Elise Cappella, Ph.D.
Affiliations: | University of California, Berkeley, Berkeley, CA, United States |
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"Elise Cappella"Parents
Sign in to add mentor| Rhona S. Weinstein | grad student | 2004 | UC Berkeley | |
| (The prevention of social aggression among girls.) | ||||
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Publications
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| May N, Javdani S, Godfrey E, et al. (2024) Exploring the needs of girls of color in the juvenile legal system: A latent class analysis. American Journal of Community Psychology |
| Ibrahim DA, Godfrey EB, Cappella E, et al. (2021) The Art of Social Justice: Examining Arts Programming as a Context for Critical Consciousness Development Among Youth. Journal of Youth and Adolescence |
| Cramer T, Ganimian A, Morris P, et al. (2021) The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs. Journal of School Psychology. 88: 85-100 |
| Hwang SHJ, Watford JA, Cappella E, et al. (2020) Fostering positive youth and staff development: Understanding the roles and experiences of the afterschool workforce. Journal of Community Psychology |
| Cramer T, Cappella E. (2019) Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District. American Journal of Community Psychology |
| Cappella E, Godfrey EB. (2019) New Perspectives on the Child- and Youth-Serving Workforce in Low-Resource Communities: Fostering Best Practices and Professional Development. American Journal of Community Psychology |
| Schwartz K, Cappella E, Aber JL, et al. (2019) Early Childhood Teachers' Lives in Context: Implications for Professional Development in Under-Resourced Areas. American Journal of Community Psychology |
| McCormick MP, Neuhaus R, Horn EP, et al. (2019) Long-Term Effects of Social-Emotional Learning on Receipt of Special Education and Grade Retention: Evidence from a Randomized Trial of "INSIGHTS". Aera Open. 5: 233285841986729 |
| Schwartz K, Cappella E, Aber JL. (2019) Teachers’ Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching Within Resource Deprived Settings Journal of Research On Educational Effectiveness. 12: 160-190 |
| Ouellette RR, Frazier SL, Shernoff ES, et al. (2018) Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences. Behavior Therapy. 49: 494-508 |