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AERA Open|June 10, 2021
Focused Classroom Coaching and Widespread Racial Equity in School DisciplineAnne Gregory, Erik A Ruzek, Jamie DeCoster, et al.Journal of Youth and Adolescence|July 30, 2017
Perceptions of Relatedness with Classroom Peers Promote Adolescents' Behavioral Engagement and Achievement in Secondary SchoolAmori Yee Mikami, Erik A Ruzek, Christopher A Hafen, et al.International Journal of Behavioral Development|February 3, 2017
Focusing on teacher-student interactions eliminates the negative impact of students' disruptive behavior on teacher perceptionsChristopher A Hafen, Erik A Ruzek, Anne Gregory, et al.Developmental Psychology|October 5, 2020
Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peersArya Ansari, Robert C Pianta, Jessica V Whittaker, et al.Child Development|December 27, 2018
Family Stress Processes and Children's Self-RegulationChelsea A K Duran, Elizabeth Cottone, Erik A Ruzek, et al.School Psychology (Washington, D.C.)|May 20, 2021
Does the timing of kindergarten absences matter for children's early school success?Arya Ansari, Robert C Pianta, Jessica V Whittaker, et al.Learning and Instruction|February 14, 2017
How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competenceErik A Ruzek, Christopher A Hafen, Joseph P Allen, et al.Frontiers in Psychology|July 1, 2017
Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway CourseDavid J Shernof, Erik A Ruzek, Alexander J Sannella, et al.Child Development|January 22, 2013
Preschool center quality and school readiness: quality effects and variation by demographic and child characteristicsTran D Keys, George Farkas, Margaret R Burchinal, et al.Pageof 1