Julia Ogg
Biographic Data
| ID | 6214737 |
|---|---|
| NAME | Julia Ogg |
| GIVEN NAMES | Julia |
| FAMILY NAME | Ogg |
| SIGNATURE | OGG J |
| AFFILIATIONS | Northern Illinois University |
| ORCID | 0000-0001-7187-1178 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Dynamics of a dynamic interrelationship
Did prepandemic perceptions of school climate protect students' internalizing symptoms during Covid‐19 school closures
The global COVID‐19 pandemic significantly disrupted educational environments for all students when the majority of schools in the United States abruptly switched to remote learning. School climate, including support and structure, has been recognized as an important construct that influences student functioning. The current study explored student perceptions of school climate before school disruptions as a potential protective factor against neg…
Student-teacher conflict or student-school conflict? Exploring bidirectional relationships between externalizing behavior and teacher conflict
Examining daily parent involvement in caregivers of children with ADHD using electronic diaries
Academic enablers as dynamic moderators
Bidirectional associations between biased language exposure and school-based relationships across gender
Process and context
Executive function, learning-related behaviors, and science growth from kindergarten to fourth grade
Recent research has indicated that science-based achievement gaps open early in children’s educational careers and are explained largely by malleable factors. Two potentially important variables to consider include children’s executive function (EF) and learning-related behaviors exhibited in the classroom. These variables have been identified as key factors promoting reading and mathematics achievement, but have not been extensively examined for…
Attendance and Implementation of Strategies in a Behavioral Parent‐training Program
Low levels of attendance and implementation of strategies in behavioral parent‐training programs may limit their impact. The purpose of this study was to examine attendance and implementation across a behavioral parent‐training program delivered in English and Español. Participants included parents ( n = 739) of young children who attended a behavioral parent‐training program. The mean number of sessions attended for the entire sample was 4.46 ( …
Evidence-Based Interventions for Children with Challenging Behavior
When a child has difficulties eating or sleeping, or throws frequent tantrums, many parents cross their fingers and hope it's a phase to be outgrown soon. But when they persist, challenging behaviors can follow children to school, contributing to academic problems, social difficulties, and further problems in adolescence and adulthood. The authors of Evidence-Based Interventions for Children with Challenging Behavior take a preventive approach in…
No prominent works on this page.
Evidence-Based Interventions for Children with Challenging Behavior
When a child has difficulties eating or sleeping, or throws frequent tantrums, many parents cross their fingers and hope it's a phase to be outgrown soon. But when they persist, challenging behaviors can follow children to school, contributing to academic problems, social difficulties, and further problems in adolescence and adulthood. The authors of Evidence-Based Interventions for Children with Challenging Behavior take a preventive approach in…
Attendance and Implementation of Strategies in a Behavioral Parent‐training Program
Low levels of attendance and implementation of strategies in behavioral parent‐training programs may limit their impact. The purpose of this study was to examine attendance and implementation across a behavioral parent‐training program delivered in English and Español. Participants included parents ( n = 739) of young children who attended a behavioral parent‐training program. The mean number of sessions attended for the entire sample was 4.46 ( …
Process and context
Executive function, learning-related behaviors, and science growth from kindergarten to fourth grade
Recent research has indicated that science-based achievement gaps open early in children’s educational careers and are explained largely by malleable factors. Two potentially important variables to consider include children’s executive function (EF) and learning-related behaviors exhibited in the classroom. These variables have been identified as key factors promoting reading and mathematics achievement, but have not been extensively examined for…
Academic enablers as dynamic moderators
Bidirectional associations between biased language exposure and school-based relationships across gender
Examining daily parent involvement in caregivers of children with ADHD using electronic diaries
Did prepandemic perceptions of school climate protect students' internalizing symptoms during Covid‐19 school closures
The global COVID‐19 pandemic significantly disrupted educational environments for all students when the majority of schools in the United States abruptly switched to remote learning. School climate, including support and structure, has been recognized as an important construct that influences student functioning. The current study explored student perceptions of school climate before school disruptions as a potential protective factor against neg…
Student-teacher conflict or student-school conflict? Exploring bidirectional relationships between externalizing behavior and teacher conflict
Dynamics of a dynamic interrelationship
Psychology (10 works) · Developmental psychology (8 works) · Parental Involvement in Education (6 works) · Early Childhood Education and Development (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Academic achievement (3 works) · Association (psychology) (3 works) · Longitudinal study (3 works) · Mathematics education (3 works) · Medicine (3 works)