Christina Cipriano, PhD, MEd

• Almut Zieher
• Craig S. Bailey
• Jessica Hoffmann
• Joanna Meyer
• Marc A. Brackett
• Melissa C Funaro
• Michael Strambler
• Zi Jia Ng

Behavior; Child Development; Emotions; Psychology, Educational; Adolescent Development; Resilience, Psychological

• A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School StudentsCipriano C, Naples L, Eveleigh A, Cook A, Funaro M, Cassidy C, McCarthy M, Rappolt-Schlichtmann G. 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 2022, 93: 73-102. DOI: 10.3102/00346543221094079.
• The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventionsCipriano C, Strambler M, Naples L, Ha C, Kirk M, Wood M, Sehgal K, Zieher A, Eveleigh A, McCarthy M, Funaro M, Ponnock A, Chow J, Durlak J. The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions. Child Development 2023, 94: 1181-1204. PMID: 37448158, DOI: 10.1111/cdev.13968.
• Towards an inclusive social and emotional learningCipriano C, McCarthy M. Towards an inclusive social and emotional learning. Social And Emotional Learning Research Practice And Policy 2023, 2: 100008. DOI: 10.1016/j.sel.2023.100008.
• Towards an inclusive social and emotional learningChristina Cipriano, Michael F. McCarthy, Towards an inclusive social and emotional learning, Social and Emotional Learning: Research, Practice, and Policy, Volume 2, 2023, 100008, ISSN 2773-2339, https://doi.org/10.1016/j.sel.2023.100008.
• Unpacking the social‐emotional health of education support professionals during the COVID‐19 pandemicNaples L, Cipriano C, Eveleigh A, Stoffers M, Barnes T. Unpacking the social‐emotional health of education support professionals during the COVID‐19 pandemic. Psychology In The Schools 2022, 60: 1415-1441. PMID: 36718135, PMCID: PMC9878206, DOI: 10.1002/pits.22842.
• A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and EducatorsNg Z, Willner C, Mannweiler M, Hoffmann J, Bailey C, Cipriano C. A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators. Educational Psychology Review 2022, 34: 2825-2865. DOI: 10.1007/s10648-022-09691-4.
• The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological RecommendationsWillner CJ, Hoffmann JD, Bailey CS, Harrison AP, Garcia B, Ng ZJ, Cipriano C, Brackett MA. The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations. Frontiers In Psychology 2022, 13: 875964. PMID: 35814075, PMCID: PMC9258621, DOI: 10.3389/fpsyg.2022.875964.
• The Association Between Sociability and COVID-19 Pandemic StressLuo P, LaPalme ML, Cipriano C, Brackett MA. The Association Between Sociability and COVID-19 Pandemic Stress. Frontiers In Psychology 2022, 13: 828076. PMID: 35282265, PMCID: PMC8905492, DOI: 10.3389/fpsyg.2022.828076.
• Building useful, web-based educational assessment tools for students, with students: a demonstration with the school climate walkthroughHoffmann J, Baumsteiger R, Seibyl J, Hills E, Bradley C, Cipriano C, Brackett M. 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 2022, 29: 95-120. DOI: 10.1080/0969594x.2022.2056576.
• How Did Educators of Students with Learning Differences Use Social–Emotional Learning to Support Their Students and Themselves Early in the COVID-19 Pandemic?Eveleigh A, Cook A, Naples L, Cipriano C. How Did Educators of Students with Learning Differences Use Social–Emotional Learning to Support Their Students and Themselves Early in the COVID-19 Pandemic? Children & Schools 2021, 44: 27-38. DOI: 10.1093/cs/cdab030.
• Educators’ Implementation and Use of Social and Emotional Learning Early in the COVID-19 PandemicZieher AK, Cipriano C, Meyer JL, Strambler MJ. Educators’ Implementation and Use of Social and Emotional Learning Early in the COVID-19 Pandemic. School Psychology 2021, 36: 388-397. PMID: 34591589, DOI: 10.1037/spq0000461.
• Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained ClassroomBarnes T, Cipriano C, Xia Y. Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom. Beyond Behavior 2021, 30: 107-115. DOI: 10.1177/10742956211021858.
• The observation of special education classrooms by school personnelCipriano C, Barnes T. The observation of special education classrooms by school personnel. Learning Environments Research 2021, 25: 235-253. DOI: 10.1007/s10984-021-09359-w.
• How Did Educators of Students with Learning Differences Use Social and Emotional Learning to Support Their Students and Themselves Early in the COVID-19 pandemicEveleigh, 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
• The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions.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 11/25/21). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development https://osf.io/r246m
• Relating in the Self-Contained Classroom: Best Practices for Cultivating Effective Teacher-Paraprofessional Collaboration17. Barnes, T., Cipriano, C., Xia, Y. (2021) Relating in the Self-Contained Classroom: Best Practices for Cultivating Effective Teacher-Paraprofessional Collaboration. Beyond Behavior. (30)2, 107-115.
• Whose Emotions Matter: Student Disability and Race Representation in Universal School Based Social and Emotional Learning by the NumbersCipriano, C., Naples, L.H., Eveleigh, A., Rappolt-Schlichtmann, G., & Cook, A. (2021). Whose Emotions Matter: Student Disability and Race Representation in Universal School Based Social and Emotional Learning by the Numbers. National Center for Learning Disabilities
• The observation of special education classrooms by school personnel\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
• Supporting Rhode Island Educators with SEL During Times of Uncertainty and Stress: Findings from the 2020-2021 School Year.Yale Center for Emotional Intelligence [Cipriano, C., PI] (2021) Supporting Rhode Island Educators with SEL During Times of Uncertainty and Stress: Findings from the 2020-2021 School Year. New Haven, CT. Yale University
• Emotional Intelligence Comes of Age.Brackett M, Cipriano C. Emotional Intelligence Comes of Age. Cerebrum : The Dana Forum On Brain Science 2020, 2020 PMID: 32802268, PMCID: PMC7409775.
• Supporting School Community Wellness with Social and Emotional Learning (SEL) During and After a PandemicCipriano, 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.
• Catalyzing Future Directions of SEL Assessment.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
• Supporting Connecticut Educators with SEL During Times of Uncertainty and Stress: Findings from Fall 2020Yale Center for Emotional Intelligence [Cipriano, C., PI] (2021) Supporting Connecticut Educators with SEL During Times of Uncertainty and Stress: Findings from Fall 2020. New Haven, CT. Yale University. Available Here
• Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students at Risk of Academic FailureCipriano C, Barnes T, Rivers S, Brackett M. 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 (JESPAR) 2019, 24: 1-19. DOI: 10.1080/10824669.2018.1524767.
• Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students At Risk of Academic FailureCipriano, C., Barnes, T., Rivers, S., & Brackett, M.A. (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
• A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescenceCipriano C, Barnes T, Pieloch K, Rivers S, Brackett M. A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence. Learning Environments Research 2018, 22: 209-228. DOI: 10.1007/s10984-018-9274-0.
• The role of embodied cognition for transforming learningFugate J, Macrine S, Cipriano C. The role of embodied cognition for transforming learning. International Journal Of School & Educational Psychology 2018, 7: 274-288. DOI: 10.1080/21683603.2018.1443856.
• Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education ClassroomsBarnes T, Cipriano C, Flynn L, Rivers S, Xu W. Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms. The Journal Of Experimental Education 2018, 87: 415-429. DOI: 10.1080/00220973.2018.1465383.
• Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disordersCipriano C, Barnes T, Bertoli M, Rivers S. Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders. Emotional And Behavioural Difficulties 2018, 23: 343-360. DOI: 10.1080/13632752.2018.1461454.
• Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school settingBarnes T, Cipriano C, McCallops K, Cuccuini-Harmon C, Rivers S. Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting. Emotional And Behavioural Difficulties 2018, 23: 284-295. DOI: 10.1080/13632752.2018.1461452.
• Validating the Emotion-Focused Interactions Scale for teacher–student interactionsCipriano C, Barnes T, Kolev L, Rivers S, Brackett M. Validating the Emotion-Focused Interactions Scale for teacher–student interactions. Learning Environments Research 2018, 22: 1-12. DOI: 10.1007/s10984-018-9264-2.
• Multilevel analysis of student and teacher perceptions of classroom support during early adolescenceCipriano, 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
• 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
• Applicability of the Classroom Assessment Scoring System in Special Education Classrooms Serving Students with Emotional Behavioral DisordersCipriano, 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 Emotion Focused Interactions Scale for Teacher-Student Classroom InteractionsCipriano, 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
• The Recognizing Excellence in Learning and Teaching (RELATE) Tool Classroom Observation Technical Manual.Barnes, T., Cipriano, C., Bertoli, M., Flynn, L., & Rivers, S. (2018). The Recognizing Excellence in Learning and Teaching (RELATE) Tool Classroom Observation Technical Manual. Yale University
• 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 educationCipriano (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
• The Recognizing Excellence in Learning and Teaching (RELATE) Tool Classroom Observation Technical ManualBarnes, T., Cipriano, C., Bertoli, M., Flynn, L., & Rivers, S. (2015). The Recognizing Excellence in Learning and Teaching (RELATE) Tool Classroom Observation Technical Manual. Yale University
• The RELATE Classroom Observation Research Extension (CORE)Cipriano, C., Barnes, T., Bertoli, M., Flynn, L., & Rivers, S., (2015) The RELATE Classroom Observation Research Extension (CORE). Yale University.