| Evaluating the evidence base of performance feedback in preservice special education teacher training KE Cornelius, SA Nagro Teacher Education and Special Education 37 (2), 133-146, 2014 | 135 | 2014 |
| Examining the impact of professional development and coaching on mentoring of novice special educators KE Cornelius, MS Rosenberg, KN Sandmel Action in Teacher Education 42 (3), 253-270, 2020 | 94 | 2020 |
| Whole-group response strategies to promote student engagement in inclusive classrooms SA Nagro, SD Hooks, DW Fraser, KE Cornelius Teaching Exceptional Children 50 (4), 243-249, 2018 | 84 | 2018 |
| Formative assessment made easy: Templates for collecting daily data in inclusive classrooms KE Cornelius Teaching exceptional children 45 (5), 14-21, 2013 | 80 | 2013 |
| Evaluating the evidence base of video analysis: A special education teacher development tool SA Nagro, KE Cornelius Teacher Education and Special Education 36 (4), 312-329, 2013 | 78 | 2013 |
| Formative assessment made easy: Templates for collecting daily data in inclusive classrooms KE Cornelius Teaching Exceptional Children 47 (2), 112-118, 2014 | 49 | 2014 |
| Relationships With School Administrators: Leveraging Knowledge and Data to Self-Advocate KE Cornelius, JA Gustafson TEACHING Exceptional Children 53 (3), 206-214, 2021 | 33 | 2021 |
| Early career special education teachers perceived value of being mentored by general education teachers KE Cornelius, KN Sandmel The Journal of Special Education Apprenticeship 7 (3), 2018 | 15 | 2018 |
| Using multiple sources of information to develop a comprehensive understanding of a student's strengths and needs A Benedict, K Cornelius, K Acosta, J Ray High leverage practices for inclusive classrooms, 57-70, 2022 | 7 | 2022 |
| Achieving a more diverse special education teacher workforce: Guiding questions for researchers and policymakers CJ Cormier, LRA Scott, KE Cornelius, MS Rosenberg Multicultural Learning and Teaching 19 (2), 151-172, 2024 | 4 | 2024 |
| Special Educator Self-Advocacy: Support Your Students and Yourself. KE Cornelius, WW Murawski TEACHING Exceptional Children 53 (3), 2021 | 3 | 2021 |
| Progress monitoring: Your classroom itinerary KE Cornelus, KM Johnson-Harris What Really Works with Exceptional Learners, 169-185, 2017 | 3 | 2017 |
| How Can I Ensure My Lessons Are Logically Sequenced? KE Cornelius, RL Owiny The Practical Guide to High-Leverage Practices in Special Education, 173-186, 2024 | 1 | 2024 |
| How Does Student Grouping Optimize Learning? LJ Maheady, KE Cornelius The Practical Guide to High-Leverage Practices in Special Education, 243-254, 2024 | | 2024 |
| Does Scaffolding Support or Stifle Students? KK Hensley, KE Cornelius The Practical Guide to High-Leverage Practices in Special Education, 217-228, 2024 | | 2024 |
| What Feedback Should We Give Students to Guide Learning? KE Cornelius The Practical Guide to High-Leverage Practices in Special Education, 315-326, 2024 | | 2024 |
| HLP 15 Provide scaffolded supports. KK Hensley, KE Cornelius The Practical Guide to High-Leverage Practices in Special Education: The …, 2024 | | 2024 |
| HLP 22 Provide positive and constructive feedback to guide students' learning and behavior. KE Cornelius The Practical Guide to High-Leverage Practices in Special Education: The …, 2024 | | 2024 |
| HLP 17 Use flexible grouping. HDSGO Learning, LJ Maheady, KE Cornelius The Practical Guide to High-Leverage Practices in Special Education: The …, 2024 | | 2024 |
| HLP 12 Systematically design instruction toward a specific learning goal. HCIEM Lessons, AL Sequenced, KE Cornelius, RL Owiny The Practical Guide to High-Leverage Practices in Special Education: The …, 2024 | | 2024 |
Sarah NagroAssociate Professor of Special Education, Texas A&M University