| Longitudinal associations between executive functioning and academic skills across content areas. MW Fuhs, KT Nesbitt, DC Farran, N Dong Developmental psychology 50 (6), 1698, 2014 | 533 | 2014 |
| PowerUp!: A tool for calculating minimum detectable effect sizes and sample size requirements for experimental and quasi-experimental designs N Dong, R Maynard Journal of Research on Educational Effectiveness 6 (1), 24-67, 2013 | 318* | 2013 |
| Factor structures of the Rosenberg self-esteem scale C Huang, N Dong European Journal of Psychological Assessment, 2012 | 189 | 2012 |
| The incredible years teacher classroom management program: Outcomes from a group randomized trial WM Reinke, KC Herman, N Dong Prevention science 19 (8), 1043-1054, 2018 | 116 | 2018 |
| Evaluation of the Tennessee Voluntary Prekindergarten Program: Kindergarten and First Grade Follow-Up Results from the Randomized Control Design. Research Report. MW Lipsey, KG Hofer, N Dong, DC Farran, C Bilbrey Peabody Research Institute, 2013 | 115 | 2013 |
| Learning-related cognitive self-regulation measures for prekindergarten children: a comparative evaluation of the educational relevance of selected measures. MW Lipsey, KT Nesbitt, DC Farran, N Dong, MW Fuhs, SJ Wilson Journal of Educational Psychology 109 (8), 1084, 2017 | 109* | 2017 |
| Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial. KC Herman, WM Reinke, N Dong, CP Bradshaw Journal of Educational Psychology 114 (1), 144, 2022 | 104 | 2022 |
| It’s all about balance: propensity score matching in the context of complex survey data D Lenis, TQ Nguyen, N Dong, EA Stuart Biostatistics 20 (1), 147-163, 2019 | 89 | 2019 |
| Power for detecting treatment by moderator effects in two-and three-level cluster randomized trials J Spybrook, B Kelcey, N Dong Journal of Educational and Behavioral Statistics 41 (6), 605-627, 2016 | 62 | 2016 |
| The relationship between child care subsidies and children's cognitive development LE Hawkinson, AS Griffen, N Dong, RA Maynard Early Childhood Research Quarterly 28 (2), 388-404, 2013 | 55 | 2013 |
| Power analyses for moderator effects in three-level cluster randomized trials N Dong, B Kelcey, J Spybrook The Journal of Experimental Education 86 (3), 489-514, 2018 | 50 | 2018 |
| Meaningful effect sizes, intraclass correlations, and proportions of variance explained by covariates for planning two-and three-level cluster randomized trials of social and … N Dong, WM Reinke, KC Herman, CP Bradshaw, DW Murray Evaluation Review 40 (4), 334-377, 2016 | 48 | 2016 |
| Statistical power for causally defined indirect effects in group-randomized trials with individual-level mediators B Kelcey, N Dong, J Spybrook, K Cox Journal of Educational and Behavioral Statistics 42 (5), 499-530, 2017 | 43 | 2017 |
| Croon’s bias-corrected factor score path analysis for small-to moderate-sample multilevel structural equation models B Kelcey, K Cox, N Dong Organizational research methods 24 (1), 55-77, 2021 | 42 | 2021 |
| Initial results of the evaluation of the Tennessee Voluntary Pre-K Program MW Lipsey, DC Farran, C Bilbrey, KG Hofer, N Dong Nashville, TN: Peabody Research Institute, Vanderbilt University. Available …, 2011 | 42 | 2011 |
| Using propensity score analysis of survey data to estimate population average treatment effects: a case study comparing different methods N Dong, EA Stuart, D Lenis, T Quynh Nguyen Evaluation review 44 (1), 84-108, 2020 | 39 | 2020 |
| Dimensionality of the Children’s Depression Inventory: Meta-analysis of pattern matrices C Huang, N Dong Journal of Child and Family Studies 23, 1182-1192, 2014 | 39 | 2014 |
| Experimental power for indirect effects in group-randomized studies with group-level mediators B Kelcey, N Dong, J Spybrook, Z Shen Multivariate Behavioral Research 52 (6), 699-719, 2017 | 37 | 2017 |
| Can propensity score analysis approximate randomized experiments using pretest and demographic information in pre-K intervention research? N Dong, MW Lipsey Evaluation Review 42 (1), 34-70, 2018 | 36 | 2018 |
| Does aggregate school-wide achievement mediate fifth grade outcomes for former early childhood education participants? SM Curenton, N Dong, X Shen Developmental Psychology 51 (7), 921, 2015 | 36 | 2015 |
Jessaca SpybrookProfessor, Western Michigan UniversityZweryfikowany adres z wmich.edu