Jamie Zibulsky, Ph.D.
Affiliations: | 2009 | University of California, Berkeley, Berkeley, CA, United States |
Area:
Educational Psychology Education, Early Childhood Education, Developmental PsychologyGoogle:
"Jamie Zibulsky"Parents
Sign in to add mentor| Anne E. Cunningham | grad student | 2009 | UC Berkeley | |
| (Preschoolers at risk of developing concurrent academic and behavioral difficulties.) | ||||
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Publications
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| Spear-Swerling L, Lopes J, Oliveira C, et al. (2015) How Portuguese and American teachers plan for literacy instruction. Annals of Dyslexia |
| Lusk VL, Zibulsky J, Viezel K. (2015) Child maltreatment identification and reporting behavior of school psychologists Psychology in the Schools. 52: 61-76 |
| Lopes J, Spear-Swerling L, Oliveira C, et al. (2014) Actual disciplinary knowledge, perceived disciplinary knowledge, teaching experience and teacher's training for reading instruction: A study with primary portuguese and american teachers Revista De Psicodidactica. 19: 45-65 |
| DiMatteo J, Radnitz C, Zibulsky J, et al. (2014) Is Energy Conservation Education Effective? An Evaluation of the PowerSave Schools Program Applied Environmental Education and Communication. 13: 99-108 |
| Spear-Swerling L, Zibulsky J. (2014) Making time for literacy: Teacher knowledge and time allocation in instructional planning Reading and Writing. 27: 1353-1378 |
| Cunningham AE, Zibulsky J, Stanovich KE, et al. (2009) How teachers would spend their time teaching language arts: the mismatch between self-reported and best practices. Journal of Learning Disabilities. 42: 418-30 |
| Cunningham AE, Zibulsky J, Callahan MD. (2009) Starting small: Building preschool teacher knowledge that supports early literacy development Reading and Writing. 22: 487-510 |
| Cunningham A, Zibulsky J. (2009) Introduction to the special issue about perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy Reading and Writing. 22: 375-378 |