Kristen L Granger
Datos Biográficos
| ID | 5759286 |
|---|---|
| NOMBRE | Kristen L Granger |
| NOMBRES | Kristen L |
| APELLIDO | Granger |
| FIRMA | GRANGER K L |
| AFILIACIONES | Arizona State University |
| ORCID | 0000-0001-8989-3631 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 56 |
| OBRAS COMO AUTOR | 13 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Item Response Theory Analysis of the Classroom Level Adversity Scale
The Classroom Level Adversity Scale (CLA) captures teachers' perceptions of the overall needs and challenges present in their classrooms. It reflects a collective classroom characteristic based on teacher report, providing insight into the degree of ecological risk teachers perceive when working with their students. The CLA was developed to advance the measurement of teachers' perceptions of classroom stressors and has been used to investigate as…
Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise
This study used data from 435 teacher‐child dyads in early childhood classrooms to examine the extent to which teachers' use of behavior specific praise (BSP) with children screened for elevated rates of externalizing behaviors was influenced by the intensity of child challenging behavior and gender. Observational assessments indicated that teachers used BSP infrequently. A multiple regression model revealed a significant association between the …
Teachers’ Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms
Research Findings: We examined whether Head Start teachers’ depressive symptoms are associated with their engagement in high-quality conversations with children, and we considered the extent to which this association is consistent across classroom contexts and activities. Observations of Head Start teachers’ conversations with children were conducted using a teacher-focal coding system and teachers reported on depressive symptoms. Generalized est…
A preliminary investigation of collective teacher efficacy and student hope
A sociometric approach to understanding characteristics of same- and other-gender friendships in young children
Teachers’ Gender-Role Attitudes and Gendered Classroom Practices
The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict
The far‐reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well‐documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at‐ri…
The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching
Predictors of parent-professional alliance in home-based parenting support
Teachers' mental health and perceptions of school climate across the transition from training to teaching
Preschool Teachers’ Facilitation of Gender-Typed and Gender- Neutral Activities during Free Play
Peer influence on gender identity development in adolescence
During adolescence, gender identity (GI) develops through a dialectic process of personal reflection and with input from the social environment. Peers play an important role in the socialization of gendered behavior, but no studies to-date have assessed peer influences on GI. Thus, the goal of the present study was to examine peer influences on four aspects of adolescents' GI in racially and ethnically diverse 7th- and 8th-grade students (N = 670…
Being in the Know
We tested the hypothesis that early adolescents’ ( N = 951) knowledge of who bullies whom is differentially distributed across peers. Knowledge of bullying was assessed by asking middle school students to nominate grademates who bullied or were bullied using physical or relational means. We hypothesized that peers who were closer to bullies and victims in the grade-level friendship network, such as bullies, victims, their friends, and socially ce…
Peer influence on gender identity development in adolescence
During adolescence, gender identity (GI) develops through a dialectic process of personal reflection and with input from the social environment. Peers play an important role in the socialization of gendered behavior, but no studies to-date have assessed peer influences on GI. Thus, the goal of the present study was to examine peer influences on four aspects of adolescents' GI in racially and ethnically diverse 7th- and 8th-grade students (N = 670…
Teachers' mental health and perceptions of school climate across the transition from training to teaching
Being in the Know
We tested the hypothesis that early adolescents’ ( N = 951) knowledge of who bullies whom is differentially distributed across peers. Knowledge of bullying was assessed by asking middle school students to nominate grademates who bullied or were bullied using physical or relational means. We hypothesized that peers who were closer to bullies and victims in the grade-level friendship network, such as bullies, victims, their friends, and socially ce…
The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching
Teachers’ Gender-Role Attitudes and Gendered Classroom Practices
A preliminary investigation of collective teacher efficacy and student hope
Preschool Teachers’ Facilitation of Gender-Typed and Gender- Neutral Activities during Free Play
Being in the Know
We tested the hypothesis that early adolescents’ ( N = 951) knowledge of who bullies whom is differentially distributed across peers. Knowledge of bullying was assessed by asking middle school students to nominate grademates who bullied or were bullied using physical or relational means. We hypothesized that peers who were closer to bullies and victims in the grade-level friendship network, such as bullies, victims, their friends, and socially ce…
Preschool Teachers’ Facilitation of Gender-Typed and Gender- Neutral Activities during Free Play
Peer influence on gender identity development in adolescence
During adolescence, gender identity (GI) develops through a dialectic process of personal reflection and with input from the social environment. Peers play an important role in the socialization of gendered behavior, but no studies to-date have assessed peer influences on GI. Thus, the goal of the present study was to examine peer influences on four aspects of adolescents' GI in racially and ethnically diverse 7th- and 8th-grade students (N = 670…
Teachers' mental health and perceptions of school climate across the transition from training to teaching
Predictors of parent-professional alliance in home-based parenting support
The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching
The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict
The far‐reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well‐documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at‐ri…
A preliminary investigation of collective teacher efficacy and student hope
A sociometric approach to understanding characteristics of same- and other-gender friendships in young children
Teachers’ Gender-Role Attitudes and Gendered Classroom Practices
Teachers’ Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms
Research Findings: We examined whether Head Start teachers’ depressive symptoms are associated with their engagement in high-quality conversations with children, and we considered the extent to which this association is consistent across classroom contexts and activities. Observations of Head Start teachers’ conversations with children were conducted using a teacher-focal coding system and teachers reported on depressive symptoms. Generalized est…
Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise
This study used data from 435 teacher‐child dyads in early childhood classrooms to examine the extent to which teachers' use of behavior specific praise (BSP) with children screened for elevated rates of externalizing behaviors was influenced by the intensity of child challenging behavior and gender. Observational assessments indicated that teachers used BSP infrequently. A multiple regression model revealed a significant association between the …
Item Response Theory Analysis of the Classroom Level Adversity Scale
The Classroom Level Adversity Scale (CLA) captures teachers' perceptions of the overall needs and challenges present in their classrooms. It reflects a collective classroom characteristic based on teacher report, providing insight into the degree of ecological risk teachers perceive when working with their students. The CLA was developed to advance the measurement of teachers' perceptions of classroom stressors and has been used to investigate as…
Psychology (12 obras) · Developmental psychology (10 obras) · Social Psychology (9 obras) · Early Childhood Education and Development (8 obras) · Social Psychology (7 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Clinical Psychology (4 obras) · Child Development and Digital Technology (3 obras) · Clinical Psychology (3 obras) · Gender role (3 obras)