Kristina C Webber

Dados Biográficos

ID5137205
NOMEKristina C Webber
PRENOMESKristina C
SOBRENOMEWebber
ASSINATURAWEBBER K C
AFILIAÇÕESUniversity of North Carolina at Chapel Hill
VERIFICADONão
TOTAL DE OBRAS4
TOTAL DE CITAÇÕES28
TOTAL COMO AUTOR4
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2011
ANO MAIS RECENTE DE PUBLICAÇÃO2023
ÍNDICE H2

  • Lessons Learned in Implementing an Aging Research Training Program for Underrepresented Minority Students

    Open AccessSue E Levkoff, Quentin McCollum et al.ARTICLEThe International Journal of…2023

    This brief report provides an overview of lessons learned through evaluation of the first five years of the NIA-funded South Carolina-Advancing Diversity in Aging Research (SC-ADAR) undergraduate program, whose goal is to increase the number of qualified underrepresented minority (URM) students who pursue scientific graduate studies in programs focusing on medicine, science, technology, engineering, and mathematics and aging. Partnering with five…

  • Ethnic Identity and Mental Health in American Indian Youth

    Open AccessPaul R Smokowski, Caroline B R Evans et al.ARTICLEJournal of Youth and Adolescence2013Citada por: 24Referências: 13

  • Low Effect Sizes of Evidence-Based Programs in School Settings

    Joelle D Powers, Natasha K Bowen et al.ARTICLEJournal of Evidence-Based Social…2011Citada por: 1Referências: 6

    School practitioners working from an evidence-based practice framework are expected to implement interventions that are effective with students. In the current study, the authors explore the feasibility of that expectation in light of the availability of critical effect size information necessary for making informed intervention decisions. Effect sizes for 51 school-based programs endorsed as effective by authoritative sources were reviewed. Effe…

  • Confirmatory Factor Analysis of the Elementary School Success Profile for Teachers

    Open AccessKristina C Webber, Cynthia F Rizo et al.ARTICLEResearch on Social Work Practice2011Citada por: 3Referências: 8

    Objectives: This study examines the factor structure and scale quality of data collected with the online Elementary School Success Profile (ESSP) for Teachers from a sample of teachers of 1,145 third through fifth graders. Methods: Confirmatory factor analysis (CFA) using Mplus and weighted least squares means and variances adjusted (WLSMV) estimation took into account the ordinal and clustered nature of the data. Models were tested on four rando…