Erik A. Ruzek
Erik A. Ruzek
Senior Research Scientist, NWEA
Bekræftet mail på nwea.org - Startside
Citeret af
Citeret af
Projecting the potential impact of COVID-19 school closures on academic achievement
M Kuhfeld, J Soland, B Tarasawa, A Johnson, E Ruzek, J Liu
Educational Researcher 49 (8), 549-565, 2020
How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence
EA Ruzek, CA Hafen, JP Allen, A Gregory, AY Mikami, RC Pianta
Learning and instruction 42, 95-103, 2016
Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics
TD Keys, G Farkas, MR Burchinal, GJ Duncan, DL Vandell, W Li, ...
Child development 84 (4), 1171-1190, 2013
Closing the racial discipline gap in classrooms by changing teacher practice
A Gregory, CA Hafen, E Ruzek, AY Mikami, JP Allen, RC Pianta
School psychology review 45 (2), 171-191, 2016
What can student perception surveys tell us about teaching? Empirically testing the underlying structure of the tripod student perception survey
TLB Wallace, B Kelcey, E Ruzek
American Educational Research Journal 53 (6), 1834-1868, 2016
Learning during COVID-19: Initial findings on students’ reading and math achievement and growth
M Kuhfeld, B Tarasawa, A Johnson, E Ruzek, K Lewis
NWEA Brief, Portland, OR, 2020
The quality of toddler child care and cognitive skills at 24 months: Propensity score analysis results from the ECLS-B
E Ruzek, M Burchinal, G Farkas, GJ Duncan
Early childhood research quarterly 29 (1), 12-21, 2014
The influence of the high school classroom environment on learning as mediated by student engagement
DJ Shernoff, EA Ruzek, S Sinha
School psychology international 38 (2), 201-218, 2017
Measuring effective teacher-student interactions from a student perspective: A multi-level analysis
JT Downer, M Stuhlman, J Schweig, JF Martínez, E Ruzek
The Journal of Early Adolescence 35 (5-6), 722-758, 2015
Paving the way: K-16 partnerships for higher education diversity and high school reform
T Domina, E Ruzek
Educational Policy 26 (2), 243-267, 2012
Using value-added models to measure teacher effects on students’ motivation and achievement
EA Ruzek, T Domina, AMM Conley, GJ Duncan, SA Karabenick
The Journal of Early Adolescence 35 (5-6), 852-882, 2015
Perceptions of relatedness with classroom peers promote adolescents’ behavioral engagement and achievement in secondary school
AY Mikami, EA Ruzek, CA Hafen, A Gregory, JP Allen
Journal of Youth and Adolescence 46, 2341-2354, 2017
Learning during COVID-19: Reading and math achievement in the 2020-21 school year
K Lewis, M Kuhfeld, E Ruzek, A McEachin
Center for School and Student Progress, 2021
Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate?
AC Lam, EA Ruzek, K Schenke, AMM Conley, SA Karabenick
Journal of Educational Psychology 107 (4), 1102, 2015
Focusing on teacher–student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions
CA Hafen, EA Ruzek, A Gregory, JP Allen, AY Mikami
International journal of behavioral development 39 (5), 426-431, 2015
My teaching partner-secondary: A video-based coaching model
A Gregory, E Ruzek, CA Hafen, AY Mikami, JP Allen, RC Pianta
Theory into practice 56 (1), 38-45, 2017
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
RC Pianta, JE Whittaker, V Vitiello, E Ruzek, A Ansari, T Hofkens, ...
Journal of Applied Developmental Psychology 66, 101084, 2020
The impact of COVID-19 on student achievement and what it may mean for educators
J Soland, M Kuhfeld, B Tarasawa, A Johnson, E Ruzek, J Liu
Brown Center Chalkboard, 2020
Heterogeneity of student perceptions of the classroom climate: A latent profile approach
K Schenke, E Ruzek, AC Lam, SA Karabenick, JS Eccles
Learning Environments Research 20, 289-306, 2017
Student engagement as a general factor of classroom experience: Associations with student practices and educational outcomes in a university gateway course
DJ Shernof, EA Ruzek, AJ Sannella, RY Schorr, L Sanchez-Wall, ...
Frontiers in Psychology 8, 994, 2017
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