Hoffmann, J. D., Baumsteiger, R., Seibyl, J., Hills, E., Bradley, C., Cipriano, C., & Brackett, M. A. (2022). Building Useful, Web-based Educational Assessment Tools for Students, with Students: A Demonstration with The School Climate Walkthrough, Assessment in Education: Principles, Policy, and Practice DOI: 10.1080/0969594X.2022.2056576
Cipriano, C., Naples, L. H., Eveleigh, A., Cook, A., Funaro, M., Cassidy, C., McCarthy, M. F., & Rappolt-Schlichtmann, G. (2022). A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students. Review of Educational Research. https://doi.org/10.3102/00346543221094079
26. Ng, Z.J., Willner, C.J., Mannweiler, M.D., Hoffmann, J.D., Bailey, C.S., & Cipriano, C. (2022) A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09691-4
Willner, C. J., Hoffmann, J. D., Bailey, C. S., Harrison, A. P., Garcia, B., Ng, Z.J., Cipriano, C., & Brackett, M. A. (2022). The development of cognitive reappraisal from early childhood through adolescence: A systematic review and methodological recommendations. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.875964
Cipriano, C., Naples, L.H., Zieher, A., Durlak, J., Eveleigh, A., Funero, M., Strambler, M., Ponnock, A., McCarthy, M. F., & Chow, J. (In Principle Acceptance). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development
Zieher, A. K., Cipriano, C., Meyer, J. L., & Strambler, M. J. (2021). Educators’ implementation and use of social and emotional learning early in the COVID-19 pandemic. School Psychology, 36(5), 388-397. http://dx.doi.org/10.1037/spq0000461
To support the generalizability of USB SEL interventions at the intersection of student disability
and race, we conducted a systematic review to update the current state of evidence available
for elementary school USB SEL interventions and their intersectional identities within. We are
working to finalize and publish our paper, but in the interest of fueling data-driven decision
making in real time, here’s a first look at the results.
Cipriano, C., Rappolt-Schlichtmann, G., & Brackett, M.A. (2020). Supporting School Community Wellness with Social and Emotional Learning (SEL) During and After a Pandemic, Edna Bennet Pierce Prevention Research Center, Pennsylvania State University.
Cipriano, C., Barnes, T.N. The observation of special education classrooms by school personnel. Learning Environ Res (2021). https://doi.org/10.1007/s10984-021-09359-w
Yale Center for Emotional Intelligence [Cipriano, C., PI] (2020) Supporting Connecticut Educators with SEL During Times of Uncertainty and Stress: Findings from Fall 2020. New Haven, CT. Yale University.
Eveleigh, A., Cook, A., Naples, L.H., & Cipriano, C. (2021). How Did Educators of Students with Learning Differences Use Social and Emotional Learning to Support Their Students and Themselves Early in the COVID-19 pandemic. Children and Schools
Cipriano, C., Taylor, J.J., Weissberg, R., Blyth, D., & McKown, C. (2020) Catalyzing Future
Directions of SEL Assessment. Chicago, IL: Collaborative for Academic, Social, and
Connecting the Dots of SEL Assessment: Methodologies that matter for students, teachers, and policy. CASEL, Published February 27, 2019
Cipriano, C., Barnes, Rivers, S., & Brackett, M. (2019). Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students at Risk of Academic Failure. Journal of Education for Students Placed at Risk. 10.1080/10824669.2018.1524767
Cipriano, C., Barnes, T., Pieloch, K. A , Brackett, M., and Rivers, S. (2018). Multilevel analysis of student and teacher perceptions of classroom support during early adolescence, Journal of Learning Environment Research 10.1007/s10984-018-9274-0
Fugate, J.M.B., Macrine, S., & Cipriano, C. (2018). Deep Processing: The Role of Embodied Cognition for Transforming Teaching and Learning, International Journal of School and Educational Psychology. 10.1080/21683603.2018.1443856