Karen L Thierry
Biographic Data
| ID | 5758587 |
|---|---|
| NAME | Karen L Thierry |
| GIVEN NAMES | Karen L |
| FAMILY NAME | Thierry |
| SIGNATURE | THIERRY K L |
| AFFILIATIONS | Dallas Independent School District |
| ORCID | 0000-0003-3046-7050 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
How are schools implementing a universal social–emotional learning program? Macro- and school-level factors associated with implementation approach
Introduction For universal SEL programs to contribute to positive learning environments, all school staff must be involved in implementing the program (CASEL, 2020). The first aim of the current study was to examined school/district- and macro-level factors associated with two approaches to SEL program implementation observed in schools: (1) classroom teachers as instructors of SEL lessons (i.e., teacher-facilitated) or (2) school counselors as i…
Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum
This study examined teacher characteristics associated with the fidelity of implementation of a social-emotional learning (SEL) curriculum, known as Settle Your Glitter. Prekindergarten through first-grade teachers (N = 60; 52% African American, 30% White, 18% Hispanic/Latinx) from seven schools were observed delivering lessons during the first month of implementation. These observations captured the quality of their initial lesson delivery. At t…
Source-monitoring training facilitates preschoolers' eyewitness memory performance
Preschool children are more susceptible to misleading postevent information than are older children and adults. One reason for young children's suggestibility is their failure to monitor the source of their memories, as in, for example, discriminating whether an event was seen live versus on television. The authors investigated whether source-monitoring training would decrease preschoolers' suggestibility. Thirty-six 3-4-year-olds observed target…
Source-monitoring training facilitates preschoolers' eyewitness memory performance
Preschool children are more susceptible to misleading postevent information than are older children and adults. One reason for young children's suggestibility is their failure to monitor the source of their memories, as in, for example, discriminating whether an event was seen live versus on television. The authors investigated whether source-monitoring training would decrease preschoolers' suggestibility. Thirty-six 3-4-year-olds observed target…
Source-monitoring training facilitates preschoolers' eyewitness memory performance
Preschool children are more susceptible to misleading postevent information than are older children and adults. One reason for young children's suggestibility is their failure to monitor the source of their memories, as in, for example, discriminating whether an event was seen live versus on television. The authors investigated whether source-monitoring training would decrease preschoolers' suggestibility. Thirty-six 3-4-year-olds observed target…
How are schools implementing a universal social–emotional learning program? Macro- and school-level factors associated with implementation approach
Introduction For universal SEL programs to contribute to positive learning environments, all school staff must be involved in implementing the program (CASEL, 2020). The first aim of the current study was to examined school/district- and macro-level factors associated with two approaches to SEL program implementation observed in schools: (1) classroom teachers as instructors of SEL lessons (i.e., teacher-facilitated) or (2) school counselors as i…
Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum
This study examined teacher characteristics associated with the fidelity of implementation of a social-emotional learning (SEL) curriculum, known as Settle Your Glitter. Prekindergarten through first-grade teachers (N = 60; 52% African American, 30% White, 18% Hispanic/Latinx) from seven schools were observed delivering lessons during the first month of implementation. These observations captured the quality of their initial lesson delivery. At t…
Psychology (3 works) · Early Childhood Education and Development (2 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Behavioral and Psychological Studies (1 works) · Child and Animal Learning Development (1 works) · Classroom management (1 works) · Cognition (1 works) · Cognitive psychology (1 works)