Kamilah Legette
Biographic Data
| ID | 9521637 |
|---|---|
| NAME | Kamilah Legette |
| GIVEN NAMES | Kamilah |
| FAMILY NAME | Legette |
| SIGNATURE | LEGETTE K |
| AFFILIATIONS | Department of Psychology University of Denver Denver Colorado USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions
We employed a mixed‐methods design to identify intervention elements that may improve relational inclusion in classrooms through equity‐framed and culturally‐attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed‐methods design, we fi…
Children and Divorce
This entry provides an updated review of how children experience and respond to parental divorce. Scholars, particularly E. Mavis Hetherington and Joan Wallerstein, have reached quite different conclusions regarding how children adjust to divorce, and the entry begins with an attempt by Emery to reconcile the conflicting claims that scholars have reached. The entry provides new information on directions that divorce research has taken, including …
No prominent works on this page.
Children and Divorce
This entry provides an updated review of how children experience and respond to parental divorce. Scholars, particularly E. Mavis Hetherington and Joan Wallerstein, have reached quite different conclusions regarding how children adjust to divorce, and the entry begins with an attempt by Emery to reconcile the conflicting claims that scholars have reached. The entry provides new information on directions that divorce research has taken, including …
A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions
We employed a mixed‐methods design to identify intervention elements that may improve relational inclusion in classrooms through equity‐framed and culturally‐attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed‐methods design, we fi…
Developmental psychology (2 works) · Psychology (2 works) · Social Psychology (2 works) · Sociology (2 works) · Cohabitation (1 work) · Criminology (1 work) · Demographic Trends and Gender Preferences (1 work) · Early Childhood Education and Development (1 work) · Education Discipline and Inequality (1 work) · Ethnic group (1 work)