scholarship

Learn more about my current research projects and opportunities for partnership at the

Cipriano, C., Collaborative for Academic, Social, and Emotional Learning.

Bracket, M. & Cipriano, C. (2020) Emotional Intelligence Comes of Age. Cerebrum.

Cipriano, C., Collaborative for Academic, Social, and Emotional Learning

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
Emotional Learning.

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

Barnes, T. Cipriano, C., Flynn, L., Rivers, S., & Xu, W. (2018). Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms. Journal of Experimental Education. 10.1080/00220973.2018.1465383

Cipriano, C., Barnes, T., Bertoli, M., & Rivers, S. (2018). Applicability of the Classroom Assessment Scoring System in Special Education Classrooms Serving Students with Emotional Behavioral Disorders. Emotional and Behavioral Difficulties. 10.1080/13632752.2018.1461454.

Barnes, T. N., Cipriano, C., McCallops, K., Cuccini-Harmon, C., & Rivers, S. E. (2018) Examining the Relationship between Perceptions of Teaching Self-Efficacy, School Support, and Teachers’ and Paraeducators’ Burnout in a Residential School Setting. Emotional and Behavioral Difficulties. 10.1080/13632752.2018.1461452

Cipriano, C., Barnes, T., Kolev, L., Rivers, S., Brackett, M. (2018). Validating the Emotion Focused Interactions Scale for Teacher-Student Classroom Interactions. Journal of Learning Environment Research. 10.1007/s10984-018-9264-2

Cipriano, C., Barnes, T., Bertoli, M., Flynn, L., & Rivers, S. (2016). There is no “I” in team: Understanding teacher-paraeducator interactions in special education classrooms. Journal of Classroom Interactions, 51(2).

Cipriano (Crowe), C., Rivers, S., & Bertoli, M. (2015) Mind the gap: Accountability, observation, and special education. Assessment in Education: Principles, Policy, and Practice 10.1080/0969594X.2015.1114913

Cipriano (Crowe), C., & Barnes, T. N. (2015). Class, interrupted: Reactionary practices are not best practices in education. Education Week, Issue 14.

Cipriano (Crowe), C. (2013). Parent educational involvement and student achievement: Disentangling parent socialization and child evocative effects across development. Journal of Educational Research and Policy Studies, 13(3).

Cipriano (Crowe), C. (2013). Achievement and the myth of the helicopter mom. Academic Exchange Quarterly, 17(1).

© 2020 Christina Cipriano, Ph.D.