2024
Considering the “How” of SEL: A framework for the pedagogies of social and emotional learning
Zieher A, Bailey C, Cipriano C, McNaboe T, Smith K, Strambler M. Considering the “How” of SEL: A framework for the pedagogies of social and emotional learning. Social And Emotional Learning Research Practice And Policy 2024, 3: 100030. DOI: 10.1016/j.sel.2024.100030.Peer-Reviewed Original Research
2021
Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom
Barnes 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.Peer-Reviewed Original ResearchThe observation of special education classrooms by school personnel
Cipriano 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.Peer-Reviewed Original ResearchClassroom observationsSchool personnelEvaluation of teachersStudent learning outcomesSpecial education classroomsEducation classroomsTeaching practicesMET projectLearning environmentLearning outcomesService studentsClassroomAccountability practicesReliability of observationsTeachersScorer reliabilityPracticePrior researchStudentsPersonnelLessonsDisabilityProjectResearchersResearch
2018
A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence
Cipriano 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.Peer-Reviewed Original ResearchTeachers’ perceptionsClassroom supportEcological systems theoryStudents' perceptionsBronfenbrenner’s ecological systems theoryExperiences of teachersImproved student outcomesSupportive classroom environmentSchool-level characteristicsClassroom processesStudent outcomesClassroom environmentImpact studentsSchool levelSame classroomPerceptions of supportSame schoolSchool variabilityTeachersStudentsGrade 5ClassroomSchoolsEducational interventionEarly adolescenceExamining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting
Barnes 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.Peer-Reviewed Original ResearchSchool supportEducators’ perceptionsTreatment schoolsBurnout of teachersResidential school settingSense of efficacyStudent outcomesSchool settingsTeachersEducatorsLevel of burnoutSchoolsBurnout influencesParaeducatorsPerceptionLittle researchBurnoutSupportSignificant relationshipSenseUnited StatesLarger studyTopicResearchNeedValidating the Emotion-Focused Interactions Scale for teacher–student interactions
Cipriano 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.Peer-Reviewed Original ResearchTeacher-student interactionClassroom environmentInteraction ScaleOne-factor measureConfirmatory factor analysisAdequate internal consistencyStrong positive loadingsFactor analysisTeachersGood psychometric propertiesPsychometric propertiesStudentsInternal consistencyConcurrent validityAffective expressionNumerous measuresSelf-report measuresNeed