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PUBLICATIONS

Exploring Changes in Student Engagement through the Ruler Approach: An Examination of Students at Risk of Academic Failure. 

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

Applying the Classroom Assessment Scoring System in Special Education Classrooms Serving Students with Emotional Behavioral Disorders. Emotional and Behavioral Difficulties

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. 

 

Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms

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

 

 

Examining the Relationship between Perceptions of Teaching Self-Efficacy, School Support, and Teachers’ and Paraeducators’ Burnout in a Residential School Setting

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

 

Deep Processing: The Role of Embodied Cognition for Transforming Teaching and Learning 

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

Multilevel analysis of student and teacher perceptions of classroom support during early adolescence

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

Validating the Emotion Focused Interactions Scale for Teacher-Student Classroom Interactions.

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

There is no “I” in team: Understanding teacher-paraeducator interactions in special education classrooms.

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).

Mind the gap: Accountability, observation, and special education

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

Class, interrupted: Reactionary practices are not best practices in education

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

Parent educational involvement and student achievement: Disentangling parent socialization and child evocative effects across development

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).

Achievement and the myth of the helicopter mom

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