These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


Pubmed for Handhelds

PUBMED FOR HANDHELDS

Journal Abstract Search

180 related items for PubMed ID: 33238818

  • 1. Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools.
    Reddy LA, Lekwa A, Shernoff E.
    J Learn Disabil; 2021; 54(1):36-53. PubMed ID: 33238818
    [Abstract] [Full Text] [Related]

  • 2. A randomized controlled trial of instructional coaching in high-poverty urban schools: Examining teacher practices and student outcomes.
    Reddy LA, Shernoff E, Lekwa A.
    J Sch Psychol; 2021 Jun; 86():151-168. PubMed ID: 34051911
    [Abstract] [Full Text] [Related]

  • 3. Instructional coaching actions that predict teacher classroom practices and student achievement.
    Glover TA, Reddy LA, Crouse K.
    J Sch Psychol; 2023 Feb; 96():1-11. PubMed ID: 36641220
    [Abstract] [Full Text] [Related]

  • 4. Teacher coaching supported by formative assessment for improving classroom practices.
    Fabiano GA, Reddy LA, Dudek CM.
    Sch Psychol Q; 2018 Jun; 33(2):293-304. PubMed ID: 29629778
    [Abstract] [Full Text] [Related]

  • 5. Coaching to improve teacher instruction and behavior management in a high poverty school: A case study.
    Reddy LA, Shernoff E, Lekwa A, Matthews C, Davis W, Dudek CM.
    Sch Psychol Q; 2019 Jan; 34(1):14-21. PubMed ID: 30556728
    [Abstract] [Full Text] [Related]

  • 6. Is it more effective or efficient to coach teachers in pairs or individually? A comparison of teacher and student outcomes and coaching costs.
    Pas ET, Kaihoi CA, Debnam KJ, Bradshaw CP.
    J Sch Psychol; 2022 Jun; 92():346-359. PubMed ID: 35618380
    [Abstract] [Full Text] [Related]

  • 7. Examining the relationships between data-guided innovations and pre-k students' social-emotional development.
    Salim KB, Kilmer RP, Cook JR, Armstrong LM, Gadaire AP, Simmons CJ, Morris VG, Thiery TL, Babb MJ, Day PW, Messinger LG, Larson JC.
    J Community Psychol; 2022 Apr; 50(3):1343-1360. PubMed ID: 34642955
    [Abstract] [Full Text] [Related]

  • 8. Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher-student interaction.
    Pianta RC, Lipscomb D, Ruzek E.
    J Sch Psychol; 2022 Apr; 91():65-80. PubMed ID: 35190080
    [Abstract] [Full Text] [Related]

  • 9. Coaching Teachers to Improve Students' School Readiness Skills: Indirect Effects of Teacher-Student Interaction.
    Pianta RC, Lipscomb D, Ruzek E.
    Child Dev; 2021 Nov; 92(6):2509-2528. PubMed ID: 34128220
    [Abstract] [Full Text] [Related]

  • 10. Teacher Coaching: Increasing Deaf Students' Active Engagement Through Flexible Instructional Arrangements.
    Catalano J, Weirick W, Hasko J, Antia S.
    J Deaf Stud Deaf Educ; 2021 Dec 16; 27(1):73-88. PubMed ID: 34590687
    [Abstract] [Full Text] [Related]

  • 11. Effect Evaluation of a Web-Based Coaching Intervention to Support Implementation of Sex Education Among Secondary School Teachers: Randomized Controlled Trial.
    Schutte L, Mevissen FEF, Meijer S, Paulussen T, van Empelen P, Kok G.
    J Med Internet Res; 2018 Jun 18; 20(6):e96. PubMed ID: 29734139
    [Abstract] [Full Text] [Related]

  • 12. Testing the combined effects of the PAX Good Behavior Game and MyTeachingPartner™ coaching for early career teachers: Impacts on teacher-student interaction quality and teachers' occupational health.
    Downer JT, Braun SS, Bradshaw CP, Elreda LM, Elzie X, Budavari AC, Ialongo NS, Tolan PH.
    J Sch Psychol; 2024 Oct 18; 106():101359. PubMed ID: 39251315
    [Abstract] [Full Text] [Related]

  • 13. Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes.
    Tolan P, Elreda LM, Bradshaw CP, Downer JT, Ialongo N.
    J Sch Psychol; 2020 Feb 18; 78():75-95. PubMed ID: 32178813
    [Abstract] [Full Text] [Related]

  • 14. Advancing the science of coaching in education: An introduction to the special issue.
    Reddy LA.
    J Sch Psychol; 2023 Feb 18; 96():36-40. PubMed ID: 36641223
    [Abstract] [Full Text] [Related]

  • 15. Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade.
    McLean L, Abry T, Taylor M, Connor CM.
    J Sch Psychol; 2018 Aug 18; 69():154-168. PubMed ID: 30558750
    [Abstract] [Full Text] [Related]

  • 16. Instructional and behavior management practices implemented by elementary general education teachers.
    Reddy LA, Fabiano GA, Dudek CM, Hsu L.
    J Sch Psychol; 2013 Dec 18; 51(6):683-700. PubMed ID: 24295143
    [Abstract] [Full Text] [Related]

  • 17. The magnitude and precision of estimates of change in formative teacher assessment.
    Lekwa AJ, Reddy LA, Shernoff ES.
    Sch Psychol; 2020 Mar 18; 35(2):137-145. PubMed ID: 32105140
    [Abstract] [Full Text] [Related]

  • 18. Measuring teacher practices and student academic engagement: A convergent validity study.
    Lekwa AJ, Reddy LA, Shernoff ES.
    Sch Psychol Q; 2019 Jan 18; 34(1):109-118. PubMed ID: 29975100
    [Abstract] [Full Text] [Related]

  • 19. Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices?
    Graham S, Ciullo S, Collins A.
    J Learn Disabil; 2024 Jan 18; 57(2):63-78. PubMed ID: 37415485
    [Abstract] [Full Text] [Related]

  • 20. Assessment of general education teachers' Tier 1 classroom practices: contemporary science, practice, and policy.
    Reddy LA, Fabiano GA, Jimerson SR.
    Sch Psychol Q; 2013 Dec 18; 28(4):273-276. PubMed ID: 24341924
    [Abstract] [Full Text] [Related]

    Page: [Next] [New Search]
    of 9.