Elise Cappella
Biographic Data
| ID | 167160 |
|---|---|
| NAME | Elise Cappella |
| GIVEN NAMES | Elise |
| FAMILY NAME | Cappella |
| SIGNATURE | CAPPELLA E |
| AFFILIATIONS | New York University |
| ORCID | 0000-0002-3768-6443 |
| VERIFIED | Yes |
| TOTAL WORKS | 40 |
| TOTAL CITATIONS | 114 |
| AUTHOR COUNT | 40 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Selecting key opinion leaders under practical challenges
When undertaking a community intervention, interventionists frequently recruit the help of community members who serve as key opinion leaders (KOLs). However, selecting a team of KOLs can be challenging because the evaluation of potential teams must balance considerations of members’ availability and diversity, as well as the team’s breadth of network coverage and cost of recruitment. This paper has two goals: to review the practical challenges t…
Using social network analysis to identify peer coaches in the real world of elementary schools
Coaching can increase elementary school teachers’ implementation of evidence‐based classroom practices, including equity‐centered or culturally responsive practices. However, coaching by personnel external to schools can be expensive and difficult to sustain. Community science principles and social network research suggest the potential of influential peer leaders in schools to accelerate implementation. In the first phase of a multi‐year project…
The Role of Hang‐Out Ties in Reading Comprehension and Small Group Interactions for Multilingual Students
Small groups are commonly used in elementary reading classrooms, but relatively little research has examined the social factors that support small group reading instruction. This study tests whether the number of hang‐out ties (i.e., the number of ties between students who like to hang out together) in small groups predicts reading comprehension among multilingual children in Grades 4 and 5, and whether interactions differ in small groups with hi…
Effects of Heterogeneous Versus Homogeneous Grouping on English Learners’ Language and Literacy Development
In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, preregistered moderation analyses indicated that heterogeneous groups benefited students with higher English…
Exploring the needs of girls of color in the juvenile legal system
Girls of color are overrepresented in the juvenile legal system and experience high levels of unmet needs. Assessing and meeting girls' needs may prevent system contact or deeper involvement by providing for these needs in community‐based settings, rather than through juvenile legal systems. This study used a structured interview‐based assessment adapted from an advocacy intervention to examine girls' self‐identified needs and perceived effective…
Capturing the Prevalence, Patterns, and Predictors of Supportive Relationships in Early Adolescence
Guided by self-determination theory and the bioecological model, this latent class analysis explores the patterns and predictors of supportive relationships in a national sample of early adolescents ( N = 6,469). A six-class solution emerged: youth with (1) emotional, informational, and academic support from various adults and peers across home, school, and community settings; (2) emotional and informational support from school friends; (3) low s…
Elementary School Teachers’ Self-Assessment of Use of Positive Behavior Support Strategies and Goal Setting Related to Equity-Focused Features
The goal of the Maximize Program is to collaborate with educators to develop resources and procedures to facilitate teachers’ use of equity-focused behavioral supports. In this study, we describe teachers’ responses to the first iteration of the interactive Maximize Technology Platform. Ninety elementary school teachers from three schools were encouraged to use the platform to learn about the foundational concept of equity literacy, complete a se…
Measuring and predicting teachers’ commitment to implementing evidence-based programs
Advice networks in early childhood education
Can positive school climate ameliorate racial-ethnic disparities in pre-kindergarten quality? Evidence from a large urban school district
The Art of Social Justice
The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs
Let's hang out!”
This study examines the associations among cross‐linguistic social ties, individual‐level social network and demographic characteristics, and academic and social‐emotional outcomes in a sample of third to eighth grade Latine and Black youth attending urban afterschool programs. Guided by social capital and social learning perspectives, this study is one of the first to explore the associations of social ties among Spanish‐speaking bilingual youth…
Fostering positive youth and staff development
Informed by strengths‐based perspectives and systems theory of social settings, this mixed‐methods study focuses on the experiences of the afterschool workforce employed by a large, urban community‐based organization. Through directed content analysis of semi‐structured individual and small‐group interviews with afterschool instructors (ASI), this study sheds light on the roles, experiences, challenges, and supports of ASIs. Results demonstrate t…
Who are they and What do they Need
Highlights Assistant teachers are sought for professional advice considerably less than other ECE professionals. Assistant teachers' demographics highlight pathways to support their needs and utilize their strengths. Variance decomposition analyses were conducted to compare different on‐the‐job supports. Assistant teachers’ receipt of coaching may be a key contributor to their job satisfaction. Professional advice from colleagues may support the …
Early Childhood Teachers’ Lives in Context
This study explores the personal, professional, and contextual conditions faced by early childhood education ( ECE ) teachers in under‐resourced settings and how these relate to teacher responsiveness to professional development ( PD ): namely, teacher attrition (a sign of PD failure when occurring shortly after PD ), take‐up of offered PD , adherence to PD training/materials, and quality of implementation. We use data from six disadvantaged dist…
New Perspectives on the Child‐ and Youth‐Serving Workforce in Low‐Resource Communities
Highlights Deepen and refine our understanding of workforce development across multiple settings and sectors Provide a conceptual model of interactive ecological factors that influence professional development Suggest a framework for further scholarship on workforce best practices in low‐resource communities
A National Sample of Eighth-Grade Students
This study evaluates the effect of attending a U.S. public middle or junior high school as compared with a K-8 school on eighth graders’ academic and psychosocial outcomes. In a national sample, we conducted propensity score weighted regression analysis. Initial findings indicated that for eighth-grade students, attending a middle or junior high school negatively affected teacher- and self-reported reading/writing competence. After applying popul…
Seeing and being seen
The Hidden Role of Teachers
Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individual and contextual factors that increase the likelihood of cross-race friendship over time. Guided by contact hypothesis and systems theory, we examine the student and classroom predictors of change in same-race friendships over 1 school year using a samp…
Mapping the Social World of Classrooms
Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low‐income Latino students in kindergarten to fifth …
Peer Contexts in Schools
Peer contexts play an important role in the behavioral health of early adolescents in schools. Behavioral health involves the observable academic and social behaviors that relate to and influence youths' subsequent health and development. Setting-level research on peer networks and social norms indicates these aspects of peer contexts vary by peer group, classroom, and school and dynamically relate to individual students' academic and social beha…
Measures of Early Adolescent Development and School Contexts
This special issue highlights recent research on measures of early adolescents' development and the school contexts in which they spend their time. We are particularly interested in measures with direct application-providing actionable data to teachers, principals, parents, school counselors, or the students themselves, in ways that promote social-emotional and academic learning. In this introduction, we highlight the ways in which articles in th…
Extracurricular Participation and Course Performance in the Middle Grades
The transition to middle/junior high school is associated with declines in students’ academic performance, especially among low‐income, urban youth. Developmental psychologists posit such declines are due to a poor fit between the needs of early adolescents—industry, identity, and autonomy—and the environment of their new schools. Extracurricular participation during these years may act as a buffer for youth, providing a setting for development o…
Aggression Norms in the Classroom Social Network
In a cross‐sectional sample of African‐American 2nd–4th grade students ( N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers’ social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children’s direct and indirect connections in the classroom…
Classroom Peer Relationships and Behavioral Engagement in Elementary School
Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low‐income students ( N = 80) in urban elementary school classrooms ( N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social…
The Hidden Role of Teachers
Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individual and contextual factors that increase the likelihood of cross-race friendship over time. Guided by contact hypothesis and systems theory, we examine the student and classroom predictors of change in same-race friendships over 1 school year using a samp…
Feasible, Rigorous, and Relevant
Peers become increasingly influential in children’s development during late childhood and early adolescence. A large body of research has documented children’s proclivity for forming friendships with peers who share similar attributes to themselves, a phenomenon termed homophily. Researchers have used multiple procedures to operationalize homophily. However, a measure of homophily that accounts for the diversity of children in classrooms has yet …
An Examination of Network Position and Childhood Relational Aggression
Applying resource control theory and social exchange theory, we examined the social network conditions under which elementary age children were likely to engage in relational aggression. Data on classroom peer networks and peer‐nominated behaviors were collected on 671 second‐ through fourth‐grade children in 34 urban, low‐income classrooms. Nested regression models with robust cluster standard errors demonstrated that the association between chi…
Extracurricular Participation and Course Performance in the Middle Grades
The transition to middle/junior high school is associated with declines in students’ academic performance, especially among low‐income, urban youth. Developmental psychologists posit such declines are due to a poor fit between the needs of early adolescents—industry, identity, and autonomy—and the environment of their new schools. Extracurricular participation during these years may act as a buffer for youth, providing a setting for development o…
Aggression Norms in the Classroom Social Network
In a cross‐sectional sample of African‐American 2nd–4th grade students ( N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers’ social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children’s direct and indirect connections in the classroom…
Seeing Eye to Eye
This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students' classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of stu…
Context Matters for Social‐Emotional Learning
This paper examines whether three dimensions of school climate—leadership, accountability, and safety/respect—moderated the impacts of the INSIGHTS program on students’ social‐emotional, behavioral, and academic outcomes. Twenty‐two urban schools and N = 435 low‐income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effec…
Conceptualizing Academic Norms in Middle School
A wide body of research has documented the relationship between social norms and individual behaviors. There is growing evidence that academic behaviors in early adolescence—when most children begin middle school—may be subject to normative influence as well. However, the structure and composition of peer relationships within middle schools have yet to be fully incorporated into current conceptualizations of academic norms. A social network appro…
Child Disruptive Behavior and Parenting Efficacy
In this article, we investigate the effectiveness of INSIGHTS into Children's Temperament (INSIGHTS), a temperament‐based preventive intervention, in reducing the disruptive behavior problems of young children from low‐income, urban families. Results indicate that children enrolled in INSIGHTS evidenced a decrease in disruptive behavior problems over the course of the intervention, with children with high maintenance temperaments evidencing the m…
The Prevention of Social Aggression Among Girls
This study represents the first systematic attempt to examine a theory‐based program designed to reduce girls' social aggression and increase positive leadership among peers. Fifth‐grade girls from six public schools were randomly assigned within classrooms to the social aggression prevention program (SAPP) and the comparison reading clubs. A school‐based small group program, the SAPP was demonstrated to have a positive impact for all students in…
Who are they and What do they Need
Highlights Assistant teachers are sought for professional advice considerably less than other ECE professionals. Assistant teachers' demographics highlight pathways to support their needs and utilize their strengths. Variance decomposition analyses were conducted to compare different on‐the‐job supports. Assistant teachers’ receipt of coaching may be a key contributor to their job satisfaction. Professional advice from colleagues may support the …
New Perspectives on the Child‐ and Youth‐Serving Workforce in Low‐Resource Communities
Highlights Deepen and refine our understanding of workforce development across multiple settings and sectors Provide a conceptual model of interactive ecological factors that influence professional development Suggest a framework for further scholarship on workforce best practices in low‐resource communities
Navigating Middle Grades
During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social‐emotional well‐being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of mi…
Early Childhood Teachers’ Lives in Context
This study explores the personal, professional, and contextual conditions faced by early childhood education ( ECE ) teachers in under‐resourced settings and how these relate to teacher responsiveness to professional development ( PD ): namely, teacher attrition (a sign of PD failure when occurring shortly after PD ), take‐up of offered PD , adherence to PD training/materials, and quality of implementation. We use data from six disadvantaged dist…
Measures of Early Adolescent Development and School Contexts
This special issue highlights recent research on measures of early adolescents' development and the school contexts in which they spend their time. We are particularly interested in measures with direct application-providing actionable data to teachers, principals, parents, school counselors, or the students themselves, in ways that promote social-emotional and academic learning. In this introduction, we highlight the ways in which articles in th…
The bright side of positive perceptual bias
This study explores whether findings linking positive perceptual bias to childhood aggression extend to perceptual bias in network centrality. We present data from nested regression models that examine associations between perceptual bias in network centrality and aggressive behavior in a sample of 421 urban African American second through fourth grade students. Children who overestimated their network centrality compared to peer-reports were les…
Advice networks in early childhood education
The Art of Social Justice
Children's Positive School Behaviors and Social Preference in Urban Elementary Classrooms
This study examined the associations between prosocial and academically oriented behaviors and social preference as a function of individual (i.e., gender), developmental (i.e., grade) and contextual factors (i.e., group descriptive norms). Data were gathered from a sample of 2 nd , 3 rd and 4 th grade children (51% male, 97.5% African American) in 34 classrooms from high‐poverty inner‐city neighborhoods. Multilevel analyses indicated that indivi…
Using social network analysis to identify peer coaches in the real world of elementary schools
Coaching can increase elementary school teachers’ implementation of evidence‐based classroom practices, including equity‐centered or culturally responsive practices. However, coaching by personnel external to schools can be expensive and difficult to sustain. Community science principles and social network research suggest the potential of influential peer leaders in schools to accelerate implementation. In the first phase of a multi‐year project…
Effects of Heterogeneous Versus Homogeneous Grouping on English Learners’ Language and Literacy Development
In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, preregistered moderation analyses indicated that heterogeneous groups benefited students with higher English…
Can positive school climate ameliorate racial-ethnic disparities in pre-kindergarten quality? Evidence from a large urban school district
Let's hang out!”
This study examines the associations among cross‐linguistic social ties, individual‐level social network and demographic characteristics, and academic and social‐emotional outcomes in a sample of third to eighth grade Latine and Black youth attending urban afterschool programs. Guided by social capital and social learning perspectives, this study is one of the first to explore the associations of social ties among Spanish‐speaking bilingual youth…
Fostering positive youth and staff development
Informed by strengths‐based perspectives and systems theory of social settings, this mixed‐methods study focuses on the experiences of the afterschool workforce employed by a large, urban community‐based organization. Through directed content analysis of semi‐structured individual and small‐group interviews with afterschool instructors (ASI), this study sheds light on the roles, experiences, challenges, and supports of ASIs. Results demonstrate t…
America's Schoolchildren
To provide a context for the articles in this journal issue, which focus on programs for children in elementary and middle school, this article depicts the cohort of children who were between 5 and 14 years old in the 1990s and compares them with their counterparts earlier in the century. It reports their numbers, overall and by racial and ethnic heritage; the makeup, employment, and economic status of their parents; and the time they spend in sc…
The Prevention of Social Aggression Among Girls
This study represents the first systematic attempt to examine a theory‐based program designed to reduce girls' social aggression and increase positive leadership among peers. Fifth‐grade girls from six public schools were randomly assigned within classrooms to the social aggression prevention program (SAPP) and the comparison reading clubs. A school‐based small group program, the SAPP was demonstrated to have a positive impact for all students in…
International Family, Adult, and Child Enhancement Services (Faces)
The development of evidence-based mental health interventions for refugees is complicated by the cultural and linguistic diversity of the participants, and the need to balance treatment of past traumatic experiences with ongoing support during the process of acculturation. In an effort to gather "practice-based evidence" from existing mental health services for refugees, a collaborative study of International Family, Adult, and Child Enhancement …
Seeing Eye to Eye
This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students' classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of stu…
An Examination of Network Position and Childhood Relational Aggression
Applying resource control theory and social exchange theory, we examined the social network conditions under which elementary age children were likely to engage in relational aggression. Data on classroom peer networks and peer‐nominated behaviors were collected on 671 second‐ through fourth‐grade children in 34 urban, low‐income classrooms. Nested regression models with robust cluster standard errors demonstrated that the association between chi…
Child Disruptive Behavior and Parenting Efficacy
In this article, we investigate the effectiveness of INSIGHTS into Children's Temperament (INSIGHTS), a temperament‐based preventive intervention, in reducing the disruptive behavior problems of young children from low‐income, urban families. Results indicate that children enrolled in INSIGHTS evidenced a decrease in disruptive behavior problems over the course of the intervention, with children with high maintenance temperaments evidencing the m…
Teaching through Interactions
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 presch…
Classroom Peer Relationships and Behavioral Engagement in Elementary School
Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low‐income students ( N = 80) in urban elementary school classrooms ( N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social…
Getting a good start in school
Feasible, Rigorous, and Relevant
Peers become increasingly influential in children’s development during late childhood and early adolescence. A large body of research has documented children’s proclivity for forming friendships with peers who share similar attributes to themselves, a phenomenon termed homophily. Researchers have used multiple procedures to operationalize homophily. However, a measure of homophily that accounts for the diversity of children in classrooms has yet …
Conceptualizing Academic Norms in Middle School
A wide body of research has documented the relationship between social norms and individual behaviors. There is growing evidence that academic behaviors in early adolescence—when most children begin middle school—may be subject to normative influence as well. However, the structure and composition of peer relationships within middle schools have yet to be fully incorporated into current conceptualizations of academic norms. A social network appro…
The bright side of positive perceptual bias
This study explores whether findings linking positive perceptual bias to childhood aggression extend to perceptual bias in network centrality. We present data from nested regression models that examine associations between perceptual bias in network centrality and aggressive behavior in a sample of 421 urban African American second through fourth grade students. Children who overestimated their network centrality compared to peer-reports were les…
Navigating Middle Grades
During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social‐emotional well‐being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of mi…
Children's Positive School Behaviors and Social Preference in Urban Elementary Classrooms
This study examined the associations between prosocial and academically oriented behaviors and social preference as a function of individual (i.e., gender), developmental (i.e., grade) and contextual factors (i.e., group descriptive norms). Data were gathered from a sample of 2 nd , 3 rd and 4 th grade children (51% male, 97.5% African American) in 34 classrooms from high‐poverty inner‐city neighborhoods. Multilevel analyses indicated that indivi…
Peer Contexts in Schools
Peer contexts play an important role in the behavioral health of early adolescents in schools. Behavioral health involves the observable academic and social behaviors that relate to and influence youths' subsequent health and development. Setting-level research on peer networks and social norms indicates these aspects of peer contexts vary by peer group, classroom, and school and dynamically relate to individual students' academic and social beha…
Measures of Early Adolescent Development and School Contexts
This special issue highlights recent research on measures of early adolescents' development and the school contexts in which they spend their time. We are particularly interested in measures with direct application-providing actionable data to teachers, principals, parents, school counselors, or the students themselves, in ways that promote social-emotional and academic learning. In this introduction, we highlight the ways in which articles in th…
Extracurricular Participation and Course Performance in the Middle Grades
The transition to middle/junior high school is associated with declines in students’ academic performance, especially among low‐income, urban youth. Developmental psychologists posit such declines are due to a poor fit between the needs of early adolescents—industry, identity, and autonomy—and the environment of their new schools. Extracurricular participation during these years may act as a buffer for youth, providing a setting for development o…
Aggression Norms in the Classroom Social Network
In a cross‐sectional sample of African‐American 2nd–4th grade students ( N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers’ social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children’s direct and indirect connections in the classroom…
Context Matters for Social‐Emotional Learning
This paper examines whether three dimensions of school climate—leadership, accountability, and safety/respect—moderated the impacts of the INSIGHTS program on students’ social‐emotional, behavioral, and academic outcomes. Twenty‐two urban schools and N = 435 low‐income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effec…
Seeing and being seen
The Hidden Role of Teachers
Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individual and contextual factors that increase the likelihood of cross-race friendship over time. Guided by contact hypothesis and systems theory, we examine the student and classroom predictors of change in same-race friendships over 1 school year using a samp…
Mapping the Social World of Classrooms
Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low‐income Latino students in kindergarten to fifth …
A National Sample of Eighth-Grade Students
This study evaluates the effect of attending a U.S. public middle or junior high school as compared with a K-8 school on eighth graders’ academic and psychosocial outcomes. In a national sample, we conducted propensity score weighted regression analysis. Initial findings indicated that for eighth-grade students, attending a middle or junior high school negatively affected teacher- and self-reported reading/writing competence. After applying popul…
Who are they and What do they Need
Highlights Assistant teachers are sought for professional advice considerably less than other ECE professionals. Assistant teachers' demographics highlight pathways to support their needs and utilize their strengths. Variance decomposition analyses were conducted to compare different on‐the‐job supports. Assistant teachers’ receipt of coaching may be a key contributor to their job satisfaction. Professional advice from colleagues may support the …
Early Childhood Teachers’ Lives in Context
This study explores the personal, professional, and contextual conditions faced by early childhood education ( ECE ) teachers in under‐resourced settings and how these relate to teacher responsiveness to professional development ( PD ): namely, teacher attrition (a sign of PD failure when occurring shortly after PD ), take‐up of offered PD , adherence to PD training/materials, and quality of implementation. We use data from six disadvantaged dist…
Psychology (38 works) · Developmental psychology (24 works) · Early Childhood Education and Development (23 works) · Medicine (21 works) · Parental Involvement in Education (21 works) · Social Psychology (21 works) · Sociology (19 works) · Political science (17 works) · Bullying, Victimization, and Aggression (13 works) · Pedagogy (13 works)