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Cited by

• 2014The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline415 cited
• 2012Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS350 cited
• 2016Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice272 cited
• 2012The Effect of Performance Feedback on Teachers' Treatment Integrity: A Meta-Analysis of the Single-Case Literature229 cited
• 2016Behavior and classroom management: Are teacher preparation programs really preparing our teachers?221 cited
• 2015Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature204 cited
• 2015Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research199 cited
• 2013Using Coaching to Support Teacher Implementation of Classroom-based Interventions193 cited
• 2018Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study182 cited
• 2013EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL164 cited
• 2015Social dynamics in the classroom: Teacher support and conflict and the peer ecology159 cited
• 2014Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote Systems-Level Change