Tashia Abry
Tashia Abry
Assistant Research Professor, Arizona State University
Verified email at - Homepage
Cited by
Cited by
To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?
SE Rimm-Kaufman, AE Baroody, RAA Larsen, TW Curby, T Abry
Journal of Educational Psychology 107 (1), 170, 2015
Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial
SE Rimm-Kaufman, RAA Larsen, AE Baroody, TW Curby, M Ko, ...
American educational research journal 51 (3), 567-603, 2014
Teachers' mental health and perceptions of school climate across the transition from training to teaching
L McLean, T Abry, M Taylor, M Jimenez, K Granger
Teaching and Teacher Education 65, 230-240, 2017
The influence of fidelity of implementation on teacher–student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach
T Abry, SE Rimm-Kaufman, RA Larsen, AJ Brewer
Journal of School Psychology 51 (4), 437-453, 2013
Applying implementation science in early childhood programs and systems
T Halle, A Metz, I Martinez-Beck
Paul H. Brookes Publishing Company, 2013
Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients
SE Abry, T., Hulleman, C. S., & Rimm-Kaufman
American Journal of Evaluation, doi: 1098214014557009, 2014
Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?
TW Curby, SE Rimm-Kaufman, T Abry
Journal of school psychology 51 (5), 557-569, 2013
Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment
T Abry, S Latham, D Bassok, J LoCasale-Crouch
Early Childhood Research Quarterly 31, 78-88, 2015
Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality
T Abry, SE Rimm-Kaufman, TW Curby
Prevention Science, 1-11, 2016
Parents’ and teachers’ academic influences, behavioral engagement, and first-and fifth-grade achievement.
CI Bryce, RH Bradley, T Abry, J Swanson, MS Thompson
School Psychology 34 (5), 492, 2019
The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching
M Taylor, L McLean, CI Bryce, T Abry, KL Granger
Teaching and teacher education 86, 102910, 2019
Classroom-level adversity: Associations with children’s internalizing and externalizing behaviors across elementary school.
T Abry, CI Bryce, J Swanson, RH Bradley, RA Fabes, RF Corwyn
Developmental psychology 53 (3), 497, 2017
Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias
LM Gaias, DE Gal, T Abry, M Taylor, KL Granger
Journal of Applied Developmental Psychology 59, 5-15, 2018
Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach
SB Wanless, SE Rimm-Kaufman, T Abry, RA Larsen, CL Patton
Prevention Science 16, 1107-1116, 2015
Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade
L McLean, T Abry, M Taylor, CMD Connor
Journal of school psychology 69, 154-168, 2018
The Influence of Adverse Classroom and School Experiences on First Year Teachers' Mental Health and Career Optimism.
L McLean, T Abry, M Taylor, LM Gaias
Grantee Submission, 2020
Innovative methodologies to explore implementation: Whole-part-whole—Construct validity, measurement, and analytical issues for intervention fidelity assessment in education …
CS Hulleman, SE Rimm-Kaufman, T Abry
Paul H Brookes Publishing Co., 2013
First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.
T Abry, KL Granger, CI Bryce, M Taylor, J Swanson, RH Bradley
School Psychology Quarterly 33 (4), 547, 2018
Classroom practices observation measure
T Abry, A Brewer, L Nathanson, B Sawyer, SE Rimm-Kaufman
Unpublished measure, University of Virginia, Charlottesville, VA, 2010
Teachers’ effortful control and student functioning: Mediating and moderating processes
J Swanson, C Valiente, RH Bradley, K Lemery‐Chalfant, T Abry
Social Development 25 (3), 623-645, 2016
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