Tashia Abry
Tashia Abry
Assistant Research Professor, Arizona State University
Verified email at asu.edu - Homepage
TitleCited byYear
Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial
SE Rimm-Kaufman, RAA Larsen, AE Baroody, TW Curby, M Ko, ...
American Educational Research Journal 51 (3), 567-603, 2014
To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?
SE Rimm-Kaufman, AE Baroody, RAA Larsen, TW Curby, T Abry
Journal of Educational Psychology 107 (1), 170, 2015
The influence of fidelity of implementation on teacher–student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach
T Abry, SE Rimm-Kaufman, RA Larsen, AJ Brewer
Journal of School Psychology 51 (4), 437-453, 2013
Applying implementation science in early childhood programs and systems
T Halle
Paul H. Brookes Publishing Company, 2013
Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?
TW Curby, SE Rimm-Kaufman, T Abry
Journal of school psychology 51 (5), 557-569, 2013
Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients
SE Abry, T., Hulleman, C. S., & Rimm-Kaufman
American Journal of Evaluation, doi: 1098214014557009, 2014
Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment
T Abry, S Latham, D Bassok, J LoCasale-Crouch
Early Childhood Research Quarterly 31, 78-88, 2015
Teachers' mental health and perceptions of school climate across the transition from training to teaching
L McLean, T Abry, M Taylor, M Jimenez, K Granger
Teaching and Teacher Education 65, 230-240, 2017
Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach
SB Wanless, SE Rimm-Kaufman, T Abry, RA Larsen, CL Patton
Prevention Science 16 (8), 1107-1116, 2015
Innovative methodologies to explore implementation: Whole-part-whole—Construct validity, measurement, and analytical issues for intervention fidelity assessment in education …
CS Hulleman, SE Rimm-Kaufman, T Abry
Paul H Brookes Publishing Co., 2013
Classroom-level adversity: Associations with children’s internalizing and externalizing behaviors across elementary school.
T Abry, CI Bryce, J Swanson, RH Bradley, RA Fabes, RF Corwyn
Developmental psychology 53 (3), 497, 2017
Classroom practices observation measure
T Abry, A Brewer, L Nathanson, B Sawyer, SE Rimm-Kaufman
Unpublished measure, University of Virginia, Charlottesville, VA, 2010
Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality
T Abry, SE Rimm-Kaufman, TW Curby
Prevention Science, 1-11, 2016
Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias
LM Gaias, DE Gal, T Abry, M Taylor, KL Granger
Journal of Applied Developmental Psychology 59, 5-15, 2018
Teachers’ effortful control and student functioning: Mediating and moderating processes
J Swanson, C Valiente, RH Bradley, K Lemery‐Chalfant, T Abry
Social Development 25 (3), 623-645, 2016
Whole-part-whole: Construct validity, measurement, and analytical issues for fidelity assessment in education research
CS Hulleman, SE Rimm-Kaufman, TDS Abry
Applying implementation science in early childhood programs and systems, 65-93, 2013
Using generalizability theory to examine sources of variance in observed behaviors within high school classrooms.
T Abry, AH Cash, CP Bradshaw
Society for Research on Educational Effectiveness, 2014
Parents’ and teachers’ academic influences, behavioral engagement, and first-and fifth-grade achievement.
CI Bryce, RH Bradley, T Abry, J Swanson, MS Thompson
School Psychology 34 (5), 492, 2019
Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade
L McLean, T Abry, M Taylor, CMD Connor
Journal of school psychology 69, 154-168, 2018
larsen, RA, & Brewer, AJ (2013). The influence of fidelity of implementation on teacher–student interaction quality in the context of a randomized controlled trial of the …
T Abry, SE Rimm-Kaufman
Journal of School Psychology 51, 437-453, 0
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