Lindsay M Fallon

Biographic Data

ID5140043
NAMELindsay M Fallon
GIVEN NAMESLindsay M
FAMILY NAMEFallon
SIGNATUREFALLON L M
AFFILIATIONSUniversity of Massachusetts Boston
ORCID0000-0003-0813-3337
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS0
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2021
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Happy together

    Open AccessYanchen Zhang, QIONG YU et al.ARTICLEJournal of School Psychology2025

  • Check yourself! Exploring current culturally responsive teaching assessment measures

    Open AccessTamara K Lawson, Jerica Knox et al.ARTICLEPsychology in the Schools2024

    Culturally responsive teaching (CRT) was introduced over 30 years ago and remains an educational framework used to guide instruction today. Although research has evidenced its utility and positive impact, little is known about available tools to guide practitioners in assessing and monitoring their implementation of CRT practices. This systematic review aimed to identify and describe available assessment tools that incorporate dimensions of CRT. …

  • Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth

    Open AccessLindsay M Fallon, Emily R DeFouw et al.ARTICLERemedial and Special Education2022

    For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classro…

  • Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior

    Open AccessLindsay M Fallon, Margarida B Veiga et al.ARTICLEPsychology in the Schools2022

    It is important to explore the relationship between teachers' perceptions of their cultural responsiveness as well as students' classroom behavior and risk, as these relationships may impact decisions about equitable access to school behavioral health supports. This paper includes two studies conducted with teachers in two large suburban school districts. Study 1 investigated the relationship between teachers' ( n = 20) ratings on a measure of cu…

  • Conceptualizing and Dismantling White Privilege in School Psychology Research

    Sally L Grapin, Lindsay M FallonARTICLESchool Psychology Review2022References: 5

    A considerable body of literature has explored the impact of individual and structural racism on the work of school psychologists; however, less research has focused on White privilege specifically. Moreover, much of school psychology's current scholarship on White privilege has focused on issues in training and practice, with relatively less literature exploring its intersection with research activities. In this article, we describe the emergenc…

  • Mixed reality simulations for social-emotional learning

    Open AccessKristin M Murphy, Amy L Cook et al.ARTICLEPhi Delta Kappan2021

    Although social-emotional learning is associated with long-term success in school and careers, it is often a missing link in U.S. public education. The COVID-19 pandemic has intensified the need for social-emotional supports for children. In this time of crisis, educators have also sought new ways to make connections and reimagined how students might actively learn with each other. Kristin Murphy, Amy Cook, & Lindsay Fallon discuss what they have…