Anne Gregory
Biographic Data
| ID | 3983294 |
|---|---|
| NAME | Anne Gregory |
| GIVEN NAMES | Anne |
| FAMILY NAME | Gregory |
| SIGNATURE | GREGORY A |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| ORCID | 0000-0003-3740-6728 |
| VERIFIED | Yes |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 507 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 8 |
Reading Territory
Competency, Allotment, and the Canton Asylum
No abstract available
Evaluation of the whole school restorative practices project
The fragile tenets of trust
Year after year, surveys measuring the level of trust toward the main social institutions show predominantly negative data. Statistics from Ipsos (2019), Gallup (2020) and Edelman (2020) place gove
Student Self‐Reported Positive Purpose Over Two Years in Urban Middle Schools
We used Developmental Systems Theory as a framework for understanding the role of contextual factors in the development of purpose in urban adolescents. The sample included primarily low-socioeconomic students of color attending urban middle schools (n = 2,629; 10-16 years of age). Longitudinal data were collected at four time points across two years. We used hierarchical linear modeling to model change in purpose. On average, purpose declined ov…
Social and Emotional Learning and Equity in School Discipline
Beginning as early as preschool, race and gender are intertwined with the way US schools mete out discipline. In particular, black students and male students are much more likely than others to be suspended or expelled—punishments that we know can hold them back academically. These disparities, and the damage they can cause, have driven recent reforms, including some that incorporate social and emotional learning (SEL) practices.
Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School
Teacher Beliefs and the Overrepresentation of Black Students in Classroom Discipline
Racial disparities in teacher-issued office discipline referrals are less discussed than the well-documented suspension gaps. Discipline referrals, like suspension, can lead to lost instructional time. Although individuals are sent out of the classroom for a range of reasons, Black students, as a group, are at greater risk of being sent out than White students. In fact, studies have shown that when comparing students with similar characteristics,…
How teacher emotional support motivates students
Restorative Interventions and School Discipline Sanctions in a Large Urban School District
A large urban district ( N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records ( n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of part…
Systematic Observation of Early Adolescents in Educational Settings
The Influence of Ethnic Match on Latino School-Based Family Engagement
Research has shown that the school-based engagement of Latino families is lower compared with other racial and ethnic groups. One possible barrier to school-based engagement of this heterogeneous group of families might be the lack of cultural match between families and schools. Addressing this under-researched area, the current study examined ethnic match between Latino caregivers and teachers at seven Head Start centers in a large urban area in…
Perceived prevalence of teasing and bullying predicts high school dropout rates.
This prospective study of 276 Virginia public high schools found that the prevalence of teasing and bullying (PTB) as perceived by both 9th-grade students and teachers was predictive of dropout rates for this cohort 4 years later. Negative binomial regression indicated that one standard deviation increases in student- and teacher-reported PTB were associated with 16.5% and 10.8% increases in the number of dropouts, respectively, after controlling…
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance o…
It Takes a Village
Adolescents are surrounded by people who have expectations about their college‐going potential. Yet, few studies have examined the link between these multiple sources of college‐going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002–2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross‐classified multilevel modeling) to acco…
Teacher Safety and Authoritative School Climate in High Schools
Most research on school climate focuses on student well-being, with less attention on the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher reports of victimization and school records of threats against staff. Regression analyses in a statewide sample of 280 high schools showed that structure (a…
The Universe of Alternatives
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
“Just the facts” is not enough.
Minding the Gate
As four teacher educators teaching a course associated with state-mandated assessment of literacy subject matter knowledge and instructional practices, we conducted a self-study of our experiences. In this article, we describe how high-stakes assessment further compounds the problematic nature of teaching and learning literacy in coursework. We discuss challenges associated with curriculum, instruction, assessment, and the social milieu of the co…
Examining the Influence of Perceived Discrimination During African American Adolescents’ Early Years of High School
Research has identified successful transitions from middle to high school as critical for students’ academic success. Identifying risks and protective factors associated with challenge or success in the early years of high school is crucial, especially for African American students who are disproportionately represented in the ranks of adolescents who underachieve in academics, receive school discipline sanctions, and drop out of high school. The…
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students
This study examined the relationship between structure and support in the high school climate and suspension rates in a statewide sample of 199 schools. School climate surveys completed by 5,035 ninth grade students measured characteristics of authoritative schools, defined as highly supportive, yet highly structured with academic and behavioral expectations. Multivariate analyses showed that schools low on characteristics of an authoritative sch…
Supportive school climate and student willingness to seek help for bullying and threats of violence
Authoritative school discipline
All in-text\treferences\tunderlined\tin\tblue\tare\tlinked\tto\tpublications\ton\tResearchGate, letting you\taccess\tand\tread\tthem\timmediately.
African American high school students and variability in behavior across classrooms
Many African American adolescents who enter high school with low achievement are at‐risk for being perceived as defiant and uncooperative by their classroom teachers. This generalized view of risk, however, offers little understanding of the differentiated behavior these students have with their teachers. The study followed 35 African American students, who have a history of low achievement, across multiple classrooms in their school day. Hierarc…
The Achievement Gap and the Discipline Gap
The gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention. This article synthesizes research on racial and ethnic patterns in school sanctions and considers how disproportionate discipline might contribute to lagging achievement among students of color. It further examines th…
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students
This study examined the relationship between structure and support in the high school climate and suspension rates in a statewide sample of 199 schools. School climate surveys completed by 5,035 ninth grade students measured characteristics of authoritative schools, defined as highly supportive, yet highly structured with academic and behavioral expectations. Multivariate analyses showed that schools low on characteristics of an authoritative sch…
Restorative Interventions and School Discipline Sanctions in a Large Urban School District
A large urban district ( N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records ( n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of part…
Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education
The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational…
Connection and Regulation at Home and in School
Qualities of adolescent-adult relationships across home and school environments are examined as predictors of academic growth in mathematics. An ethnically diverse sample of adolescents was drawn from the National Educational Longitudinal Study, 1988. In separate analyses, adolescents’perceptions of (a) connection with parents and teachers and (b) regulation from parents and teachers uniquely predicted academic growth in math from 8th to 12th gra…
Teacher Safety and Authoritative School Climate in High Schools
Most research on school climate focuses on student well-being, with less attention on the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher reports of victimization and school records of threats against staff. Regression analyses in a statewide sample of 280 high schools showed that structure (a…
"Tolerating" Adolescent Needs
The authors contend that zero tolerance discipline policies are inconsistent with adolescent developmental needs for authoritative, as distinguished from authoritarian, discipline. Previous research has applied the notion of authoritative parenting to teaching styles in classrooms, and a similar model of authoritative discipline can guide schoolwide discipline policies and practices (Gregory & Weinstein, 2004 Gregory, A. and Weinstein, R. S. 2004…
Teacher Beliefs and the Overrepresentation of Black Students in Classroom Discipline
Racial disparities in teacher-issued office discipline referrals are less discussed than the well-documented suspension gaps. Discipline referrals, like suspension, can lead to lost instructional time. Although individuals are sent out of the classroom for a range of reasons, Black students, as a group, are at greater risk of being sent out than White students. In fact, studies have shown that when comparing students with similar characteristics,…
School Climate and Implementation of a Preventive Intervention
Although there has been wide dissemination of research‐based psychosocial prevention programs, a similarly strong research base to guide program implementation has been lacking. Program implementation has been particularly difficult for schools, due partly to insufficient understanding of how school ecologies interact with these programs. This study examined the effects of multiple dimensions of school climate on level and rate of change in imple…
It Takes a Village
Adolescents are surrounded by people who have expectations about their college‐going potential. Yet, few studies have examined the link between these multiple sources of college‐going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002–2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross‐classified multilevel modeling) to acco…
Examining the Influence of Perceived Discrimination During African American Adolescents’ Early Years of High School
Research has identified successful transitions from middle to high school as critical for students’ academic success. Identifying risks and protective factors associated with challenge or success in the early years of high school is crucial, especially for African American students who are disproportionately represented in the ranks of adolescents who underachieve in academics, receive school discipline sanctions, and drop out of high school. The…
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
African American high school students and variability in behavior across classrooms
Many African American adolescents who enter high school with low achievement are at‐risk for being perceived as defiant and uncooperative by their classroom teachers. This generalized view of risk, however, offers little understanding of the differentiated behavior these students have with their teachers. The study followed 35 African American students, who have a history of low achievement, across multiple classrooms in their school day. Hierarc…
Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School
The Influence of Ethnic Match on Latino School-Based Family Engagement
Research has shown that the school-based engagement of Latino families is lower compared with other racial and ethnic groups. One possible barrier to school-based engagement of this heterogeneous group of families might be the lack of cultural match between families and schools. Addressing this under-researched area, the current study examined ethnic match between Latino caregivers and teachers at seven Head Start centers in a large urban area in…
Student Self‐Reported Positive Purpose Over Two Years in Urban Middle Schools
We used Developmental Systems Theory as a framework for understanding the role of contextual factors in the development of purpose in urban adolescents. The sample included primarily low-socioeconomic students of color attending urban middle schools (n = 2,629; 10-16 years of age). Longitudinal data were collected at four time points across two years. We used hierarchical linear modeling to model change in purpose. On average, purpose declined ov…
Systematic Observation of Early Adolescents in Educational Settings
Connection and Regulation at Home and in School
Qualities of adolescent-adult relationships across home and school environments are examined as predictors of academic growth in mathematics. An ethnically diverse sample of adolescents was drawn from the National Educational Longitudinal Study, 1988. In separate analyses, adolescents’perceptions of (a) connection with parents and teachers and (b) regulation from parents and teachers uniquely predicted academic growth in math from 8th to 12th gra…
Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education
The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational…
School Climate and Implementation of a Preventive Intervention
Although there has been wide dissemination of research‐based psychosocial prevention programs, a similarly strong research base to guide program implementation has been lacking. Program implementation has been particularly difficult for schools, due partly to insufficient understanding of how school ecologies interact with these programs. This study examined the effects of multiple dimensions of school climate on level and rate of change in imple…
The discipline gap and African Americans
Adolescent Trust in Teachers
Cooperative behavior is important for well-functioning high school classrooms in which students trust their teachers and actively engage in academic tasks. Yet, discipline referrals for disruption and defiance are all too common and can result in lost instructional time and increased teacher stress. As such, more needs to be understood about trusting and cooperative interactions in classrooms. This study examined teachers' relational approach to …
Teacher learning on problem-solving teams
"Tolerating" Adolescent Needs
The authors contend that zero tolerance discipline policies are inconsistent with adolescent developmental needs for authoritative, as distinguished from authoritarian, discipline. Previous research has applied the notion of authoritative parenting to teaching styles in classrooms, and a similar model of authoritative discipline can guide schoolwide discipline policies and practices (Gregory & Weinstein, 2004 Gregory, A. and Weinstein, R. S. 2004…
Supportive school climate and student willingness to seek help for bullying and threats of violence
Authoritative school discipline
All in-text\treferences\tunderlined\tin\tblue\tare\tlinked\tto\tpublications\ton\tResearchGate, letting you\taccess\tand\tread\tthem\timmediately.
African American high school students and variability in behavior across classrooms
Many African American adolescents who enter high school with low achievement are at‐risk for being perceived as defiant and uncooperative by their classroom teachers. This generalized view of risk, however, offers little understanding of the differentiated behavior these students have with their teachers. The study followed 35 African American students, who have a history of low achievement, across multiple classrooms in their school day. Hierarc…
The Achievement Gap and the Discipline Gap
The gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention. This article synthesizes research on racial and ethnic patterns in school sanctions and considers how disproportionate discipline might contribute to lagging achievement among students of color. It further examines th…
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
“Just the facts” is not enough.
Minding the Gate
As four teacher educators teaching a course associated with state-mandated assessment of literacy subject matter knowledge and instructional practices, we conducted a self-study of our experiences. In this article, we describe how high-stakes assessment further compounds the problematic nature of teaching and learning literacy in coursework. We discuss challenges associated with curriculum, instruction, assessment, and the social milieu of the co…
Examining the Influence of Perceived Discrimination During African American Adolescents’ Early Years of High School
Research has identified successful transitions from middle to high school as critical for students’ academic success. Identifying risks and protective factors associated with challenge or success in the early years of high school is crucial, especially for African American students who are disproportionately represented in the ranks of adolescents who underachieve in academics, receive school discipline sanctions, and drop out of high school. The…
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students
This study examined the relationship between structure and support in the high school climate and suspension rates in a statewide sample of 199 schools. School climate surveys completed by 5,035 ninth grade students measured characteristics of authoritative schools, defined as highly supportive, yet highly structured with academic and behavioral expectations. Multivariate analyses showed that schools low on characteristics of an authoritative sch…
Teacher Safety and Authoritative School Climate in High Schools
Most research on school climate focuses on student well-being, with less attention on the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher reports of victimization and school records of threats against staff. Regression analyses in a statewide sample of 280 high schools showed that structure (a…
The Universe of Alternatives
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
Perceived prevalence of teasing and bullying predicts high school dropout rates.
This prospective study of 276 Virginia public high schools found that the prevalence of teasing and bullying (PTB) as perceived by both 9th-grade students and teachers was predictive of dropout rates for this cohort 4 years later. Negative binomial regression indicated that one standard deviation increases in student- and teacher-reported PTB were associated with 16.5% and 10.8% increases in the number of dropouts, respectively, after controlling…
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance o…
It Takes a Village
Adolescents are surrounded by people who have expectations about their college‐going potential. Yet, few studies have examined the link between these multiple sources of college‐going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002–2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross‐classified multilevel modeling) to acco…
Systematic Observation of Early Adolescents in Educational Settings
The Influence of Ethnic Match on Latino School-Based Family Engagement
Research has shown that the school-based engagement of Latino families is lower compared with other racial and ethnic groups. One possible barrier to school-based engagement of this heterogeneous group of families might be the lack of cultural match between families and schools. Addressing this under-researched area, the current study examined ethnic match between Latino caregivers and teachers at seven Head Start centers in a large urban area in…
How teacher emotional support motivates students
Restorative Interventions and School Discipline Sanctions in a Large Urban School District
A large urban district ( N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records ( n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of part…
Psychology (30 works) · Sociology (17 works) · Education Discipline and Inequality (15 works) · Mathematics education (15 works) · Medicine (15 works) · Pedagogy (15 works) · Developmental psychology (14 works) · Bullying, Victimization, and Aggression (12 works) · Early Childhood Education and Development (12 works) · Political science (12 works)