Voluntary faculty are typically clinicians or others who are employed outside of the School but make significant contributions to department programs at the medical center or at affiliate institutions.
Voluntary rank detailsChristine Emmons, PhD
Assistant Clinical ProfessorAbout
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Titles
Assistant Clinical Professor, Affiliate Faculty, Child Study Center
Biography
Christine Emmons, Ph.D. is Assistant Clinical Professor at the Yale University, Child Study Center; prior to which she was Associate Research Scientist at the Child Study Center and Director of Program Evaluation with the Yale School Development Program. She received her B.A. from the University of the West Indies, her M.L.S. from the University of Western Ontario and her Ph.D. in Educational Psychology from the University of Connecticut in 1993. Dr. Emmons was an elementary teacher and later a librarian in her native Grenada.
As Director of Program Evaluation, Dr. Emmons was responsible for the design and management of the SDP’s research and evaluation program, particularly in the districts involved in systemic reform. Her duties included the development and review of instruments to measure the SDP implementation and outcomes.
Main interests include the impact of children's home, school and community social environments on their self-worth, self-management, self-determination, empowerment, and success.
Appointments
Child Study Center
Assistant Clinical ProfessorPrimary
Other Departments & Organizations
Education & Training
- PhD
- University of Connecticut, Educational Psychology (1992)
- MS
- University of Western Ontario, Library and Information Sciences (1984)
- BA
- University of the West Indies, Library Science (1979)
Research
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Overview
Medical Research Interests
Public Health Interests
Publications
2017
Increasing collaboration self-efficacy to improve educational programming for students with autism
Emmons, Christine L. & Zager, Dianne (2017). Increasing collaboration self-efficacy to improve educational programming for students with autism. Focus on Autism and Other Developmental Disabilities. http://journals.sagepub.com/doi/pdf/10.1177/1088357616686312Peer-Reviewed Original Research
2009
Capturing Complexity: Evaluation of the Yale Child Study Center School Development Program, in R. Deslandes (ed.) International Perspectives on Contexts, Communities and Evaluated Innovative Practices: Family-school-community partnerships.
Emmons, C. L. & Comer, J. P.(2009) Capturing Complexity: Evaluation of the Yale Child Study Center School Development Program, in R. Deslandes (ed.) International Perspectives on Contexts, Communities and Evaluated Innovative Practices: Family-school-community partnerships.Peer-Reviewed Original Research
Others
- 3. Emmons, C. & Baskerville, R. (2005). Maintaining excellence while managing transitions: Norman S. Weir revisited. Journal of the Education of Students Placed at Risk, 10 (2), 199-206.Peer-Reviewed Original Research
- 5. Haynes, Norris M.; Emmons, Christine; Ben-Avie, Michael. School climate as a factor in student adjustment and achievement. (1997). Journal of Educational and Psychological Consultation, Vol. 8, No. 3, 321-329.Peer-Reviewed Original Research
- 6. Kuperminc, Gabriel P.; Leadbeater, Bonnie J.; Emmons, Christine, Blatt, Sidney J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Development Science, Vol. 1, No. 2, 76-88.Peer-Reviewed Original Research
- 2. Comer, J. P, & Emmons, C. (2006). The research program of the Yale Child Study Center School Development Program. Journal of Negro Education, 75 (3), 353-372Peer-Reviewed Original Research
- 4. Haynes, N. M.; Emmons, C.; Woodruff, D. W. (1998). School Development Program effects: Linking implementation to outcomes. Journal of the Education of Students Placed at Risk, 3 (1), 321-329.Peer-Reviewed Original Research
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