doi.org/10.2307/4149011

Towards better teaching: productive pedagogy as a framework for teacher education

Teaching and Teacher Education / May 01, 2004

Gore, J. M., Griffiths, T., & Ladwig, J. G. (2004). Towards better teaching: productive pedagogy as a framework for teacher education. Teaching and Teacher Education, 20(4), 375–387. https://doi.org/10.1016/j.tate.2004.02.010

The Transformative Impact of a Mathematical Mindset Experience Taught at Scale

Frontiers in Education / Dec 10, 2021

Boaler, J., Dieckmann, J. A., LaMar, T., Leshin, M., Selbach-Allen, M., & Pérez-Núñez, G. (2021). The Transformative Impact of a Mathematical Mindset Experience Taught at Scale. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.784393

Challenges for teacher education: the mismatch between beliefs and practice in remote Indigenous contexts

Asia-Pacific Journal of Teacher Education / Apr 20, 2010

Jorgensen (Zevenbergen), R., Grootenboer, P., Niesche, R., & Lerman, S. (2010). Challenges for teacher education: the mismatch between beliefs and practice in remote Indigenous contexts. Asia-Pacific Journal of Teacher Education, 38(2), 161–175. https://doi.org/10.1080/13598661003677580

Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching

Journal of Mathematics Teacher Education / Apr 01, 2006

Jaworski, B. (2006). Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching. Journal of Mathematics Teacher Education, 9(2), 187–211. https://doi.org/10.1007/s10857-005-1223-z

Kevin Parker

Comprehensive background in Computer Science, Information Systems, and IT with a PhD in MIS and a BA and MS in Computer Science. Extensive experience as an expert witness.
Most Relevant Research Interests
Education
Other Research Interests (4)
Library and Information Sciences
Information Systems and Management
Statistics, Probability and Uncertainty
Management Information Systems
About
Computer Science, Information Systems, Information Technology
Most Relevant Publications (2+)

11 total publications

Health informatics program design and outcomes: Learning from an early offering at a mid-level university

Education and Information Technologies / May 20, 2016

Parker, K. R., Srinivasan, S. S., Houghton, R. F., Kordzadeh, N., Bozan, K., Ottaway, T., & Davey, B. (2016). Health informatics program design and outcomes: Learning from an early offering at a mid-level university. Education and Information Technologies, 22(4), 1497–1513. https://doi.org/10.1007/s10639-016-9506-9

Selecting software tools for IS/IT curricula

Education and Information Technologies / Apr 20, 2010

Parker, K. R. (2010). Selecting software tools for IS/IT curricula. Education and Information Technologies, 15(4), 255–275. https://doi.org/10.1007/s10639-010-9126-8

Adrienne Lucas

Professsor and Department Chair of Economics, University of Delaware | Research Associate, NBER
Most Relevant Research Interests
Education
Other Research Interests (17)
Development/Education/Health Economist
General Economics, Econometrics and Finance
Public Administration
Sociology and Political Science
General Business, Management and Accounting
And 12 more
About
Adrienne Lucas is a professor of economics in the Alfred Lerner College of Business and Economics at the University of Delaware, a research associate of the National Bureau of Economic Research (NBER), a faculty affiliate of the Abdul Latif Jameel Poverty Action Lab (J-PAL), non-resident fellow at the Center for Global Development (CGD) and a research network member of Innovations for Poverty Action (IPA). She is a development economist specializing in the economics of education and disease. Her current research focuses on the importance of information in school choice decisions, using existing school system personnel and resources to increase student learning, and external validity across contexts. Lucas has published research on malaria, free primary education, HIV/AIDS, secondary school choice, the return to school quality, teacher incentives and improving early primary school literacy. Prior to joining the University of Delaware, she was an assistant professor of economics at Wellesley College. She received her Ph.D. and A.M. in economics from Brown University and her B.A. in economics from Wesleyan University. Watch Professor Lucas explain her work on the [intergenerational effects of HIV](https://www.youtube.com/watch?v=EBN9zwltOYQ), [improving student learning in existing schooling systems](https://vimeo.com/444330814) and the importance of [school leaders](https://www.youtube.com/watch?v=bSZNzRoS-Ms).
Most Relevant Publications (1+)

25 total publications

Effects of adult health interventions at scale on children’s schooling: Evidence from antiretroviral therapy in Zambia

Economics of Education Review / Oct 01, 2019

Lucas, A. M., Chidothe, M., & Wilson, N. L. (2019). Effects of adult health interventions at scale on children’s schooling: Evidence from antiretroviral therapy in Zambia. Economics of Education Review, 72, 107–120. https://doi.org/10.1016/j.econedurev.2019.04.006

Jim Samuel

Associate Professor at Rutgers University
Most Relevant Research Interests
Developmental and Educational Psychology
Other Research Interests (27)
Analytics
Artificial Intelligence
Informatics
Machine Learning
NLP NLU NLG Behavioral Finance
And 22 more
About
Jim Samuel is an Associate Professor of Practice and Executive Director of the Informatics Program at the Bloustein School. He is an information and artificial intelligence (AI) scientist, with significant industry experience in finance, technology, entrepreneurship and data analytics. Dr. Samuel’s primary research covers human intelligence and artificial intelligences interaction and information philosophy.  Dr. Samuel’s applied research focuses on the optimal use of big data and smart data driven AI applications, textual analytics, natural language processing and artificially intelligent public opinion informatics. His expertise extends to socioeconomic implications of AI, applied machine learning, social media analytics, AI education and AI bias. Dr. Samuel completed his Ph.D. from the Zicklin School of Business, Baruch College – City University of New York, and he also has M.Arch and M.B.A (International Finance) degrees.  Dr. Samuel has worked with large multinational financial services corporations, and advises businesses and organizations on data analytics and AI driven value creation strategies. He is passionate about research driven thought leadership in AI, information philosophy, analytics and informatics. 
Most Relevant Publications (1+)

44 total publications

Would you please like my tweet?! An artificially intelligent, generative probabilistic, and econometric based system design for popularity-driven tweet content generation

Decision Support Systems / May 01, 2021

Garvey, M. D., Samuel, J., & Pelaez, A. (2021). Would you please like my tweet?! An artificially intelligent, generative probabilistic, and econometric based system design for popularity-driven tweet content generation. Decision Support Systems, 144, 113497. https://doi.org/10.1016/j.dss.2021.113497

Laurence Steinberg

Distinguished Professor and Expert in Family, Adolescence, and Psychology
Most Relevant Research Interests
Developmental and Educational Psychology
Education
Other Research Interests (34)
Adolescence
History and Philosophy of Science
General Psychology
Pediatrics, Perinatology and Child Health
Psychiatry and Mental health
And 29 more
About
Adolescent development, parent-adolescent relationships, adolescent brain development, adolescent decision-making
Most Relevant Publications (65+)

99 total publications

Patterns of Competence and Adjustment among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families

Child Development / Oct 01, 1991

Lamborn, S. D., Mounts, N. S., Steinberg, L., & Dornbusch, S. M. (1991). Patterns of Competence and Adjustment among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families. Child Development, 62(5), 1049–1065. https://doi.org/10.1111/j.1467-8624.1991.tb01588.x

A social neuroscience perspective on adolescent risk-taking

Developmental Review / Mar 01, 2008

Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 28(1), 78–106. https://doi.org/10.1016/j.dr.2007.08.002

Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed

Child Development / Oct 01, 1992

Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266–1281. https://doi.org/10.1111/j.1467-8624.1992.tb01694.x

We Know Some Things: Parent-Adolescent Relationships in Retrospect and Prospect

Journal of Research on Adolescence / Mar 01, 2001

Steinberg, L. (2001). We Know Some Things: Parent-Adolescent Relationships in Retrospect and Prospect. Journal of Research on Adolescence, 11(1), 1–19. https://doi.org/10.1111/1532-7795.00001

The Role of the Family Context in the Development of Emotion Regulation

Social Development / May 01, 2007

Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The Role of the Family Context in the Development of Emotion Regulation. Social Development, 16(2), 361–388. https://doi.org/10.1111/j.1467-9507.2007.00389.x

Childhood Experience, Interpersonal Development, and Reproductive Strategy: An Evolutionary Theory of Socialization

Child Development / Aug 01, 1991

Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood Experience, Interpersonal Development, and Reproductive Strategy: An Evolutionary Theory of Socialization. Child Development, 62(4), 647–670. https://doi.org/10.1111/j.1467-8624.1991.tb01558.x

Peer Influence on Risk Taking, Risk Preference, and Risky Decision Making in Adolescence and Adulthood: An Experimental Study.

Developmental Psychology / Jan 01, 2005

Gardner, M., & Steinberg, L. (2005). Peer Influence on Risk Taking, Risk Preference, and Risky Decision Making in Adolescence and Adulthood: An Experimental Study. Developmental Psychology, 41(4), 625–635. https://doi.org/10.1037/0012-1649.41.4.625

The Vicissitudes of Autonomy in Early Adolescence

Child Development / Aug 01, 1986

Steinberg, L., & Silverberg, S. B. (1986). The Vicissitudes of Autonomy in Early Adolescence. Child Development, 57(4), 841. https://doi.org/10.2307/1130361

Negotiating Parent-Adolescent Conflict: A Behavioral-Family Systems Approach

Journal of the American Academy of Child & Adolescent Psychiatry / Mar 01, 1990

SARLES, R. M. (1990). Negotiating Parent-Adolescent Conflict: A Behavioral-Family Systems Approach. Journal of the American Academy of Child & Adolescent Psychiatry, 29(2), 322–323. https://doi.org/10.1097/00004583-199003000-00033

Over-Time Changes in Adjustment and Competence among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families

Child Development / Jun 01, 1994

Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S., & Dornbusch, S. M. (1994). Over-Time Changes in Adjustment and Competence among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families. Child Development, 65(3), 754–770. https://doi.org/10.1111/j.1467-8624.1994.tb00781.x

Beyond the Classroom: Why School Reform Has Failed and What Parents Can Do.

The Journal of Negro Education / Jan 01, 1996

Franklin, W., Steinberg, L., Brown, B. B., & Dornbusch, S. (1996). Beyond the Classroom: Why School Reform Has Failed and What Parents Can Do. The Journal of Negro Education, 65(3), 396. https://doi.org/10.2307/2967358

Authoritative Parenting, Psychosocial Maturity, and Academic Success among Adolescents

Child Development / Dec 01, 1989

Steinberg, L., Elmen, J. D., & Mounts, N. S. (1989). Authoritative Parenting, Psychosocial Maturity, and Academic Success among Adolescents. Child Development, 60(6), 1424. https://doi.org/10.2307/1130932

Age differences in resistance to peer influence.

Developmental Psychology / Nov 01, 2007

Steinberg, L., & Monahan, K. C. (2007). Age differences in resistance to peer influence. Developmental Psychology, 43(6), 1531–1543. https://doi.org/10.1037/0012-1649.43.6.1531

Age differences in sensation seeking and impulsivity as indexed by behavior and self-report: Evidence for a dual systems model.

Developmental Psychology / Jan 01, 2008

Steinberg, L., Albert, D., Cauffman, E., Banich, M., Graham, S., & Woolard, J. (2008). Age differences in sensation seeking and impulsivity as indexed by behavior and self-report: Evidence for a dual systems model. Developmental Psychology, 44(6), 1764–1778. https://doi.org/10.1037/a0012955

Adolescents' Emotion Regulation in Daily Life: Links to Depressive Symptoms and Problem Behavior

Child Development / Nov 01, 2003

Silk, J. S., Steinberg, L., & Morris, A. S. (2003). Adolescents’ Emotion Regulation in Daily Life: Links to Depressive Symptoms and Problem Behavior. Child Development, 74(6), 1869–1880. https://doi.org/10.1046/j.1467-8624.2003.00643.x

Parenting Practices and Peer Group Affiliation in Adolescence

Child Development / Apr 01, 1993

Brown, B. B., Mounts, N., Lamborn, S. D., & Steinberg, L. (1993). Parenting Practices and Peer Group Affiliation in Adolescence. Child Development, 64(2), 467–482. https://doi.org/10.1111/j.1467-8624.1993.tb02922.x

Age Differences in Future Orientation and Delay Discounting

Child Development / Jan 01, 2009

Steinberg, L., Graham, S., O’Brien, L., Woolard, J., Cauffman, E., & Banich, M. (2009). Age Differences in Future Orientation and Delay Discounting. Child Development, 80(1), 28–44. https://doi.org/10.1111/j.1467-8624.2008.01244.x

Peers increase adolescent risk taking by enhancing activity in the brain’s reward circuitry

Developmental Science / Dec 15, 2010

Chein, J., Albert, D., O’Brien, L., Uckert, K., & Steinberg, L. (2010). Peers increase adolescent risk taking by enhancing activity in the brain’s reward circuitry. Developmental Science, 14(2), F1–F10. https://doi.org/10.1111/j.1467-7687.2010.01035.x

A dual systems model of adolescent risk-taking

Developmental Psychobiology / Jan 01, 2010

Steinberg, L. (2010). A dual systems model of adolescent risk-taking. Developmental Psychobiology, n/a-n/a. https://doi.org/10.1002/dev.20445

When Teen-Agers Work, The Psychological and Social Costs of Adolescent Employment

NASSP Bulletin / Mar 01, 1987

Grossnickle, D. R. (1987). When Teen-Agers Work, The Psychological and Social Costs of Adolescent Employment. NASSP Bulletin, 71(497), 146–148. https://doi.org/10.1177/019263658707149726

Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development

Child Development / May 13, 2010

Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., & Vandergrift, N. (2010). Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development. Child Development, 81(3), 737–756. https://doi.org/10.1111/j.1467-8624.2010.01431.x

Laurence Steinberg: Age of Opportunity: Lessons from the New Science of Adolescence

Journal of Youth and Adolescence / Apr 02, 2015

Ebert, C. (2015). Laurence Steinberg: Age of Opportunity: Lessons from the New Science of Adolescence. Journal of Youth and Adolescence, 44(8), 1652–1655. https://doi.org/10.1007/s10964-015-0277-1

G.Koocher, J.O'Malley. The Damocles Syndrome: Psycho‐social Consequences of Surviving Childhood Cancer. New York: McGraw‐Hill. 1981, 218. £12·95

Journal of Adolescence / Jan 01, 1982

Lask, B. (1982). G.Koocher, J.O’Malley. The Damocles Syndrome: Psycho‐social Consequences of Surviving Childhood Cancer. New York: McGraw‐Hill. 1981, 218. £12·95. Journal of Adolescence, 5(2), 193–193. Portico. https://doi.org/10.1016/s0140-1971(82)80050-x

Parental Influences on Adolescent Problem Behavior: Revisiting Stattin and Kerr

Child Development / May 01, 2004

Fletcher, A. C., Steinberg, L., & Williams-Wheeler, M. (2004). Parental Influences on Adolescent Problem Behavior: Revisiting Stattin and Kerr. Child Development, 75(3), 781–796. https://doi.org/10.1111/j.1467-8624.2004.00706.x

Parenting Styles, Adolescents' Attributions, and Educational Outcomes in Nine Heterogeneous High Schools

Child Development / Dec 01, 1997

Glasgow, K. L., Dornbusch, S. M., Troyer, L., Steinberg, L., & Ritter, P. L. (1997). Parenting Styles, Adolescents’ Attributions, and Educational Outcomes in Nine Heterogeneous High Schools. Child Development, 68(3), 507–529. https://doi.org/10.1111/j.1467-8624.1997.tb01955.x

Impact of puberty on family relations: Effects of pubertal status and pubertal timing.

Developmental Psychology / May 01, 1987

Steinberg, L. (1987). Impact of puberty on family relations: Effects of pubertal status and pubertal timing. Developmental Psychology, 23(3), 451–460. https://doi.org/10.1037/0012-1649.23.3.451

The Effects of Day Care: A Critical Review

Child Development / Dec 01, 1978

Belsky, J., & Steinberg, L. D. (1978). The Effects of Day Care: A Critical Review. Child Development, 49(4), 929. https://doi.org/10.2307/1128732

Psychological Control and Autonomy Granting: Opposite Ends of a Continuum or Distinct Constructs?

Journal of Research on Adolescence / Mar 01, 2003

Silk, J. S. (2003). Psychological Control and Autonomy Granting: Opposite Ends of a Continuum or Distinct Constructs? Journal of Research on Adolescence, 13(1), 113–128. https://doi.org/10.1111/1532-7795.1301004

Transformations in family relations at puberty.

Developmental Psychology / Nov 01, 1981

Steinberg, L. D. (1981). Transformations in family relations at puberty. Developmental Psychology, 17(6), 833–840. https://doi.org/10.1037/0012-1649.17.6.833

Reciprocal relation between parent-child distance and pubertal maturation.

Developmental Psychology / Jan 01, 1988

Steinberg, L. (1988). Reciprocal relation between parent-child distance and pubertal maturation. Developmental Psychology, 24(1), 122–128. https://doi.org/10.1037/0012-1649.24.1.122

Relations between neighborhood factors, parenting behaviors, peer deviance, and delinquency among serious juvenile offenders.

Developmental Psychology / Jan 01, 2006

Chung, H. L., & Steinberg, L. (2006). Relations between neighborhood factors, parenting behaviors, peer deviance, and delinquency among serious juvenile offenders. Developmental Psychology, 42(2), 319–331. https://doi.org/10.1037/0012-1649.42.2.319

Age differences in affective decision making as indexed by performance on the Iowa Gambling Task.

Developmental Psychology / Jan 01, 2010

Cauffman, E., Shulman, E. P., Steinberg, L., Claus, E., Banich, M. T., Graham, S., & Woolard, J. (2010). Age differences in affective decision making as indexed by performance on the Iowa Gambling Task. Developmental Psychology, 46(1), 193–207. https://doi.org/10.1037/a0016128

An ecological analysis of peer influence on adolescent grade point average and drug use.

Developmental Psychology / Nov 01, 1995

Mounts, N. S., & Steinberg, L. (1995). An ecological analysis of peer influence on adolescent grade point average and drug use. Developmental Psychology, 31(6), 915–922. https://doi.org/10.1037/0012-1649.31.6.915

Affiliation with antisocial peers, susceptibility to peer influence, and antisocial behavior during the transition to adulthood.

Developmental Psychology / Nov 01, 2009

Monahan, K. C., Steinberg, L., & Cauffman, E. (2009). Affiliation with antisocial peers, susceptibility to peer influence, and antisocial behavior during the transition to adulthood. Developmental Psychology, 45(6), 1520–1530. https://doi.org/10.1037/a0017417

Single Parents, Stepparents, and the Susceptibility of Adolescents to Antisocial Peer Pressure

Child Development / Feb 01, 1987

Steinberg, L. (1987). Single Parents, Stepparents, and the Susceptibility of Adolescents to Antisocial Peer Pressure. Child Development, 58(1), 269. https://doi.org/10.2307/1130307

Theory and Research on Desistance from Antisocial Activity among Serious Adolescent Offenders

Youth Violence and Juvenile Justice / Jul 01, 2004

Mulvey, E. P., Steinberg, L., Fagan, J., Cauffman, E., Piquero, A. R., Chassin, L., Knight, G. P., Brame, R., Schubert, C. A., Hecker, T., & Losoya, S. H. (2004). Theory and Research on Desistance from Antisocial Activity among Serious Adolescent Offenders. Youth Violence and Juvenile Justice, 2(3), 213–236. https://doi.org/10.1177/1541204004265864

Negative correlates of part-time employment during adolescence: Replication and elaboration.

Developmental Psychology / Mar 01, 1991

Steinberg, L., & Dornbusch, S. M. (1991). Negative correlates of part-time employment during adolescence: Replication and elaboration. Developmental Psychology, 27(2), 304–313. https://doi.org/10.1037/0012-1649.27.2.304

Impact of Behavioral Inhibition and Parenting Style on Internalizing and Externalizing Problems from Early Childhood through Adolescence

Journal of Abnormal Child Psychology / Jun 12, 2009

Rankin Williams, L., Degnan, K. A., Perez-Edgar, K. E., Henderson, H. A., Rubin, K. H., Pine, D. S., Steinberg, L., & Fox, N. A. (2009). Impact of Behavioral Inhibition and Parenting Style on Internalizing and Externalizing Problems from Early Childhood through Adolescence. Journal of Abnormal Child Psychology, 37(8), 1063–1075. https://doi.org/10.1007/s10802-009-9331-3

Judgment and Decision Making in Adolescence

Journal of Research on Adolescence / Feb 15, 2011

Albert, D., & Steinberg, L. (2011). Judgment and Decision Making in Adolescence. Journal of Research on Adolescence, 21(1), 211–224. https://doi.org/10.1111/j.1532-7795.2010.00724.x

Ethnicity and Community Context as Moderators of the Relations between Family Decision Making and Adolescent Adjustment

Child Development / Apr 01, 1996

Lamborn, S. D., Dornbusch, S. M., & Steinberg, L. (1996). Ethnicity and Community Context as Moderators of the Relations between Family Decision Making and Adolescent Adjustment. Child Development, 67(2), 283–301. https://doi.org/10.1111/j.1467-8624.1996.tb01734.x

Patterns of Competence and Adjustment Among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Homes: A Replication in a Sample of Serious Juvenile Offenders

Journal of Research on Adolescence / Mar 01, 2006

Steinberg, L., Blatt-Eisengart, I., & Cauffman, E. (2006). Patterns of Competence and Adjustment Among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Homes: A Replication in a Sample of Serious Juvenile Offenders. Journal of Research on Adolescence, 16(1), 47–58. https://doi.org/10.1111/j.1532-7795.2006.00119.x

Latchkey children and susceptibility to peer pressure: An ecological analysis.

Developmental Psychology / Jul 01, 1986

Steinberg, L. (1986). Latchkey children and susceptibility to peer pressure: An ecological analysis. Developmental Psychology, 22(4), 433–439. https://doi.org/10.1037/0012-1649.22.4.433

Trajectories of antisocial behavior and psychosocial maturity from adolescence to young adulthood.

Developmental Psychology / Nov 01, 2009

Monahan, K. C., Steinberg, L., Cauffman, E., & Mulvey, E. P. (2009). Trajectories of antisocial behavior and psychosocial maturity from adolescence to young adulthood. Developmental Psychology, 45(6), 1654–1668. https://doi.org/10.1037/a0015862

Reentry of Young Offenders from the Justice System

Youth Violence and Juvenile Justice / Jan 01, 2004

Steinberg, L., Chung, H. L., & Little, M. (2004). Reentry of Young Offenders from the Justice System. Youth Violence and Juvenile Justice, 2(1), 21–38. https://doi.org/10.1177/1541204003260045

Dropping Out Among Language Minority Youth

Review of Educational Research / Mar 01, 1984

Steinberg, L., Blinde, P. L., & Chan, K. S. (1984). Dropping Out Among Language Minority Youth. Review of Educational Research, 54(1), 113–132. https://doi.org/10.3102/00346543054001113

Age and the Explanation of Crime, Revisited

Journal of Youth and Adolescence / Feb 15, 2013

Sweeten, G., Piquero, A. R., & Steinberg, L. (2013). Age and the Explanation of Crime, Revisited. Journal of Youth and Adolescence, 42(6), 921–938. https://doi.org/10.1007/s10964-013-9926-4

Negative impact of part-time work on adolescent adjustment: Evidence from a longitudinal study.

Developmental Psychology / Mar 01, 1993

Steinberg, L., Fegley, S., & Dornbusch, S. M. (1993). Negative impact of part-time work on adolescent adjustment: Evidence from a longitudinal study. Developmental Psychology, 29(2), 171–180. https://doi.org/10.1037/0012-1649.29.2.171

Emotional Autonomy Redux: Revisiting Ryan and Lynch

Child Development / Apr 01, 1993

Lamborn, S. D., & Steinberg, L. (1993). Emotional Autonomy Redux: Revisiting Ryan and Lynch. Child Development, 64(2), 483–499. https://doi.org/10.1111/j.1467-8624.1993.tb02923.x

Examining the Black-White Achievement Gap Among Low-Income Children Using the NICHD Study of Early Child Care and Youth Development

Child Development / Jul 25, 2011

Burchinal, M., McCartney, K., Steinberg, L., Crosnoe, R., Friedman, S. L., McLoyd, V., & Pianta, R. (2011). Examining the Black-White Achievement Gap Among Low-Income Children Using the NICHD Study of Early Child Care and Youth Development. Child Development, 82(5), 1404–1420. https://doi.org/10.1111/j.1467-8624.2011.01620.x

Evolution and Revolution in Child Psychiatry: ADHD as a Disorder of Adaptation

Journal of the American Academy of Child & Adolescent Psychiatry / Dec 01, 1997

JENSEN, P. S., MRAZEK, D., KNAPP, P. K., STEINBERG, L., PFEFFER, C., SCHOWALTER, J., & SHAPIRO, T. (1997). Evolution and Revolution in Child Psychiatry: ADHD as a Disorder of Adaptation. Journal of the American Academy of Child & Adolescent Psychiatry, 36(12), 1672–1681. https://doi.org/10.1097/00004583-199712000-00015

Economic Antecedents of Child Abuse and Neglect

Child Development / Sep 01, 1981

Steinberg, L. D., Catalano, R., & Dooley, D. (1981). Economic Antecedents of Child Abuse and Neglect. Child Development, 52(3), 975. https://doi.org/10.2307/1129102

A behavioral scientist looks at the science of adolescent brain development

Brain and Cognition / Feb 01, 2010

Steinberg, L. (2010). A behavioral scientist looks at the science of adolescent brain development. Brain and Cognition, 72(1), 160–164. https://doi.org/10.1016/j.bandc.2009.11.003

The developmental pattern of resistance to peer influence in adolescence: Will the teenager ever be able to resist?

Journal of Adolescence / Nov 06, 2008

Sumter, S. R., Bokhorst, C. L., Steinberg, L., & Westenberg, P. M. (2008). The developmental pattern of resistance to peer influence in adolescence: Will the teenager ever be able to resist? Journal of Adolescence, 32(4), 1009–1021. Portico. https://doi.org/10.1016/j.adolescence.2008.08.010

Trajectories of desistance and continuity in antisocial behavior following court adjudication among serious adolescent offenders

Development and Psychopathology / Apr 28, 2010

Mulvey, E. P., Steinberg, L., Piquero, A. R., Besana, M., Fagan, J., Schubert, C., & Cauffman, E. (2010). Trajectories of desistance and continuity in antisocial behavior following court adjudication among serious adolescent offenders. Development and Psychopathology, 22(2), 453–475. https://doi.org/10.1017/s0954579410000179

Operational Lessons from the Pathways to Desistance Project

Youth Violence and Juvenile Justice / Jul 01, 2004

Schubert, C. A., Mulvey, E. P., Steinberg, L., Cauffman, E., Losoya, S. H., Hecker, T., Chassin, L., & Knight, G. P. (2004). Operational Lessons from the Pathways to Desistance Project. Youth Violence and Juvenile Justice, 2(3), 237–255. https://doi.org/10.1177/1541204004265875

The company they keep: Relation of adolescents' adjustment and behavior to their friends' perceptions of authoritative parenting in the social network.

Developmental Psychology / Mar 01, 1995

Fletcher, A. C., Darling, N. E., Steinberg, L., & Dornbusch, S. (1995). The company they keep: Relation of adolescents’ adjustment and behavior to their friends’ perceptions of authoritative parenting in the social network. Developmental Psychology, 31(2), 300–310. https://doi.org/10.1037/0012-1649.31.2.300

Family Rearing Antecedents of Pubertal Timing

Child Development / Jul 01, 2007

Belsky, J., Steinberg, L. D., Houts, R. M., Friedman, S. L., DeHart, G., Cauffman, E., Roisman, G. I., Halpern-Felsher, B. L., & Susman, E. (2007). Family Rearing Antecedents of Pubertal Timing. Child Development, 78(4), 1302–1321. https://doi.org/10.1111/j.1467-8624.2007.01067.x

Community Influences on the Relation of Family Statuses to Adolescent School Performance: Differences between African Americans and Non-Hispanic Whites

American Journal of Education / Aug 01, 1991

Dornbusch, S. M., Ritter, P. L., & Steinberg, L. (1991). Community Influences on the Relation of Family Statuses to Adolescent School Performance: Differences between African Americans and Non-Hispanic Whites. American Journal of Education, 99(4), 543–567. https://doi.org/10.1086/443997

Around the world, adolescence is a time of heightened sensation seeking and immature self-regulation

Developmental Science / Feb 01, 2017

Steinberg, L., Icenogle, G., Shulman, E. P., Breiner, K., Chein, J., Bacchini, D., Chang, L., Chaudhary, N., Giunta, L. D., Dodge, K. A., Fanti, K. A., Lansford, J. E., Malone, P. S., Oburu, P., Pastorelli, C., Skinner, A. T., Sorbring, E., Tapanya, S., Tirado, L. M. U., … Takash, H. M. S. (2017). Around the world, adolescence is a time of heightened sensation seeking and immature self-regulation. Developmental Science, 21(2), e12532. Portico. https://doi.org/10.1111/desc.12532

The influence of mother–child emotion regulation strategies on children's expression of anger and sadness.

Developmental Psychology / Jan 01, 2011

Morris, A. S., Silk, J. S., Morris, M. D. S., Steinberg, L., Aucoin, K. J., & Keyes, A. W. (2011). The influence of mother–child emotion regulation strategies on children’s expression of anger and sadness. Developmental Psychology, 47(1), 213–225. https://doi.org/10.1037/a0021021

Homophily of internalized distress in adolescent peer groups.

Developmental Psychology / Nov 01, 1995

Hogue, A., & Steinberg, L. (1995). Homophily of internalized distress in adolescent peer groups. Developmental Psychology, 31(6), 897–906. https://doi.org/10.1037/0012-1649.31.6.897

Adolescent autonomy, parent-adolescent conflict, and parental well-being

Journal of Youth and Adolescence / Jun 01, 1987

Silverberg, S. B., & Steinberg, L. (1987). Adolescent autonomy, parent-adolescent conflict, and parental well-being. Journal of Youth and Adolescence, 16(3), 293–312. https://doi.org/10.1007/bf02139096

Patterns of family interaction as a function of age, the onset of puberty, and formal thinking.

Developmental Psychology / Nov 01, 1978

Steinberg, L. D., & Hill, J. P. (1978). Patterns of family interaction as a function of age, the onset of puberty, and formal thinking. Developmental Psychology, 14(6), 683–684. https://doi.org/10.1037/0012-1649.14.6.683

Social context in developmental psychopathology: Recommendations for future research from the MacArthur Network on Psychopathology and Development

Development and Psychopathology / Jun 01, 1998

BOYCE, W. T., FRANK, E., JENSEN, P. S., KESSLER, R. C., NELSON, C. A., & STEINBERG, L. (1998). Social context in developmental psychopathology: Recommendations for future research from the MacArthur Network on Psychopathology and Development. Development and Psychopathology, 10(2), 143–164. https://doi.org/10.1017/s0954579498001552

The development of reproductive strategy in females: Early maternal harshness → earlier menarche → increased sexual risk taking.

Developmental Psychology / Jan 01, 2010

Belsky, J., Steinberg, L., Houts, R. M., & Halpern-Felsher, B. L. (2010). The development of reproductive strategy in females: Early maternal harshness → earlier menarche → increased sexual risk taking. Developmental Psychology, 46(1), 120–128. https://doi.org/10.1037/a0015549

Edoardo Airoldi

Professor of Statistics & Data Science Temple University & PI, Harvard University
Most Relevant Research Interests
Developmental and Educational Psychology
Other Research Interests (55)
Statistics
Causal Inference
Network Science
Cell Biology
Molecular Biology
And 50 more
About
Edoardo Airoldi is a Professor in the Department of Machine Learning at Temple University. He is also the Director of the Center for Machine Learning and Health. He is a world-renowned expert in the fields of machine learning and artificial intelligence, with a focus on applications to health. Airoldi is a member of the prestigious Association for the Advancement of Artificial Intelligence (AAAI) and the International Machine Learning Society (IMLS). He has published over 200 papers in leading journals and conferences, and his work has been covered by various media outlets including The New York Times, The Wall Street Journal, The Economist, and Wired.
Most Relevant Publications (2+)

106 total publications

Network sampling and classification: An investigation of network model representations

Decision Support Systems / Jun 01, 2011

Airoldi, E. M., Bai, X., & Carley, K. M. (2011). Network sampling and classification: An investigation of network model representations. Decision Support Systems, 51(3), 506–518. https://doi.org/10.1016/j.dss.2011.02.014

An entropy approach to disclosure risk assessment: Lessons from real applications and simulated domains

Decision Support Systems / Apr 01, 2011

Airoldi, E. M., Bai, X., & Malin, B. A. (2011). An entropy approach to disclosure risk assessment: Lessons from real applications and simulated domains. Decision Support Systems, 51(1), 10–20. https://doi.org/10.1016/j.dss.2010.11.014

YingFei Héliot

Guildford
Faith identity and working in the NHS
Most Relevant Research Interests
Education
Other Research Interests (15)
Management of Technology and Innovation
Organizational Behavior and Human Resource Management
Strategy and Management
Applied Psychology
General Decision Sciences
And 10 more
About
I am Senior Lecturer in Organisational Behaviour at University of Surrey in the UK. My research is focused on identity and its impact on wellbeing in people’s working lives; impact of multiple social identities on well-being and performance; social identity dynamics in leadership; role of identity in knowledge sharing behaviour; and evidence-based management. My wide variety of experience derived not only from academia but also from industry: voluntary work with non-governmental organisations in Africa and Europe, head of sales and marketing in Asia, business consultant in the UK and project lead in establishing University partnership between University of Surrey and Dongbei University of Finance and Economics, China. I am currently leading and researching a number of impactful and exciting projects, such as religious identity and working for the NHS, identity conflict and complementarity in a wide range of organisations (banking, law, education, business, and healthcare) and leadership in church organisations in the UK and the USA.
Most Relevant Publications (3+)

19 total publications

Understanding social learning relations of international students in a large classroom using social network analysis

Higher Education / Feb 11, 2013

Rienties, B., Héliot, Y., & Jindal-Snape, D. (2013). Understanding social learning relations of international students in a large classroom using social network analysis. Higher Education, 66(4), 489–504. https://doi.org/10.1007/s10734-013-9617-9

Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study

Studies in Higher Education / Jun 01, 2016

Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education, 43(3), 437–451. https://doi.org/10.1080/03075079.2016.1174986

Developing learning relationships in intercultural and multi-disciplinary environments: a mixed method investigation of management students’ experiences

Studies in Higher Education / Apr 30, 2019

Héliot, Y., Mittelmeier, J., & Rienties, B. (2019). Developing learning relationships in intercultural and multi-disciplinary environments: a mixed method investigation of management students’ experiences. Studies in Higher Education, 45(11), 2356–2370. https://doi.org/10.1080/03075079.2019.1610865

Keith Edwards

Minneapolis, Minnesota, United States of America
Leaders and organizations turn to Keith as an authentic educator, trusted leader, and unconventional scholar helping them advance leadership, learning, and equity.
Most Relevant Research Interests
Other Research Interests (0)
About
Keith helps organizations review and align their learning and development, particularly around equity and inclusion, to foster learning, advance organizational goals, and create shared language to foster development beyond the training and development direct engagement. Keith is a trusted subject matter expert (SME) on equity, learning, and leadership, having worked with more than 300 organizations. He is the author of three books and his research and writing have received national awards. His TEDx Talk has been viewed around the world. Keith is also generous and easy to work with - "We talk all the time about how we wish all our SMEs were as easy to work with as you."
Most Relevant Publications (3+)

5 total publications

Becoming a Man: A Longitudinal Study of Men's Gender Identity Development

Journal of College Student Development / Mar 01, 2022

Edwards, K. E. (2022). Becoming a Man: A Longitudinal Study of Men’s Gender Identity Development. Journal of College Student Development, 63(2), 185–199. https://doi.org/10.1353/csd.2022.0014

College Men's Experiences as Men: Findings and Implications from Two Grounded Theory Studies

Journal of Student Affairs Research and Practice / Jan 01, 2010

Harris, F., & Edwards, K. E. (2010). College Men’s Experiences as Men: Findings and Implications from Two Grounded Theory Studies. Journal of Student Affairs Research and Practice, 47(1), 43–62. https://doi.org/10.2202/1949-6605.6085

“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development

Journal of College Student Development / Jan 01, 2009

Edwards, K. E., & Jones, S. R. (2009). “Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development. Journal of College Student Development, 50(2), 210–228. https://doi.org/10.1353/csd.0.0063

Susan Gordon

Lafayette, Indiana, United States of America
Associate Professor at the School of Hospitality & Tourism Management at Purdue University
Most Relevant Research Interests
Education
Other Research Interests (7)
Food Science
Strategy and Management
Tourism, Leisure and Hospitality Management
Transportation
Development
And 2 more
About
Dr. Susan Gordon is an Associate Professor in the School of Hospitality & Tourism Management at Purdue University, where she received her Ph.D. in Hospitality & Tourism Management in August 2014. Dr. Gordon also holds a Masters in Business Administration from Boston University, received May 2006, and a Bachelor of Science in Hospitality Administration from the University of Massachusetts at Amherst, received May 1996. Prior to her faculty appointment at Purdue University, Dr. Gordon was an Assistant Professor in the College of Hospitality & Tourism Leadership at the University of South Florida Sarasota-Manatee. Dr. Gordon has over ten years of hospitality industry experience. Most recently, she was the Human Resources Manager for an 800-room hotel with Starwood Hotels & Resorts in Boston, MA. Dr. Gordon has also worked for Walt Disney World in Orlando, FL where she was a Labor Manager responsible for the scheduling, payroll, and personnel management processes for a 1900-room resort, the WDW resort call center, and the WDW catering line of business. Prior to that position, she held the positions of Front Desk Manager, Bell Services Manager, and Housekeeping Manager for four different Disney resorts. Dr. Gordon’s research area is primarily human resources and she is particularly interested in employee wellbeing and perceived supervisor support. Dr. Gordon also conducts research in lodging operations. Her work has been published in several hospitality journals including the International Journal of Contemporary Hospitality Management, International Journal of Hospitality Administration, Journal of Human Resources in Hospitality & Tourism, Tourism Analysis, and the Journal of Foodservice Business Research.
Most Relevant Publications (1+)

14 total publications

“Why Haven’t We Worked Together?”: Facilitating Collaborations at the ICHRIE Conference

Journal of Hospitality & Tourism Research / Mar 19, 2021

Parikh, A., & Gordon, S. (2021). “Why Haven’t We Worked Together?”: Facilitating Collaborations at the ICHRIE Conference. Journal of Hospitality & Tourism Research, 45(5), 954–956. https://doi.org/10.1177/10963480211000829

Stefan Groschl

Paris
Full-time Research Professor in the Department of Management at the ESSEC Business School, Paris-Singapore.
Most Relevant Research Interests
Education
Other Research Interests (1)
Business, Management and Accounting (miscellaneous)
About
I am a Professor in the Department of Management and the Co-founder of the Chair of Leadership and Diversity at the ESSEC Business, Paris-Singapore. My previous full-time academic posts include assignments in Canada and the UK. For ESSEC I have been teaching in a wide range of graduate and executive management programs in France and Germany. Much of my expertise and interests are in areas of responsible leadership, diversity management, international human resources management, and organizational behavior. I have shared my experiences in a wide range of academic and public arenas, and I have published several books on responsible leadership, diversity management, and international human resources management related aspects. My research has also been published in numerous book chapters and articles in both the international trade and academic press. My teaching assignments have brought me to a wide range of academic institutions in Mexico, Taiwan, Spain, New Zealand, Germany, Bahrain, Peru, Panama, Canada, USA and Cambodia. I am an editorial board member and reviewer for numerous international academic management journals. I have served as a member of the Observatoire de la diversité et de la parité at the French Interior Ministry, and I have developed and conducted company training programs for firms in France and internationally.
Most Relevant Publications (1+)

4 total publications

Transdisciplinarity applied to management education: A case study

Journal of Education for Business / Oct 08, 2019

Gröschl, S., & Pavie, X. (2019). Transdisciplinarity applied to management education: A case study. Journal of Education for Business, 95(7), 451–457. https://doi.org/10.1080/08832323.2019.1671781

Thomas O'Neill

Alberta, Alberta, Canada
Industrial and Organizational Psychologist
Most Relevant Research Interests
Developmental and Educational Psychology
Other Research Interests (13)
General Decision Sciences
General Medicine
Communication
Organizational Behavior and Human Resource Management
Applied Psychology
And 8 more
About
Tom is a global research leader in the areas of high-performance teamwork, virtual team and leader effectiveness, flexible remote and hybrid work, human-autonomy teaming, conflict and conflict management, personality, and assessment. His research funding exceeds $6M and he currently leads a lab team of 15, which includes doctoral, post-doctoral, and masters candidates, as well as undergraduate students and staff members. Tom has published over 70 peer-reviewed journal articles in outlets such as Journal of Applied Psychology, Journal of Management, Academy of Management Learning and Education, Organizational Research Methods, Computers in Human Behavior, and Human Resource Management Review, and he has worked extensively to translate the science of high-performance teamwork and flexible remote work into practice through consultations, workshops, public lectures, training, software development, and other services.
Most Relevant Publications (8+)

56 total publications

Introducing a scalable peer feedback system for learning teams

Assessment & Evaluation in Higher Education / Nov 22, 2018

O’Neill, T., Larson, N., Smith, J., Donia, M., Deng, C., Rosehart, W., & Brennan, R. (2018). Introducing a scalable peer feedback system for learning teams. Assessment & Evaluation in Higher Education, 44(6), 848–862. https://doi.org/10.1080/02602938.2018.1526256

Validity evidence for programmatic assessment in competency-based education

Perspectives on Medical Education / Nov 14, 2018

Bok, H. G. J., de Jong, L. H., O’Neill, T., Maxey, C., & Hecker, K. G. (2018). Validity evidence for programmatic assessment in competency-based education. Perspectives on Medical Education, 7(6), 362–372. https://doi.org/10.1007/s40037-018-0481-2

Getting with the times: a narrative review of the literature on group decision making in virtual environments and implications for promotions committees

Perspectives on Medical Education / May 24, 2018

Acai, A., Sonnadara, R. R., & O’Neill, T. A. (2018). Getting with the times: a narrative review of the literature on group decision making in virtual environments and implications for promotions committees. Perspectives on Medical Education, 7(3), 147–155. https://doi.org/10.1007/s40037-018-0434-9

Team dynamics feedback for post-secondary student learning teams

Assessment & Evaluation in Higher Education / Oct 04, 2017

O’Neill, T. A., Deacon, A., Gibbard, K., Larson, N., Hoffart, G., Smith, J., & Donia, B. L. M. (2017). Team dynamics feedback for post-secondary student learning teams. Assessment & Evaluation in Higher Education, 43(4), 571–585. https://doi.org/10.1080/02602938.2017.1380161

The longitudinal effects of peer feedback in the development and transfer of student teamwork skills

Learning and Individual Differences / Jan 01, 2018

Donia, M. B. L., O’Neill, T. A., & Brutus, S. (2018). The longitudinal effects of peer feedback in the development and transfer of student teamwork skills. Learning and Individual Differences, 61, 87–98. https://doi.org/10.1016/j.lindif.2017.11.012

Constructive Controversy and Reflexivity Training Promotes Effective Conflict Profiles and Team Functioning in Student Learning Teams

Academy of Management Learning & Education / Jun 01, 2017

O’Neill, T. A., Hoffart, G. C., McLarnon, M. M. J. W., Woodley, H. J., Eggermont, M., Rosehart, W., & Brennan, R. (2017). Constructive Controversy and Reflexivity Training Promotes Effective Conflict Profiles and Team Functioning in Student Learning Teams. Academy of Management Learning & Education, 16(2), 257–276. https://doi.org/10.5465/amle.2015.0183

Life-long learning, conscientious disposition, and longitudinal measures of academic engagement in engineering design teamwork

Learning and Individual Differences / Apr 01, 2015

O’Neill, T. A., Deacon, A., Larson, N. L., Hoffart, G. C., Brennan, R. W., Eggermont, M., & Rosehart, W. (2015). Life-long learning, conscientious disposition, and longitudinal measures of academic engagement in engineering design teamwork. Learning and Individual Differences, 39, 124–131. https://doi.org/10.1016/j.lindif.2015.03.022

Current misuses of multiple regression for investigating bivariate hypotheses: an example from the organizational domain

Behavior Research Methods / Oct 19, 2013

O’Neill, T. A., McLarnon, M. J. W., Schneider, T. J., & Gardner, R. C. (2013). Current misuses of multiple regression for investigating bivariate hypotheses: an example from the organizational domain. Behavior Research Methods, 46(3), 798–807. https://doi.org/10.3758/s13428-013-0407-1

Christos Makridis

Nashville, TN
Web3 and Labor Economist in Academia, Entrepreneurship, and Policy
Most Relevant Research Interests
Education
Other Research Interests (20)
Finance
Economics and Econometrics
Accounting
Pharmacology (medical)
Law
And 15 more
About
Christos A. Makridis holds academic appointments at Columbia Business School, Stanford University, Baylor University, University of Nicosia, and Arizona State University. He is also an adjunct scholar at the Manhattan Institute, senior adviser at Gallup, and senior adviser at the National AI Institute in the Department of Veterans Affairs. Christos is the CEO/co-founder of [Dainamic](https://www.dainamic.ai/), a technology startup working to democratize the use and application of data science and AI techniques for small and mid sized organizations, and CTO/co-founder of [Living Opera](https://www.livingopera.org/), a web3 startup working to bridge classical music and blockchain technologies. Christos previously served on the White House Council of Economic Advisers managing the cybersecurity, technology, and space activities, as a Non-resident Fellow at the Cyber Security Project in the Harvard Kennedy School of Government, as a Digital Fellow at the Initiative at the Digital Economy in the MIT Sloan School of Management, a a Non-resident Research Scientist at Datacamp, and as a Visiting Fellow at the Foundation for Defense of Democracies. Christos’ primary academic research focuses on labor economics, the digital economy, and personal finance and well-being. He has published over 70 peer-reviewed research papers in academic journals and over 170 news articles in the press. Christos earned a Bachelor’s in Economics and Minor in Mathematics at Arizona State University, as well a dual Masters and PhDs in Economics and Management Science & Engineering at Stanford University.
Most Relevant Publications (1+)

25 total publications

The impact of COVID-19 on the U.S. child care market: Evidence from stay-at-home orders

Economics of Education Review / Jun 01, 2021

Ali, U., Herbst, C. M., & Makridis, C. A. (2021). The impact of COVID-19 on the U.S. child care market: Evidence from stay-at-home orders. Economics of Education Review, 82, 102094. https://doi.org/10.1016/j.econedurev.2021.102094

Chandra Orrill

Fall River, MA, Massachusetts, United States of America
I am a mathematics educator interested in elementary and middle school who also does research on computational thinking.
Most Relevant Research Interests
Education
Developmental and Educational Psychology
Other Research Interests (0)
About
My work is primarily focused on how teachers learn about and understand the content they teach. My work has been primarily with upper elementary and middle school teachers in the areas of mathematics and computational thinking. I got into this field because of my interest in educational technology and in school reform. My work has focused on investigating how teachers understand the content they teach, how to design effective professional development to support them, and how to assess their learning. All of this is with an eye toward how students learn and how we can build better schools to support learning. I am also a certified running coach (UESCA) and personal trainer (NASM) with a particular interest in women's physiology as it relates to running -- particularly in the menopausal and perimenopausal phases. I am interested in working on projects that are focused on improving education - particularly math education, but also education more broadly. I am also interested in projects that relate to my interest in women running.
Most Relevant Publications (16+)

20 total publications

High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment

Educational Studies in Mathematics / Apr 04, 2022

Nagar, G. G., Hegedus, S., & Orrill, C. H. (2022). High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment. Educational Studies in Mathematics, 111(1), 127–145. https://doi.org/10.1007/s10649-022-10144-6

Exploring differences in practicing teachers’ knowledge use in a dynamic and static proportional task

Mathematics Education Research Journal / Sep 12, 2020

Brown, R. E., Orrill, C. H., & Park, J. (2020). Exploring differences in practicing teachers’ knowledge use in a dynamic and static proportional task. Mathematics Education Research Journal, 34(2), 419–436. https://doi.org/10.1007/s13394-020-00350-x

Teachers’ abilities to make sense of variable parts reasoning

Mathematical Thinking and Learning / Jul 17, 2020

Orrill, C. H., & Millett, J. E. (2020). Teachers’ abilities to make sense of variable parts reasoning. Mathematical Thinking and Learning, 23(3), 254–270. https://doi.org/10.1080/10986065.2020.1795567

Framing a robust understanding of proportional reasoning for teachers

Journal of Mathematics Teacher Education / Jan 01, 2020

Weiland, T., Orrill, C. H., Nagar, G. G., Brown, R. E., & Burke, J. (2020). Framing a robust understanding of proportional reasoning for teachers. Journal of Mathematics Teacher Education, 24(2), 179–202. https://doi.org/10.1007/s10857-019-09453-0

When Constant in a Proportional Relationship Isn’t Constant—A Sign of Not-So-Shared Understandings

Investigations in Mathematics Learning / Jun 07, 2020

Brown, R. E., Epstein, M. L., & Orrill, C. H. (2020). When Constant in a Proportional Relationship Isn’t Constant—A Sign of Not-So-Shared Understandings. Investigations in Mathematics Learning, 12(3), 194–207. https://doi.org/10.1080/19477503.2020.1772035

International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction

Research in Mathematics Education / May 03, 2020

Manizade, A., & Orrill, C. H. (2020). International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction. Research in Mathematics Education, 22(2), 93–97. https://doi.org/10.1080/14794802.2020.1798809

Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers’ knowledge

Research in Mathematics Education / Jan 31, 2020

Orrill, C. H., Copur-Gencturk, Y., Cohen, A., & Templin, J. (2020). Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers’ knowledge. Research in Mathematics Education, 22(2), 209–224. https://doi.org/10.1080/14794802.2019.1702893

Mathematics teachers’ ability to identify situations appropriate for proportional reasoning

Research in Mathematics Education / Apr 30, 2019

Weiland, T., Orrill, C. H., Brown, R. E., & Nagar, G. G. (2019). Mathematics teachers’ ability to identify situations appropriate for proportional reasoning. Research in Mathematics Education, 21(3), 233–250. https://doi.org/10.1080/14794802.2019.1579668

Examining the design features of a communication-rich, problem-centred mathematics professional development

International Journal of Mathematical Education in Science and Technology / Sep 07, 2017

de Araujo, Z., Orrill, C. H., & Jacobson, E. (2017). Examining the design features of a communication-rich, problem-centred mathematics professional development. International Journal of Mathematical Education in Science and Technology, 49(3), 323–340. https://doi.org/10.1080/0020739x.2017.1373153

Building technology-based, learner-centered classrooms: The evolution of a professional development framework

Educational Technology Research and Development / Mar 01, 2001

Orrill, C. H. (2001). Building technology-based, learner-centered classrooms: The evolution of a professional development framework. Educational Technology Research and Development, 49(1), 15–34. https://doi.org/10.1007/bf02504504

Educational technology research in postsecondary settings: Promise, problems, and prospects

Journal of Computing in Higher Education / Mar 01, 2005

Hannafin, M., Orrill, C., Kim, H., & Kim, M. (2005). Educational technology research in postsecondary settings: Promise, problems, and prospects. Journal of Computing in Higher Education, 16(2), 3–22. https://doi.org/10.1007/bf02961472

Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships

Journal of Mathematics Teacher Education / May 19, 2012

Orrill, C. H., & Brown, R. E. (2012). Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships. Journal of Mathematics Teacher Education, 15(5), 381–403. https://doi.org/10.1007/s10857-012-9218-z

Mathematics Teachers' Reasoning About Fractions and Decimals Using Drawn Representations

Mathematical Thinking and Learning / Jul 01, 2011

Lee, S. J., Brown, R. E., & Orrill, C. H. (2011). Mathematics Teachers’ Reasoning About Fractions and Decimals Using Drawn Representations. Mathematical Thinking and Learning, 13(3), 198–220. https://doi.org/10.1080/10986065.2011.564993

Measuring Middle Grades Teachers' Understanding of Rational Numbers with the Mixture Rasch Model

The Elementary School Journal / Mar 01, 2010

Izsák, A., Orrill, C. H., Cohen, A. S., & Brown, R. E. (2010). Measuring Middle Grades Teachers’ Understanding of Rational Numbers with the Mixture Rasch Model. The Elementary School Journal, 110(3), 279–300. https://doi.org/10.1086/648979

Supporting Online PBL: Design Considerations for Supporting Distributed Problem Solving

Distance Education / May 01, 2002

Orrill, C. H. (2002). Supporting Online PBL: Design Considerations for Supporting Distributed Problem Solving. Distance Education, 23(1), 41–57. https://doi.org/10.1080/01587910220123973

Understanding a Teacher's Reflections: A Case Study of a Middle School Mathematics Teacher

School Science and Mathematics / Oct 01, 2007

Kwon, N.-Y., & Orrill, C. H. (2007). Understanding a Teacher’s Reflections: A Case Study of a Middle School Mathematics Teacher. School Science and Mathematics, 107(6), 246–257. Portico. https://doi.org/10.1111/j.1949-8594.2007.tb18286.x

Kostadin Kushlev

Washington, District of Columbia, United States of America
My research focuses on interventions to improve well-being by promoting better digital habits.
Most Relevant Research Interests
Other Research Interests (4)
Social Psychology
Communication
Applied Psychology
Human-Computer Interaction
About
I am broadly interested in the factors that promote or diminish happiness and well-being. My research program explores how constant connectivity to the Internet impacts people’s relationships and well-being and how we can harness technology to improve well-being and promote positive behavioral change. I am a Vanier Scholar and a Rising Star of the Association for Psychological Science (APS). I have written for *The* *New York Times*, *The Conversation*, and *Psychology Today*, and my work has been covered by other prestigious publications such as *The* *Economist, BBC, NPR, Forbes, Fast Company, Time Magazine, The Wall Stree Journal, National Geographic,* and *The Washington Post*. I have consulted for companies such as Ipsos, Canvas8, and Luce Research. See more at www.kushlev.com
Most Relevant Publications (2+)

48 total publications

Long-distance texting: Text messaging is linked with higher relationship satisfaction in long-distance relationships

Journal of Social and Personal Relationships / Nov 14, 2021

Holtzman, S., Kushlev, K., Wozny, A., & Godard, R. (2021). Long-distance texting: Text messaging is linked with higher relationship satisfaction in long-distance relationships. Journal of Social and Personal Relationships, 38(12), 3543–3565. https://doi.org/10.1177/02654075211043296

Smartphones distract parents from cultivating feelings of connection when spending time with their children

Journal of Social and Personal Relationships / Apr 10, 2018

Kushlev, K., & Dunn, E. W. (2018). Smartphones distract parents from cultivating feelings of connection when spending time with their children. Journal of Social and Personal Relationships, 36(6), 1619–1639. https://doi.org/10.1177/0265407518769387

E. Patrick Johnson

Northwestern University
Most Relevant Research Interests
Education
Other Research Interests (20)
Performance Studies
African American Studies
Gender Studies
Literature and Literary Theory
Visual Arts and Performing Arts
And 15 more
Most Relevant Publications (2+)

88 total publications

The Specter of the Black Fag

Journal of Homosexuality / Sep 23, 2003

Johnson, E. P. (2003). The Specter of the Black Fag. Journal of Homosexuality, 45(2–4), 217–234. https://doi.org/10.1300/j082v45n02_10

We All Have to Do It. Let's Try to Do It Right

Academe / Jan 01, 2006

Schall, J. (2006). We All Have to Do It. Let’s Try to Do It Right. Academe, 92(3), 41. https://doi.org/10.2307/40252926

Talia Hurwich, Ph.D.

Postdoctoral researcher with experience researching graphic novel and comics in education, design and implementation of learning environments, literacy, creativity, and religious education
Most Relevant Research Interests
Education
Other Research Interests (4)
Psychiatry and Mental health
Neuropsychology and Physiological Psychology
Linguistics and Language
Language and Linguistics
Most Relevant Publications (2+)

10 total publications

How Do Teachers Use Comics to Promote Engagement, Equity, and Diversity in Science Classrooms?

Research in Science Education / Jan 10, 2019

Matuk, C., Hurwich, T., Spiegel, A., & Diamond, J. (2019). How Do Teachers Use Comics to Promote Engagement, Equity, and Diversity in Science Classrooms? Research in Science Education, 51(3), 685–732. https://doi.org/10.1007/s11165-018-9814-8

Reconsidering religious gender normativity in graphic novel adaptations: a quantitative and qualitative case study

English Teaching: Practice & Critique / Mar 01, 2021

Hurwich, T. (2021). Reconsidering religious gender normativity in graphic novel adaptations: a quantitative and qualitative case study. English Teaching: Practice & Critique, 20(2), 180–195. https://doi.org/10.1108/etpc-08-2020-0097

Mark Ryan

Digital Ethics Researcher at Wageningen Economic Research
Most Relevant Research Interests
Education
Other Research Interests (39)
Digital Ethics
Philosophy of Technology
Environmental Ethics
AI Ethics
Data Ethics
And 34 more
About
Ryan’s primary research focuses on the ethical issues surrounding artificial intelligence and digital technology. He has published numerous papers on the topic, and has presented his work at various international conferences. He is also a member of the Association for Computing Machinery’s (ACM) Committee on Professional Ethics (COPE). Mark was previously a researcher at KTH University (Stockholm), the University of Twente (the Netherlands), and the National University of Ireland, Galway (Ireland). While at Twente, he worked on an interdisciplinary  project (SHERPA), involving 11 partners from 6 European countries. This project was a European Union Horizon 2020 project (2018-2021, budget €3 million) and focused on the ethical, social and human rights implications of smart information systems (data analytics and artificial intelligence) within a European context. He has published on topics, such as the ethics of smart cities, self-driving vehicles, agricultural data analytics, social robotics, and AI. In his previous research, he has also published a 2016 monograph: Human Values, Environmental Ethics and Sustainability.
Most Relevant Publications (1+)

40 total publications

The ethics of dietary apps: Technology, health, and the capability approach

Technology in Society / Feb 01, 2022

Ryan, M. (2022). The ethics of dietary apps: Technology, health, and the capability approach. Technology in Society, 68, 101873. https://doi.org/10.1016/j.techsoc.2022.101873

Bernd Stahl

Director of the Centre for Computing and Social Responsibility
Most Relevant Research Interests
Education
Other Research Interests (67)
critical theory
information systems
computer ethics
information ethics
responsible innovation
And 62 more
Most Relevant Publications (4+)

145 total publications

Ethical Framework issues — an essential update

Teaching Public Administration / Sep 01, 2005

Ahmad, M. (2005). Ethical Framework issues — an essential update. Teaching Public Administration, 25(2), 29–34. https://doi.org/10.1177/014473940502500203

Guest Reviewers

Teaching Education / Dec 01, 2004

Guest Reviewers. (2004). Teaching Education, 15(4), 425–426. https://doi.org/10.1080/1047621042000304547

E‐voting: an example of collaborative e‐teaching and e‐learning

Interactive Technology and Smart Education / Feb 28, 2005

Carsten Stahl, B. (2005). E‐voting: an example of collaborative e‐teaching and e‐learning. Interactive Technology and Smart Education, 2(1), 19–30. https://doi.org/10.1108/17415650580000030

Exploring the relationships between pedagogy, ethics and technology: building a framework for strategy development

Technology, Pedagogy and Education / Mar 01, 2007

Jefferies, P., Carsten‐Stahl, B., & McRobb, S. (2007). Exploring the relationships between pedagogy, ethics and technology: building a framework for strategy development. Technology, Pedagogy and Education, 16(1), 111–126. https://doi.org/10.1080/14759390601168122

Anna Young-Ferris

ESG Investment Researcher - University of Sydney Business School
Most Relevant Research Interests
Education
Other Research Interests (13)
Responsible investment
ESG integration
Carbon risk
Sustainability accounting
Responsible management education
And 8 more
About
Dr. Anna Young-Ferris is a sustainability and climate change accounting specialist bringing two decades of academic (research and lecturing) and corporate experience. She worked as a climate change and sustainability professional at Ernst & Young and joined academia in 2010 to pursue her research in the field and was awarded her PhD in Responsible Investment in 2014. Her award-winning PhD study examined the integration of environmental, social and corporate governance (ESG) accounting information in mainstream investment decisions, and she continues to focus and publish her research in the fields of responsible investment, corporate sustainability, and responsible management education. Anna has presented her research at numerous international settings including Harvard University, the London School of Economics and HEC Paris.
Most Relevant Publications (1+)

9 total publications

Disrupting Privilege as Power and Control: Re-Imagining Business and the Appreciation of Indigenous Stewardship in Management Education Curricula

Journal of Management Education / Oct 19, 2022

Young-Ferris, A., & Voola, R. (2022). Disrupting Privilege as Power and Control: Re-Imagining Business and the Appreciation of Indigenous Stewardship in Management Education Curricula. Journal of Management Education, 47(1), 135–153. https://doi.org/10.1177/10525629221127648

Dr. Jermaine McCalpin

Chair, African and African American Studies at New Jersey City University
Most Relevant Research Interests
Other Research Interests (11)
Truth Commissions
Reparations
Genocides
General Medicine
Law
And 6 more
About
I am an academic thought leader, author, internationally recognized expert and consultant on transitional justice, genocides, reparations, and truth commissions. I have travelled to Ghana, South Africa, Cambodia, and Armenia and across the US and Canada presenting on the Armenian genocide, reparations for slavery and Native American genocides. I have written several articles, book chapters and co-edited volumes on truth commissions, restorative justice, genocides and reparations. I have also authored two books in grief and loss. I am currently Associate Professor and Chair of the African and African American Studies Program at New Jersey City University. I was previously Associate Director of the Centre for Caribbean Thought and Lecturer of Transitional Justice in the Department of Government, University of the West Indies (UWI), Mona (2007-2016). I attended the distinguished Calabar High School ( Jamaica) from 1989 -1996. I received his B.Sc. in Political Science and International Relations (First Class Honours) in 1999 and M.Sc. (2002) from The University of the West Indies, Mona. I was awarded the prestigious Fulbright Graduate Fellowship between 2000-2002. I later earned his M.A. (2002) and Ph.D. in Political Science in 2006 from Brown University. For stellar contributions to academia, in 2021 I was awarded The UWI Pelican Award, the highest accolade commended by the UWI Alumni Association to a fellow alumni for global distinction in his field of expertise. In December 2021 I awarded the Distinguished Educator Award by the Union of Jamaican Alumni Association USA for stellar contributions to the field of education in the diaspora. I have a passion for education, social justice, and mentoring. And I help to mold the lives of many young men at Calabar, UWI and across Jamaica. I serve as Academic Affairs Coordinator for the Calabar Old Boys’ Association in Jamaica and the Director of Academic Enrichment for the Calabar Alumni NY Chapter. I am 2nd Vice President of the Community Education Council of District 29 in New York City. I am Chairman of the Each One Reach One Foundation. I am a frequent contributor to current affairs programmes in Jamaica, the UK, Canada, Armenia, and the United States

Christophe Schinckus

Professor & Dean of Faculty of Business and Computing - University of the Fraser Valley, Canada
Most Relevant Research Interests
Education
Other Research Interests (72)
Finance
Blockchain
Econophysics
General Economics, Econometrics and Finance
General Business, Management and Accounting
And 67 more
Most Relevant Publications (3+)

113 total publications

The Business School in the Anthropocene: Parasite Logic and Pataphysical Reasoning for a Working Earth

Academy of Management Learning & Education / Sep 01, 2020

Gasparin, M., Brown, S. D., Green, W., Hugill, A., Lilley, S., Quinn, M., Schinckus, C., Williams, M., & Zalasiewicz, J. (2020). The Business School in the Anthropocene: Parasite Logic and Pataphysical Reasoning for a Working Earth. Academy of Management Learning & Education, 19(3), 385–405. https://doi.org/10.5465/amle.2019.0199

The Performativity of Algorithmic Trading: The Epistemology of Flash Crashes

Knowledge Cultures / Jan 01, 2022

The Performativity of Algorithmic Trading: The Epistemology of Flash Crashes. (2022). Knowledge Cultures, 10(1), 104. https://doi.org/10.22381/kc10120226

A Nuanced perspective on blockchain technology and healthcare

Technology in Society / Nov 01, 2022

Schinckus, C. (2022). A Nuanced perspective on blockchain technology and healthcare. Technology in Society, 71, 102082. https://doi.org/10.1016/j.techsoc.2022.102082

Sonja Lyubomirsky

Distinguished Professor, University of California, Riverside
Most Relevant Research Interests
Developmental and Educational Psychology
Education
Other Research Interests (37)
well-being
History and Philosophy of Science
General Psychology
General Social Sciences
Sociology and Political Science
And 32 more
About
Professor Lyubomirsky’s research interests include well-being, happiness, self-regulation, and talents. She is widely published, with well over 100 articles and chapters and four books, The How of Happiness (Penguin, 2007), The Myths of Happiness (Penguin, 2013), The How of Happiness Workbook (Penguin, 2008), and Designing Your Life (Avery, 2016). Professor Lyubomirsky has received numerous awards for her work, including the American Psychological Association’s Positive Psychology Prize (2015), the American Psychological Association’s Distinguished Scientific Contribution Award (2009), and a Guggenheim Fellowship (2008-2009). She is a Fellow of the Association for Psychological Science and the American Psychological Association.
Most Relevant Publications (6+)

114 total publications

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Social Indicators Research / Jan 01, 1999

Lyubomirsky, S., & Lepper, H. S. (1999). Social Indicators Research, 46(2), 137–155. https://doi.org/10.1023/a:1006824100041

What are the Differences between Happiness and Self-Esteem

Social Indicators Research / Oct 04, 2005

Lyubomirsky, S., Tkach, C., & DiMatteo, M. R. (2005). What are the Differences between Happiness and Self-Esteem. Social Indicators Research, 78(3), 363–404. https://doi.org/10.1007/s11205-005-0213-y

A longitudinal experimental study comparing the effectiveness of happiness-enhancing strategies in Anglo Americans and Asian Americans

Cognition and Emotion / Feb 28, 2011

Boehm, J. K., Lyubomirsky, S., & Sheldon, K. M. (2011). A longitudinal experimental study comparing the effectiveness of happiness-enhancing strategies in Anglo Americans and Asian Americans. Cognition and Emotion, 25(7), 1263–1272. https://doi.org/10.1080/02699931.2010.541227

Testing for Measurement Invariance in the Satisfaction with Life Scale: A Comparison of Russians and North Americans

Social Indicators Research / Apr 24, 2006

Tucker, K. L., Ozer, D. J., Lyubomirsky, S., & Boehm, J. K. (2006). Testing for Measurement Invariance in the Satisfaction with Life Scale: A Comparison of Russians and North Americans. Social Indicators Research, 78(2), 341–360. https://doi.org/10.1007/s11205-005-1037-5

What Triggers Abnormal Eating in Bulimic and Nonbulimic Women?; The Role of Dissociative Experiences, Negative Affect, and Psychopathology

Psychology of Women Quarterly / Sep 01, 2001

Lyubomirsky, S., Casper, R. C., & Sousa, L. (2001). What Triggers Abnormal Eating in Bulimic and Nonbulimic Women?; The Role of Dissociative Experiences, Negative Affect, and Psychopathology. Psychology of Women Quarterly, 25(3), 223–232. https://doi.org/10.1111/1471-6402.00023

Benefits, Mechanisms, and New Directions for Teaching Gratitude to Children

School Psychology Review / Jun 01, 2014

Layous, K., & Lyubomirsky, S. (2014). Benefits, Mechanisms, and New Directions for Teaching Gratitude to Children. School Psychology Review, 43(2), 153–159. https://doi.org/10.1080/02796015.2014.12087441

Ryan Howell

San Francisco , California, United States of America
Professor of Psychology, Department of Psychology, San Francisco State University
Most Relevant Research Interests
Developmental and Educational Psychology
Education
Other Research Interests (41)
Happiness
Psychiatry and Mental health
Clinical Psychology
History and Philosophy of Science
General Psychology
And 36 more
About
Dr. Ryan Howell is an Associate Professor at San Francisco State University. His research interests include the psychology of goals and how people pursue and achieve them. Dr. Howell received his PhD in Social/Personality Psychology from the University of California, Riverside in 2005.
Most Relevant Publications (8+)

66 total publications

A validation of well-being and happiness surveys for administration via the Internet

Behavior Research Methods / Aug 01, 2010

Howell, R. T., Rodzon, K. S., Kurai, M., & Sanchez, A. H. (2010). A validation of well-being and happiness surveys for administration via the Internet. Behavior Research Methods, 42(3), 775–784. https://doi.org/10.3758/brm.42.3.775

Money Buys Financial Security and Psychological Need Satisfaction: Testing Need Theory in Affluence

Social Indicators Research / Feb 17, 2012

Howell, R. T., Kurai, M., & Tam, L. (2012). Money Buys Financial Security and Psychological Need Satisfaction: Testing Need Theory in Affluence. Social Indicators Research, 110(1), 17–29. https://doi.org/10.1007/s11205-010-9774-5

Does Wealth Enhance Life Satisfaction for People Who are Materially Deprived? Exploring the Association among the Orang asli of Peninsular Malaysia

Social Indicators Research / May 01, 2006

Howell, C. J., Howell, R. T., & Schwabe, K. A. (2006). Does Wealth Enhance Life Satisfaction for People Who are Materially Deprived? Exploring the Association among the Orang asli of Peninsular Malaysia. Social Indicators Research, 76(3), 499–524. https://doi.org/10.1007/s11205-005-3107-0

The File Drawer Problem in Reliability Generalization

Educational and Psychological Measurement / Jun 06, 2007

Howell, R. T., & Shields, A. L. (2007). The File Drawer Problem in Reliability Generalization. Educational and Psychological Measurement, 68(1), 120–128. https://doi.org/10.1177/0013164407301528

Score Reliability of Adolescent Alcohol Screening Measures: A Meta-Analytic Inquiry

Journal of Child & Adolescent Substance Abuse / Aug 20, 2008

Shields, A. L., Campfield, D. C., Miller, C. S., Howell, R. T., Wallace, K., & Weiss, R. D. (2008). Score Reliability of Adolescent Alcohol Screening Measures: A Meta-Analytic Inquiry. Journal of Child & Adolescent Substance Abuse, 17(4), 75–97. https://doi.org/10.1080/15470650802292855

Awe is associated with creative personality, convergent creativity, and everyday creativity.

Psychology of Aesthetics, Creativity, and the Arts / Oct 07, 2021

Zhang, J. W., Howell, R. T., Razavi, P., Shaban-Azad, H., Chai, W. J., Ramis, T., Mello, Z., Anderson, C. L., Monroy, M., & Keltner, D. (2021). Awe is associated with creative personality, convergent creativity, and everyday creativity. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000442

Thinking about the past, present, and future: Time perspective and self‐esteem in adolescents, young adults, middle‐aged adults, and older adults

British Journal of Developmental Psychology / Aug 15, 2021

Mello, Z. R., Barber, S. J., Vasilenko, S. A., Chandler, J., & Howell, R. (2021). Thinking about the past, present, and future: Time perspective and self‐esteem in adolescents, young adults, middle‐aged adults, and older adults. British Journal of Developmental Psychology, 40(1), 92–111. Portico. https://doi.org/10.1111/bjdp.12393

SPENDING WELL: HOW TIME PERSPECTIVES IMPACT CONSUMER VALUES AND FINANCIAL DECISIONS AMONG MIDDLE-AGED ADULTS

Research in Human Development / Apr 03, 2019

Leonard, S., Zhang, J. W., & Howell, R. (2019). SPENDING WELL: HOW TIME PERSPECTIVES IMPACT CONSUMER VALUES AND FINANCIAL DECISIONS AMONG MIDDLE-AGED ADULTS. Research in Human Development, 16(2), 135–155. https://doi.org/10.1080/15427609.2019.1670568

Ramy Ayoub

Marketer, Digital transformation expert, Entrepreneur with a passion for sustainability, and Driven by innovation & creativity that make an impact.
Most Relevant Research Interests
Other Research Interests (18)
Marketing
Branding
Hospitality
Library and Information Sciences
Computer Science Applications
And 13 more
About
Ramy Ayoub is a marketing professional, entrepreneur, and digital transformation expert. In 2007, he founded the Red Sea Academy for Tourism & Entertainment Services, which quickly became a trusted provider of entertainment services for over 20 upscale hotel groups in the EMEA region. Throughout his career, Ramy has consistently demonstrated his marketing prowess, managing operations and serving as a marketing consultant for leading branding activation campaigns globally for art & cultural festivals, hotels, and regional companies. He has a proven track record of generating remarkable results and has helped many organizations achieve their business goals through effective marketing strategies. Ramy‘s exceptional skills and marketing acumen have earned him a reputation as a thought leader in the industry. He is passionate about helping businesses adapt to the rapidly changing digital landscape and has played a key role in driving digital transformation across various sectors. Ramy possesses a rare mix of strategic marketing acumen with excellent leadership, change management, and business process abilities. He has worked with key stakeholders to maximize external relationships with the government and allies to attract fresh business opportunities. Ramy has demonstrated a track record of developing creative marketing strategies and solutions that enable multiple successes through multi-channel sales-driven and customer-centric activities. He has also maximized profitability through sponsorships, loyalty programs, and partnerships with local and international entities. Ramy Ayoub has a proven track record of leading cross-functional teams to support effective communication and result-driven revenue growth Throughout his career with Hilton Hotels, IHG, Sun International Hotels & Casinos, Port Ghalib Resort, UNWTO, Porto Marina, Porto El Soukhna, Jaz Hotels Group, Thomas Cook, TUI Group, TEZ Tours, Odeon Tours, Vodafone Group, Zain Telecom, Raya Telecom, FTV, Ministry Of Sound, Red Bull, Heineken, Bitburger Beer, Al Ahram Beverages, OBOUR LAND, Domty and much more…

Ariel Kalil

Chicago, Illinois, United States of America
University of Chicago Professor and Expert on Childhood Development
Most Relevant Research Interests
Developmental and Educational Psychology
Education
Other Research Interests (30)
General Economics, Econometrics and Finance
Sociology and Political Science
Pediatrics, Perinatology and Child Health
Life-span and Life-course Studies
Demography
And 25 more
About
Ariel D. Kalil is the Daniel Levin Professor of Public Policy Studies at the University of Chicago. She is a faculty research fellow at the National Bureau of Economic Research and a research associate at the Population Studies Center at the University of Michigan. She is also a faculty member in the Harris School of Public Policy Studies and in the College at the University of Chicago. Kalil's research lies at the intersection of child development and public policy. She is particularly interested in the effect of early childhood interventions on health and economic outcomes in adulthood. Her work has been published in leading social science journals, including the American Economic Review, the Quarterly Journal of Economics, and the Journal of Political Economy. Kalil earned her PhD in Developmental Psychology from the University of Michigan–Ann Arbor in 1996, her MA in Social Psychology from the University of Colorado System in 1993, and her BA in Psychology and French Literature from the University of Wisconsin–Madison in 1991.
Most Relevant Publications (25+)

92 total publications

Early-Childhood Poverty and Adult Attainment, Behavior, and Health

Child Development / Jan 01, 2010

Duncan, G. J., Ziol-Guest, K. M., & Kalil, A. (2010). Early-Childhood Poverty and Adult Attainment, Behavior, and Health. Child Development, 81(1), 306–325. https://doi.org/10.1111/j.1467-8624.2009.01396.x

Mixing qualitative and quantitative research in developmental science: Uses and methodological choices.

Developmental Psychology / Mar 01, 2008

Yoshikawa, H., Weisner, T. S., Kalil, A., & Way, N. (2008). Mixing qualitative and quantitative research in developmental science: Uses and methodological choices. Developmental Psychology, 44(2), 344–354. https://doi.org/10.1037/0012-1649.44.2.344

The Importance of Early Childhood Poverty

Social Indicators Research / May 25, 2011

Duncan, G. J., Magnuson, K., Kalil, A., & Ziol-Guest, K. (2011). The Importance of Early Childhood Poverty. Social Indicators Research, 108(1), 87–98. https://doi.org/10.1007/s11205-011-9867-9

The Effects of Parental Undocumented Status on the Developmental Contexts of Young Children in Immigrant Families

Child Development Perspectives / Sep 23, 2011

Yoshikawa, H., & Kalil, A. (2011). The Effects of Parental Undocumented Status on the Developmental Contexts of Young Children in Immigrant Families. Child Development Perspectives, 5(4), 291–297. https://doi.org/10.1111/j.1750-8606.2011.00204.x

Perceptions of father involvement patterns in teenage-mother families: Predictors and links to mothers' psychological adjustment*

Family Relations / Apr 01, 2005

Kalil, A., Ziol-Guest, K. M., & Coley, R. L. (2005). Perceptions of father involvement patterns in teenage-mother families: Predictors and links to mothers’ psychological adjustment*. Family Relations, 54(2), 197–211. https://doi.org/10.1111/j.0197-6664.2005.00016.x

Parental employment circumstances and children’s academic progress

Social Science Research / Jun 01, 2008

Kalil, A., & Ziol-Guest, K. M. (2008). Parental employment circumstances and children’s academic progress. Social Science Research, 37(2), 500–515. https://doi.org/10.1016/j.ssresearch.2007.08.007

Maternal Employment, Work Schedules, and Children’s Body Mass Index

Child Development / Jan 01, 2011

Morrissey, T. W., Dunifon, R. E., & Kalil, A. (2011). Maternal Employment, Work Schedules, and Children’s Body Mass Index. Child Development, 82(1), 66–81. https://doi.org/10.1111/j.1467-8624.2010.01541.x

Living Arrangements and Children’s Development in Low-Income White, Black, and Latino Families

Child Development / Nov 01, 2007

Foster, E. M., & Kalil, A. (2007). Living Arrangements and Children’s Development in Low-Income White, Black, and Latino Families. Child Development, 78(6), 1657–1674. https://doi.org/10.1111/j.1467-8624.2007.01091.x

Effects of Grandmother Coresidence and Quality of Family Relationships on Depressive Symptoms in Adolescent Mothers

Family Relations / Oct 01, 1998

Kalil, A., Spencer, M. S., Spieker, S. J., & Gilchrist, L. D. (1998). Effects of Grandmother Coresidence and Quality of Family Relationships on Depressive Symptoms in Adolescent Mothers. Family Relations, 47(4), 433. https://doi.org/10.2307/585274

Maternal Working Conditions and Child Well-Being in Welfare-Leaving Families.

Developmental Psychology / Jan 01, 2005

Dunifon, R., Kalil, A., & Bajracharya, A. (2005). Maternal Working Conditions and Child Well-Being in Welfare-Leaving Families. Developmental Psychology, 41(6), 851–859. https://doi.org/10.1037/0012-1649.41.6.851

Single Mothers' Employment Dynamics and Adolescent Well-Being

Child Development / Jan 01, 2005

Kalil, A., & Ziol-Guest, K. M. (2005). Single Mothers’ Employment Dynamics and Adolescent Well-Being. Child Development, 76(1), 196–211. https://doi.org/10.1111/j.1467-8624.2005.00839.x

Mothers' citizenship status and household food insecurity among low-income children of immigrants

New Directions for Child and Adolescent Development / Jun 01, 2008

Kalil, A., & Chen, J.-H. (2008). Mothers’ citizenship status and household food insecurity among low-income children of immigrants. New Directions for Child and Adolescent Development, 2008(121), 43–62. https://doi.org/10.1002/cd.222

Teenage Childbearing, Marital Status, and Depressive Symptoms in Later Life

Child Development / Nov 01, 2002

Kalil, A., & Kunz, J. (2002). Teenage Childbearing, Marital Status, and Depressive Symptoms in Later Life. Child Development, 73(6), 1748–1760. Portico. https://doi.org/10.1111/1467-8624.00503

Maternal Work Behavior under Welfare Reform: How does the Transition from Welfare to Work Affect Child Development?

Children and Youth Services Review / Jan 01, 2003

Dunifon, R., Kalil, A., & Danziger, S. K. (2003). Maternal Work Behavior under Welfare Reform: How does the Transition from Welfare to Work Affect Child Development? Children and Youth Services Review, 25(1–2), 55–82. https://doi.org/10.1016/s0190-7409(02)00266-9

Changes in Income-Based Gaps in Parent Activities With Young Children From 1988 to 2012

AERA Open / Jul 01, 2016

Kalil, A., Ziol-Guest, K. M., Ryan, R. M., & Markowitz, A. J. (2016). Changes in Income-Based Gaps in Parent Activities With Young Children From 1988 to 2012. AERA Open, 2(3), 233285841665373. https://doi.org/10.1177/2332858416653732

Mothers’ night work and children’s behavior problems.

Developmental Psychology / Jan 01, 2013

Dunifon, R., Kalil, A., Crosby, D. A., & Su, J. H. (2013). Mothers’ night work and children’s behavior problems. Developmental Psychology, 49(10), 1874–1885. https://doi.org/10.1037/a0031241

The Effect of Mother–Child Reading Time on Children's Reading Skills: Evidence From Natural Within‐Family Variation

Child Development / Aug 28, 2018

Price, J., & Kalil, A. (2018). The Effect of Mother–Child Reading Time on Children’s Reading Skills: Evidence From Natural Within‐Family Variation. Child Development, 90(6). Portico. https://doi.org/10.1111/cdev.13137

Multigenerational Coresidence and Childrearing Conflict: Links to Parenting Stress in Teenage Mothers Across the First Two Years Postpartum

Applied Developmental Science / Jul 01, 2002

Spencer, M. S., Kalil, A., Larson, N. C., Spieker, S. J., & Gilchrist, L. D. (2002). Multigenerational Coresidence and Childrearing Conflict: Links to Parenting Stress in Teenage Mothers Across the First Two Years Postpartum. Applied Developmental Science, 6(3), 157–170. https://doi.org/10.1207/s1532480xads0603_5

Does Welfare Affect Family Processes and Adolescent Adjustment?

Child Development / Dec 01, 1998

Kalil, A., & Eccles, J. S. (1998). Does Welfare Affect Family Processes and Adolescent Adjustment? Child Development, 69(6), 1597–1613. https://doi.org/10.1111/j.1467-8624.1998.tb06179.x

Health and Medical Care among the Children of Immigrants

Child Development / Sep 01, 2012

Ziol-Guest, K. M., & Kalil, A. (2012). Health and Medical Care among the Children of Immigrants. Child Development, 83(5), 1494–1500. https://doi.org/10.1111/j.1467-8624.2012.01795.x

The effects of computers on children's social development and school participation: Evidence from a randomized control experiment

Economics of Education Review / Apr 01, 2017

Fairlie, R. W., & Kalil, A. (2017). The effects of computers on children’s social development and school participation: Evidence from a randomized control experiment. Economics of Education Review, 57, 10–19. https://doi.org/10.1016/j.econedurev.2017.01.001

Maternal work and welfare use and child well-being: Evidence from 6 years of data from the Women's Employment Study

Children and Youth Services Review / Jun 01, 2007

Kalil, A., & Dunifon, R. (2007). Maternal work and welfare use and child well-being: Evidence from 6 years of data from the Women’s Employment Study. Children and Youth Services Review, 29(6), 742–761. https://doi.org/10.1016/j.childyouth.2006.12.004

Developmental Psychology and Public Policy: Progress and Prospects.

Developmental Psychology / Jan 01, 2005

Foster, E. M., & Kalil, A. (2005). Developmental Psychology and Public Policy: Progress and Prospects. Developmental Psychology, 41(6), 827–832. https://doi.org/10.1037/0012-1649.41.6.827

Perceptions of the School Psychological Environment in Predictingadolescent Mothers’ Educational Expectations

Journal of Adolescent Research / Nov 01, 2002

Kalil, A. (2002). Perceptions of the School Psychological Environment in Predictingadolescent Mothers’ Educational Expectations. Journal of Adolescent Research, 17(6), 555–567. https://doi.org/10.1177/074355802237463

Family economic well-being following the 1996 welfare reform: Trend data from five non-experimental panel studies

Children and Youth Services Review / Jun 01, 2007

Slack, K. S., Magnuson, K. A., Berger, L. M., Yoo, J., Coley, R. L., Dunifon, R., Dworsky, A., Kalil, A., Knab, J., Lohman, B. J., & Osborne, C. (2007). Family economic well-being following the 1996 welfare reform: Trend data from five non-experimental panel studies. Children and Youth Services Review, 29(6), 698–720. https://doi.org/10.1016/j.childyouth.2006.12.002

Tim Cavell

Professor, Psychology, University of Arkansas
Most Relevant Research Interests
Developmental and Educational Psychology
Education
Other Research Interests (22)
Clinical Child & Adolescent Psychologist
Youth Mentoring
Pediatrics, Perinatology and Child Health
Psychiatry and Mental health
General Medicine
And 17 more
Most Relevant Publications (45+)

97 total publications

Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship

Journal of School Psychology / Jul 01, 2001

Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship. Journal of School Psychology, 39(4), 289–301. https://doi.org/10.1016/s0022-4405(01)00074-7

Teacher-Student Relationships as Compensatory Resources for Aggressive Children

Child Development / Jul 01, 2003

Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher-Student Relationships as Compensatory Resources for Aggressive Children. Child Development, 74(4), 1145–1157. https://doi.org/10.1111/1467-8624.00598

Social Adjustment, Social Performance, and Social Skills: A Tri-Component Model of Social Competence

Journal of Clinical Child & Adolescent Psychology / Jun 01, 1990

Cavell, T. (1990). Social Adjustment, Social Performance, and Social Skills: A Tri-Component Model of Social Competence. Journal of Clinical Child & Adolescent Psychology, 19(2), 111–122. https://doi.org/10.1207/s15374424jccp1902_2

The Role of Relational Aggression in Identifying Aggressive Boys and Girls

Journal of School Psychology / Dec 01, 1998

Henington, C., Hughes, J. N., Cavell, T. A., & Thompson, B. (1998). The Role of Relational Aggression in Identifying Aggressive Boys and Girls. Journal of School Psychology, 36(4), 457–477. https://doi.org/10.1016/s0022-4405(98)00015-6

A positive view of self: Risk or protection for aggressive children?

Development and Psychopathology / Mar 01, 1997

HUGHES, J. N., CAVELL, T. A., & GROSSMAN, P. B. (1997). A positive view of self: Risk or protection for aggressive children? Development and Psychopathology, 9(1), 75–94. https://doi.org/10.1017/s0954579497001077

Callous/Unemotional Traits Moderate the Relation Between Ineffective Parenting and Child Externalizing Problems: A Partial Replication and Extension

Journal of Clinical Child & Adolescent Psychology / Nov 01, 2003

Oxford, M., Cavell, T. A., & Hughes, J. N. (2003). Callous/Unemotional Traits Moderate the Relation Between Ineffective Parenting and Child Externalizing Problems: A Partial Replication and Extension. Journal of Clinical Child & Adolescent Psychology, 32(4), 577–585. https://doi.org/10.1207/s15374424jccp3204_10

Staying with Initial Answers on Objective Tests: Is it a Myth?

Teaching of Psychology / Oct 01, 1984

Benjamin, L. T., Cavell, T. A., & Shallenberger, W. R. (1984). Staying with Initial Answers on Objective Tests: Is it a Myth? Teaching of Psychology, 11(3), 133–141. https://doi.org/10.1177/009862838401100303

Secondary Prevention as Context for Assessing Change Processes in Aggressive Children

Journal of School Psychology / May 01, 2000

Cavell, T. A., & Hughes, J. N. (2000). Secondary Prevention as Context for Assessing Change Processes in Aggressive Children. Journal of School Psychology, 38(3), 199–235. https://doi.org/10.1016/s0022-4405(99)00040-0

The Self-systems of Aggressive Children: A Cluster-analytic Investigation

Journal of Child Psychology and Psychiatry / Mar 01, 1999

Edens, J. F., Cavell, T. A., & Hughes, J. N. (1999). The Self-systems of Aggressive Children: A Cluster-analytic Investigation. Journal of Child Psychology and Psychiatry, 40(3), 441–453. https://doi.org/10.1111/1469-7610.00461

Social Cognitive Differences Between Aggressive–Rejected and Aggressive–Nonrejected Children

Journal of School Psychology / Nov 01, 2000

Yoon, J. S., Hughes, J. N., Cavell, T. A., & Thompson, B. (2000). Social Cognitive Differences Between Aggressive–Rejected and Aggressive–Nonrejected Children. Journal of School Psychology, 38(6), 551–570. https://doi.org/10.1016/s0022-4405(00)00052-2

A sense of containment: Potential moderator of the relation between parenting practices and children's externalizing behaviors

Development and Psychopathology / Mar 01, 2003

SCHNEIDER, W. J., CAVELL, T. A., & HUGHES, J. N. (2003). A sense of containment: Potential moderator of the relation between parenting practices and children’s externalizing behaviors. Development and Psychopathology, 15(1), 95–117. https://doi.org/10.1017/s0954579403000063

Direct and Indirect Effects of Parenting and Children's Goals on Child Aggression

Journal of Clinical Child & Adolescent Psychology / Nov 01, 2004

Heidgerken, A. D., Hughes, J. N., Cavell, T. A., & Willson, V. L. (2004). Direct and Indirect Effects of Parenting and Children’s Goals on Child Aggression. Journal of Clinical Child & Adolescent Psychology, 33(4), 684–693. https://doi.org/10.1207/s15374424jccp3304_4

A Positive View of Peer Acceptance in Aggressive Youth Risk for Future Peer Acceptance

Journal of School Psychology / May 01, 2001

Hughes, J. N., Cavell, T. A., & Prasad-Gaur, A. (2001). A Positive View of Peer Acceptance in Aggressive Youth Risk for Future Peer Acceptance. Journal of School Psychology, 39(3), 239–252. https://doi.org/10.1016/s0022-4405(01)00067-x

Teacher Self-Efficacy and Intentions to Use Antibullying Practices as Predictors of Children's Peer Victimization

School Psychology Review / Sep 01, 2017

Gregus, S. J., Rodriguez, J. H., Pastrana, F. A., Craig, J. T., McQuillin, S. D., & Cavell, T. A. (2017). Teacher Self-Efficacy and Intentions to Use Antibullying Practices as Predictors of Children’s Peer Victimization. School Psychology Review, 46(3), 304–319. https://doi.org/10.17105/spr-2017-0060.v46-3

Media Review: Teaching Social Skills to Children and Youth: Innovative Approaches (3rd Ed.)

Behavioral Disorders / May 01, 1995

Rutherford, R. B., & Royer, É. (1995). Media Review: Teaching Social Skills to Children and Youth: Innovative Approaches (3rd Ed.). Behavioral Disorders, 20(3), 212–213. https://doi.org/10.1177/019874299502000306

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Child Psychiatry and Human Development / Jan 01, 2001

Prasad-Gaur, A. (2001). Child Psychiatry and Human Development, 31(3), 215–231. https://doi.org/10.1023/a:1026429405389

Risk, support, and reasons for wanting a mentor: Comparing parents of youth in community versus school-based matches

Children and Youth Services Review / Apr 01, 2019

Sourk, M., Weiler, L. M., & Cavell, T. A. (2019). Risk, support, and reasons for wanting a mentor: Comparing parents of youth in community versus school-based matches. Children and Youth Services Review, 99, 156–164. https://doi.org/10.1016/j.childyouth.2019.01.046

Anxiety Sensitivity and Children’s Risk for Both Internalizing Problems and Peer Victimization Experiences

Child Psychiatry & Human Development / Aug 10, 2019

Hernandez Rodriguez, J., Gregus, S. J., Craig, J. T., Pastrana, F. A., & Cavell, T. A. (2019). Anxiety Sensitivity and Children’s Risk for Both Internalizing Problems and Peer Victimization Experiences. Child Psychiatry & Human Development, 51(2), 174–186. https://doi.org/10.1007/s10578-019-00919-z

Identifying children repeatedly victimized by peers: A preliminary study

Journal of School Violence / May 14, 2018

Pastrana, F. A., Craig, J. T., Gregus, S. J., Hernandez Rodriguez, J., Bridges, A. J., & Cavell, T. A. (2018). Identifying children repeatedly victimized by peers: A preliminary study. Journal of School Violence, 18(2), 259–271. https://doi.org/10.1080/15388220.2018.1468764

Program-specific practices and outcomes for high school mentors and their mentees

Children and Youth Services Review / Jun 01, 2018

Cavell, T. A., Gregus, S. J., Craig, J. T., Pastrana, F. A., & Hernandez Rodriguez, J. (2018). Program-specific practices and outcomes for high school mentors and their mentees. Children and Youth Services Review, 89, 309–318. https://doi.org/10.1016/j.childyouth.2018.04.045

“My village fell apart”: Parents' Views on Seeking Informal Mentoring Relationships for Their Children

Family Relations / Apr 07, 2020

Weiler, L. M., Keyzers, A., Scafe, M., Anderson, A., & Cavell, T. A. (2020). “My village fell apart”: Parents’ Views on Seeking Informal Mentoring Relationships for Their Children. Family Relations, 69(5), 983–995. Portico. https://doi.org/10.1111/fare.12436

Antisocial Beliefs and Attitudes in Pre-adolescent and Adolescent Youth: the Development of the Antisocial Beliefs and Attitudes Scales (ABAS)

Journal of Youth and Adolescence / May 11, 2007

Butler, S. M., Leschied, A. W., & Fearon, P. (2007). Antisocial Beliefs and Attitudes in Pre-adolescent and Adolescent Youth: the Development of the Antisocial Beliefs and Attitudes Scales (ABAS). Journal of Youth and Adolescence, 36(8), 1058–1071. https://doi.org/10.1007/s10964-007-9178-2

Children’s self-rated lunchroom likability and peer victimization

Journal of Applied Developmental Psychology / Mar 01, 2022

Steggerda, J. C., Scafe, M., Pastrana, F. A., Craig, J. T., & Cavell, T. A. (2022). Children’s self-rated lunchroom likability and peer victimization. Journal of Applied Developmental Psychology, 79, 101388. https://doi.org/10.1016/j.appdev.2021.101388

CCTC 2020: Addressing social responsiveness in health service psychology education and training.

Training and Education in Professional Psychology / Feb 01, 2023

Ponce, A. N., Cavell, T. A., Flores, L. Y., Gillens, A. B., Grus, C. L., Hagstrom, S. L., Maynard-Pemba, N., Nadkarni, L., Reynolds, A. L., Schmitt, A. J., Stiers, W., Zimmerman, M., & Çiftçi, A. (2023). CCTC 2020: Addressing social responsiveness in health service psychology education and training. Training and Education in Professional Psychology, 17(1), 4–13. https://doi.org/10.1037/tep0000421

Making the leap to socially responsive research training in health service psychology.

Training and Education in Professional Psychology / Feb 01, 2023

Tung, I., Daniel, K. E., Lumley, M. A., Arora, P. G., Cavell, T. A., Pieterse, A. L., Edstrom, L., McWhorter, L. G., Bridges, A. J., Rollock, D., Miville, M. L., Angyal, B., & Fernandes, M. A. (2023). Making the leap to socially responsive research training in health service psychology. Training and Education in Professional Psychology, 17(1), 31–42. https://doi.org/10.1037/tep0000427

Neighborhood Risk and Interpersonal Support as Predictors of Parents’ Sense of Community

Journal of Child and Family Studies / Apr 20, 2021

Burcher, S. A., Weiler, L. M., Keyzers, A., & Cavell, T. A. (2021). Neighborhood Risk and Interpersonal Support as Predictors of Parents’ Sense of Community. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-021-01957-9

A short-term longitudinal study of growth of relational aggression during middle childhood: Associations with gender, friendship intimacy, and internalizing problems

Development and Psychopathology / Jan 01, 2007

MURRAY-CLOSE, D., OSTROV, J. M., & CRICK, N. R. (2007). A short-term longitudinal study of growth of relational aggression during middle childhood: Associations with gender, friendship intimacy, and internalizing problems. Development and Psychopathology, 19(01). https://doi.org/10.1017/s0954579407070101

Network‐related teaching and changes in classroom seating

Psychology in the Schools / Jul 07, 2022

Steggerda, J. C., Gregus, S. J., Craig, J. T., McMillan, H., & Cavell, T. A. (2022). Network‐related teaching and changes in classroom seating. Psychology in the Schools, 60(1), 214–233. Portico. https://doi.org/10.1002/pits.22771

Career-enhancing research competencies: Student perceptions of research training in clinical psychology doctoral programs.

Training and Education in Professional Psychology / Nov 28, 2022

Seivert, N. P., Werntz, A., Hsueh, L., Sain, K., Washburn, J. J., & Cavell, T. A. (2022). Career-enhancing research competencies: Student perceptions of research training in clinical psychology doctoral programs. Training and Education in Professional Psychology. https://doi.org/10.1037/tep0000428

Acknowledgment of Reviewers, Volume 42, 2011

Anthropology & Education Quarterly / Dec 01, 2011

Acknowledgment of Reviewers, Volume 42, 2011. (2011). Anthropology & Education Quarterly, 42(4), 442–443. https://doi.org/10.1111/j.1548-1492.2011.01151.x

Anxiety Sensitivity and Internalizing Symptoms: Co-Predictors of Persistent Peer Victimization in Elementary School Children

Journal of School Violence / Jan 01, 2023

Steggerda, J. C., Kiefer, J. L., Vengurlekar, I. N., Blake, J., Hernandez Rodriguez, J., Pastrana Rivera, F. A., & Cavell, T. A. (2023). Anxiety Sensitivity and Internalizing Symptoms: Co-Predictors of Persistent Peer Victimization in Elementary School Children. Journal of School Violence, 22(2), 153–166. https://doi.org/10.1080/15388220.2022.2162532

Lunchroom-Specific Peer Acceptance and Children’s Internalizing Symptoms

Child Psychiatry & Human Development / Jan 25, 2023

Steggerda, J. C., Rivera, F. A. P., Craig, J. T., & Cavell, T. A. (2023). Lunchroom-Specific Peer Acceptance and Children’s Internalizing Symptoms. Child Psychiatry & Human Development. https://doi.org/10.1007/s10578-023-01497-x

Students enrolled in a college autism support program: comparisons with non-enrollees and use of program-sponsored mentoring

Mentoring & Tutoring: Partnership in Learning / Jan 01, 2023

Mapes, Ayla. R., & Cavell, T. A. (2023). Students enrolled in a college autism support program: comparisons with non-enrollees and use of program-sponsored mentoring. Mentoring & Tutoring: Partnership in Learning, 31(1), 143–162. https://doi.org/10.1080/13611267.2023.2164990

Back to the Future: Mentoring as Means and End in Promoting Child Mental Health

Journal of Clinical Child & Adolescent Psychology / Mar 04, 2021

Cavell, T. A., Spencer, R., & McQuillin, S. D. (2021). Back to the Future: Mentoring as Means and End in Promoting Child Mental Health. Journal of Clinical Child & Adolescent Psychology, 50(2), 281–299. https://doi.org/10.1080/15374416.2021.1875327

Liked by Peers or Liked by Teachers: Differential Patterns of Bullying over Time

Journal of School Violence / Mar 15, 2020

Mapes, A. R., Scafe, M., Mutignani, L. M., Hernandez Rodriguez, J., Pastrana, F. A., Gregus, S., Craig, J. T., & Cavell, T. A. (2020). Liked by Peers or Liked by Teachers: Differential Patterns of Bullying over Time. Journal of School Violence, 19(4), 470–484. https://doi.org/10.1080/15388220.2020.1738942

Preliminary investigation of the relation between lunchroom peer acceptance and peer victimization

Journal of Applied Developmental Psychology / Mar 01, 2016

Craig, J. T., Gregus, S. J., Elledge, L. C., Pastrana, F. A., & Cavell, T. A. (2016). Preliminary investigation of the relation between lunchroom peer acceptance and peer victimization. Journal of Applied Developmental Psychology, 43, 101–111. https://doi.org/10.1016/j.appdev.2016.01.005

Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships

Journal of Abnormal Child Psychology / Sep 04, 2015

Elledge, L. C., Elledge, A. R., Newgent, R. A., & Cavell, T. A. (2015). Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships. Journal of Abnormal Child Psychology, 44(4), 691–703. https://doi.org/10.1007/s10802-015-0074-z

Conflict and Dominance Between Siblings as Predictors of Children’s Peer Victimization

Journal of Child and Family Studies / Mar 24, 2015

Faith, M. A., Elledge, L. C., Newgent, R. A., & Cavell, T. A. (2015). Conflict and Dominance Between Siblings as Predictors of Children’s Peer Victimization. Journal of Child and Family Studies, 24(12), 3623–3635. https://doi.org/10.1007/s10826-015-0171-1

Lunch Buddy Mentoring for Children Victimized by Peers: Two Pilot Studies

Journal of Applied School Psychology / Apr 03, 2015

Gregus, S. J., Craig, J. T., Rodriguez, J. H., Pastrana, F. A., & Cavell, T. A. (2015). Lunch Buddy Mentoring for Children Victimized by Peers: Two Pilot Studies. Journal of Applied School Psychology, 31(2), 167–197. https://doi.org/10.1080/15377903.2015.1025172

Mentoring in the social context: Mentors' experiences with mentees' peers in a site-based program

Children and Youth Services Review / Sep 01, 2015

Pryce, J., Giovannetti, S., Spencer, R., Elledge, L. C., Gowdy, G., Whitley, M. L., & Cavell, T. A. (2015). Mentoring in the social context: Mentors’ experiences with mentees’ peers in a site-based program. Children and Youth Services Review, 56, 185–192. https://doi.org/10.1016/j.childyouth.2015.06.015

History of peer victimization and children's response to school bullying.

School Psychology Quarterly / Jun 01, 2010

Elledge, L. C., Cavell, T. A., Ogle, N. T., Malcolm, K. T., Newgent, R. A., & Faith, M. A. (2010). History of peer victimization and children’s response to school bullying. School Psychology Quarterly, 25(2), 129–141. https://doi.org/10.1037/a0020313

Relationship Quality and the Mentoring of Aggressive, High-Risk Children

Journal of Clinical Child & Adolescent Psychology / Mar 12, 2009

Cavell, T. A., Elledge, L. C., Malcolm, K. T., Faith, M. A., & Hughes, J. N. (2009). Relationship Quality and the Mentoring of Aggressive, High-Risk Children. Journal of Clinical Child & Adolescent Psychology, 38(2), 185–198. https://doi.org/10.1080/15374410802698420

Development and Validation of a Gender-Balanced Measure of Aggression-Relevant Social Cognition

Journal of Clinical Child & Adolescent Psychology / May 01, 2004

Hughes, J. N., Webster-Stratton, B. T., & Cavell, T. A. (2004). Development and Validation of a Gender-Balanced Measure of Aggression-Relevant Social Cognition. Journal of Clinical Child & Adolescent Psychology, 33(2), 292–302. https://doi.org/10.1207/s15374424jccp3302_11

Predicting Introductory Psychology Test Scores: An Engaging and Useful Topic

Teaching of Psychology / Apr 01, 1994

Cavell, T. A., & Woehr, D. J. (1994). Predicting Introductory Psychology Test Scores: An Engaging and Useful Topic. Teaching of Psychology, 21(2), 108–110. https://doi.org/10.1207/s15328023top2102_13

Self-Report Measures of Ability, Effort, and Nonacademic Activity as Predictors of Introductory Psychology Test Scores

Teaching of Psychology / Oct 01, 1993

Woehr, D. J., & Cavell, T. A. (1993). Self-Report Measures of Ability, Effort, and Nonacademic Activity as Predictors of Introductory Psychology Test Scores. Teaching of Psychology, 20(3), 156–160. https://doi.org/10.1207/s15328023top2003_5

Kathleen Gerson

Collegiate Professor of Sociology, New York University
Most Relevant Research Interests
Education
Developmental and Educational Psychology
Other Research Interests (33)
Gender
Family
Work
Life Course
Qualitative Methods
And 28 more
About
Kathleen Gerson is a leading figure in the field of family sociology and social change. She has been a Collegiate Professor at New York University since 2007. She is the author of over a dozen books, most recently The Unfinished Revolution: How a New Generation Is Reshaping Family, Work, and Gender in America (2010), which has been translated into eight languages. Her research has been supported by the National Science Foundation, the Ford Foundation, and the Russell Sage Foundation.
Most Relevant Publications (3+)

76 total publications

What Do Women Want From Men?

American Behavioral Scientist / May 01, 1986

GERSON, K. (1986). What Do Women Want From Men? American Behavioral Scientist, 29(5), 619–634. https://doi.org/10.1177/000276486029005008

Social Work with the Aged and Their Families

Family Relations / Apr 01, 1988

Greene, R. R. (1988). Social Work with the Aged and Their Families. Family Relations, 37(2), 240. https://doi.org/10.2307/584330

Topic #3 Taking Time to Save Time: Delegating to Paraeducators

TEACHING Exceptional Children / Jan 01, 2000

French, N. K., & Gerlach, K. (2000). Topic #3 Taking Time to Save Time: Delegating to Paraeducators. TEACHING Exceptional Children, 32(3), 79–83. https://doi.org/10.1177/004005990003200312

Emily Owens

Professor, Department of Criminology, Law and Society
Most Relevant Research Interests
Education
Other Research Interests (41)
Economics and Econometrics
Finance
Law
Urban Studies
Public Administration
And 36 more
About
Emily Owens is an economist and professor at the University of California, Irvine. She earned her PhD in Economics from the University of Maryland, College Park in 2007, and her MA in Economics from the university in 2005. She holds a BS in Applied Math and Economics from Brown University, which she obtained in 2002. At UC Irvine, Emily is a professor in the Department of Criminology, Law, and Society as well as the Department of Economics. She is an expert in the fields of public policy, urban economics, and law and economics. She has also conducted research on topics such as the effects of increased policing on crime and the impact of school vouchers on educational outcomes. She has published articles in academic journals such as the Journal of Urban Economics and the Journal of Policy Analysis and Management.
Most Relevant Publications (3+)

69 total publications

Sentencing Guidelines and Judicial Discretion: Quasi-Experimental Evidence from Human Calculation Errors

Journal of Empirical Legal Studies / May 07, 2012

Bushway, S. D., Owens, E. G., & Piehl, A. M. (2012). Sentencing Guidelines and Judicial Discretion: Quasi-Experimental Evidence from Human Calculation Errors. Journal of Empirical Legal Studies, 9(2), 291–319. https://doi.org/10.1111/j.1740-1461.2012.01254.x

Truthiness in Punishment: The Far Reach of Truth-in-Sentencing Laws in State Courts

Journal of Empirical Legal Studies / Nov 22, 2011

Owens, E. G. (2011). Truthiness in Punishment: The Far Reach of Truth-in-Sentencing Laws in State Courts. Journal of Empirical Legal Studies, 8, 239–261. https://doi.org/10.1111/j.1740-1461.2011.01228.x

Editors' Introduction to Judgment by the Numbers: Converting Qualitative to Quantitative Judgments in Law

Journal of Empirical Legal Studies / Nov 22, 2011

Hans, V. P., Rachlinski, J. J., & Owens, E. G. (2011). Editors’ Introduction to Judgment by the Numbers: Converting Qualitative to Quantitative Judgments in Law. Journal of Empirical Legal Studies, 8, 1–5. https://doi.org/10.1111/j.1740-1461.2011.01222.x

Patrick Sharkey

William S Tod Professor of Sociology and Public Affairs, Princeton University
Most Relevant Research Interests
Developmental and Educational Psychology
Education
Other Research Interests (21)
Sociology and Political Science
Demography
Multidisciplinary
Law
Social Sciences (miscellaneous)
And 16 more
About
Patrick Sharkey is a professor of sociology at Princeton University. He received his Ph.D. in Sociology and Social Policy from Harvard University in 2007. His research focuses on issues of urban poverty and inequality, racial stratification, and violence. As a journalist he has written extensively on inequity and the roots of racial disparities in the American city. He is the recipient of numerous academic awards, including the National Science Foundation's CAREER Award, the J.S. Guggenheim Fellowship, and the William Julius Wilson Award for Distinguished Scholarship in Urban and Inequality. His first book, Stuck in Place: Urban Neighborhoods and the End of Progress Toward Racial Equality, won the Robert E. Park Book Award for the best book in urban sociology. He has also served as an advisor to policymakers, foundation leaders, and community organizers across the United States.
Most Relevant Publications (2+)

73 total publications

Violence and Vigilance: The Acute Effects of Community Violent Crime on Sleep and Cortisol

Child Development / Jul 24, 2017

Heissel, J. A., Sharkey, P. T., Torrats-Espinosa, G., Grant, K., & Adam, E. K. (2017). Violence and Vigilance: The Acute Effects of Community Violent Crime on Sleep and Cortisol. Child Development, 89(4), e323–e331. Portico. https://doi.org/10.1111/cdev.12889

Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances.by Greg J. Duncan and Richard J. Murnane (Eds.)

Journal of School Choice / Jan 01, 2013

McGee, J. B. (2013). Whither Opportunity? Rising Inequality, Schools, and Children’s Life Chances.by Greg J. Duncan and Richard J. Murnane (Eds.). Journal of School Choice, 7(1), 107–110. https://doi.org/10.1080/15582159.2013.759850