Artykuły udostępnione publicznie: - DeLeon GrayWięcej informacji
Niedostępne w żadnym miejscu: 3
Engaging Black and Latinx students through communal learning opportunities: A relevance intervention for middle schoolers in STEM elective classrooms
DLL Gray, TL McElveen, BP Green, LH Bryant
Contemporary Educational Psychology 60, 101833, 2020
Upoważnienia: US National Science Foundation
Communally engaged educational psychology: A philosophy of engagement
DLL Gray, AA Lee, B Harris-Thomas, JN Ali, KJ Allah
Educational Psychologist 58 (4), 261-277, 2023
Upoważnienia: US National Science Foundation
Developmental trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge
MM Thomson, E Huggins, SJ Carrier, DL Gray
International Journal of Science Education 44 (8), 1277-1298, 2022
Upoważnienia: US National Science Foundation
Dostępne w jakimś miejscu: 10
Black and belonging at school: A case for interpersonal, instructional, and institutional opportunity structures
DLL Gray, EC Hope, JS Matthews
Educational Psychologist 53 (2), 97-113, 2018
Upoważnienia: US National Science Foundation
The need to belong: A deep dive into the origins, implications, and future of a foundational construct
KA Allen, DLL Gray, RF Baumeister, MR Leary
Educational psychology review 34 (2), 1133-1156, 2022
Upoważnienia: US National Science Foundation
Examining the association between perceived discrimination and heart rate variability in African Americans.
LBK Hill, LS Hoggard, AS Richmond, DLL Gray, DP Williams, JF Thayer
Cultural diversity & ethnic minority psychology 23 (1), 5, 2017
Upoważnienia: US National Science Foundation, US National Institutes of Health
Capturing the cardiac effects of racial discrimination: Do the effects “keep going”?
LS Hoggard, LBK Hill, DLL Gray, RM Sellers
International Journal of Psychophysiology 97 (2), 163-170, 2015
Upoważnienia: US National Institutes of Health
Why Black adolescents are vulnerable at school and how schools can provide opportunities to belong to fix it
DLL Gray, EC Hope, CM Byrd
Policy Insights from the Behavioral and Brain Sciences 7 (1), 3-9, 2020
Upoważnienia: US National Science Foundation
Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms
DLL Gray, EM Anderman, AA O’Connell
Social Psychology of Education 14 (2), 185-208, 2011
Upoważnienia: US National Institutes of Health
Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters
DLL Gray, Y Chang, EM Anderman
Learning and Individual Differences 40, 9-21, 2015
Upoważnienia: US National Institutes of Health
The cultural significance of “we-ness”: Motivationally influential practices rooted in a scholarly agenda on Black education
DLL Gray, JN Ali, TL McElveen, M Sealy
Educational Psychology Review 34 (4), 1985-2013, 2022
Upoważnienia: US National Science Foundation
Classroom goal structures and HIV and pregnancy prevention education in rural high school health classrooms
EM Anderman, PK Cupp, DR Lane, R Zimmerman, DLL Gray, A O'Connell
Journal of Research on Adolescence 21 (4), 904-922, 2011
Upoważnienia: US National Institutes of Health
Developmental trajectories for novice elementary teachers: Teaching efficacy and mathematics knowledge
MM Thomson, DL Gray, TA Walkowiak, R Alnizami
Journal of Teacher Education 73 (4), 338-351, 2022
Upoważnienia: US National Science Foundation
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