Ihlo, T.B., Glover, T.A., Smith, M.C., Martin S.D., McCormick, C.M., Bovaird, J.A., & Shapiro, E. (under review). Evaluating professional development with distance coaching for data-driven early reading intervention within a tiered support system.
Reddy, L.A., Glover, T., Alperin, A., Dudek, C., & Breeden, N. (accepted). A randomized trial examining the effects of paraprofessionals behavior support coaching for elementary students with disruptive behavior disorders: Paraprofessional and student outcomes. Journal of School Psychology
Reddy, LA., Shernoff, E., & Lekwa, A. (2021). A randomized controlled trial of instructional coaching in high-poverty schools: Examining teacher practices and student outcomes. Journal of School Psychology, 86, 151-168. https://doi.org/10.1016/j.jsp.2021.04.001
Reddy, LA., Lekwa, A., & Shernoff, E. (2020). Examining collaborative coaching with general and special education teachers in urban high-poverty elementary schools. Journal of Learning Disabilities. https://doi.org/10.1177/0022219420970194
Fabiano, G., Reddy, L.A., & Dudek, C.M. (2018). Use of teacher coaching supported by formative assessment for improving classroom practices. School Psychology Quarterly. 33(2), 293-304. http://dx.doi.org/10.1037/spq0000223
Glover, T.A., Reddy, L.A., & Crouse, K. (invited). Instructional coaching actions that predict improved teacher classroom practices and student achievement. Journal of School Psychology.
Kurz, A., Reddy, L.A., Glover, T., Kettler, R., Velasquez, M., Kirtman, L. (2020). Workstyle attributes and their relations to instructional coaching behaviors. Professional Development in Education. https://doi.org/10.1080/19415257.2020.1712450
Reddy, L.A., Glover, T.A., Elliott, S.N., & Kurz, A. (2019). Assessing the effectiveness and interactions of instructional coaches: Initial psychometric evidence for the Instructional Coaching Assessments – Teacher Forms Assessment for Effective Intervention, 44(2), 104-119. https://doi.org/10.1177/1534508418771739
Glover, T.A., Reddy, L.A., Kurz, A., & Elliott, S.N. (2019). Use of an online platform to facilitate and investigate data-driven instructional coaching. Assessment for Effective Intervention 44(2), 95-103. https://doi.org/10.1177/1534508418811593
Kurz, A., Reddy, L. A., & Glover, T. A. (2017). A multidisciplinary framework of instructional coaching. Theory Into Practice, 56, 66-77. https://doi.org/10.1080/00405841.2016.1260404
Reddy, L.A. (invited). Advancing the science of coaching in education. Special issue. Journal of School Psychology.
Reddy, L.A., Lekwa, A.J., & Glover, T.A. (2021). Supporting paraprofessionals in schools: Current research and practice. Psychology in the Schools. https://DOI.ORG/10.1002/pits.22457
Shernoff, E. S., Lekwa, A. J., & Reddy, L. A. (2020). Teachers’ use and beliefs regarding praise in coaching: A mixed-methods study. School Psychology Review, 256-274. https://www.tandfonline.com/eprint/ZA9FFC6JQPEKSP34PT6T/full?target=10.1080/2372966X.2020.1732146
Reddy, L. A., Lekwa, A. J., Shernoff, E. S., Mathews, C., Davis, W., Lefkowitz, R. & Dudek, C.M. (2019). Classroom Strategies Coaching for teachers in urban high poverty elementary schools: A case study. School Psychology Quarterly 34 (1), 14-21. http://dx.doi.org/10.1037/spq0000302
Dudek, C., Reddy, L.A., Lekwa, A., & Hua, A. (2019). Improving universal classroom practices through teaching formative assessment and coaching. Assessment for Effective Intervention, 44, 81-94. https://doi.org/10.1177/1534508418772919
Reddy, L.A., Dudek, C.M., & Lekwa, A. (2017). Classroom Strategies Coaching Model: Integration of teacher formative assessment and instructional coaching. Theory into Practice. 1-10. https://doi.org/10.1080/00405841.2016.1241944
Alperin, A., Reddy, L.A., Glover, T.A., Bronstein, B., Wiggs, N.B., & Dudek, C.M. (in press). School-based interventions for middle school students with disruptive behaviors: A review of components and methodology. School Psychology Review.
Breeden, N., Reddy, L., Glover, T., Dudek, C.M., Alperin, A., & Reagan, P. (2020). Behavior coaching support for paraprofessionals and students with emotional behavior disorders: A case study in an urban high-poverty elementary school. Journal of Applied School Psychology. https://doi.org/10.1080/15377903.2020.1821272
Alperin, A., Breeden, N., Reddy, L.A., Glover, T., Dudek, C.M., & Reagan, P. (2020). Teacher and paraprofessional behavior coaching: A case study for first grade students exhibiting emotional behavior problems in a urban high-poverty elementary school. Clinical Case Studies https://doi.org/10.1177/1534650120935197
Reddy, L.A., Alperin, A., & Glover, T. (2020). A critical review of professional development literature for paraprofessionals supporting students with externalizing behavior disorders. Psychology in the Schools https://DOI:10.1002/pits.22381
Glover, T.A., Kettler, R.J., Reddy, L.A. & Kurz, A. (2019). Using formative assessments to inform school practices and teacher evaluation: Opportunities for research and practice. Assessment for Effective Intervention, 44(2), 67-68. https://doi.org/10.1177/1534508418811589
Reddy, L.A., Espelage, D., Anderman, E.M., Kanrich, J., & McMahon, S. (2018). Addressing violence against educators through measurement and research. Journal of Aggression and Violence Behavior, 42, 9-28. http://doi.org/10.1016/j.avb.2018.06.006
Reddy, L.A., Cleary, T., Alperin, A., & Verdesco, A. (2018). A critical review of self-regulated learning interventions for children with Attention Deficit-Hyperactivity Disorder. Psychology in the Schools, 55 (6), 609-628. http://dx.doi.org/10.1002/pits.22142
Shernoff, E., Lekwa, A., & Reddy, L.A. (2017). Examining teachers’ attitudes and experiences with coaching to inform research-based practice: An iterative developmental design study. Journal of Educational and Psychological Consultation. 1, 1-27. https://doi.org/10.1080/10474412.2016.1255850
Glover, T. A., Reddy, L. A., Kettler, R. J., Kurz, A., & Lekwa, A. (2016) Improving high stakes decisions via formative assessment, professional development, and comprehensive educator evaluation: The School System Improvement Project. Teachers College Record, 118(14), 1-26.
Dudek, C.M., Reddy, L.A., & Kettler, R.J. (accepted). One size does not fit all: A concurrent analysis of the Framework for Teaching and the Classroom Strategies Assessment System. Educational Assessment.
Lekwa, A., & Reddy, L.A., (2021). Assessment of paraprofessional practices: Current status and future measurement directions, Psychology in the Schools https://doi.org/10.1002/pits.22480
Poulou, M., Reddy, L.A., & Dudek, C.M. (2021). Assessment of teacher instructional and behavior management practices in Greek elementary schools: An initial investigation. J of International School Psychology and Education.https://doi.org/10.1080/21683603.2020.1871454
Reddy, L. A., Lekwa, A., Dudek, C., Kettler, R., & Hua, A. (2020). Evaluation of teacher practices and student achievement in high-poverty schools. Journal of Psychoeducational Assessment, https://doi.org/10.1177/0734282920913394
Lekwa, A., Reddy, L.A., & Shernoff, E. (2020). The magnitude and precision of estimates of change in formative teacher assessment in coaching. School Psychology (formerly School Psychology Quarterly), 35, 137-145. https://doi.org/10.1037/spq0000355
Johnson, E., Reddy, L.A., & Jones, N. (2020) Special Journal issue: Can direct observation systems lead to improvements in teacher practice and student outcomes? Journal of Learning Disabilities https://doi.org/10.1177/0022219420944795
Reddy, LA., Hua, A., Dudek, C.D. Kettler, R.J., Arnold-Berkovits, I., Lekwa, A., Crouse, K., Kurz, A., & Hu, J. (2019). The relationship between school administrator and teacher ratings of classroom practices on student achievement in high-poverty schools, Assessment for Effective Intervention. https://doi.org/10.1177/1534508419862863
Reddy, LA., Hua, A., Dudek, C.D. Kettler, R.J., Lekwa, A., Arnold-Berkovits, I., & Crouse, K. (2019). Use of observational measures to predict student achievement in high-poverty schools. Studies in Educator Evaluation. 62, 197-208 https://doi.org/10.1016/j.stueduc.2019.05.001
Lekwa, A. J., Reddy, L. A., Dudek, C., & Hua, A. (2019). Assessment of teaching to predict gains in student achievement. School Psychology, 34, 271-280 http://dx.doi.org/10.1037/spq0000293
Lekwa, A. J., Reddy, L. A., & Shernoff, E. (2019). Measuring teacher practices and student academic engagement: A predictive validity study. School Psychology Quarterly. 34(1), 109–118. https://doi.org/10.1037/spq0000268
Dudek, C.M., Kettler, R.J., Reddy, L.A., & Kurz, A. (2019). Use of multiple assessments for measuring teacher practice: An initial investigation for educational practice. International Journal of Humanities and Social Science. 8, 2220-8488. doi:10.30845/ijhss.v8n10p2
Kettler, R., Reddy, L.A., Glover, T., & Kurz, A. (2019). Bridging-the-gap: Classroom Strategies Assessment System-Observer Form. Assessment for Effective Intervention 44(2), 120-122. doi.org/10.1177/1534508417747391
Dudek, C. M., Reddy, L.A., & Lekwa, A. L. (2018). Measuring teacher practices to inform student achievement in high poverty schools: An initial predictive validity Study. Contemporary School Psychology 0, 1-11. https://doi.org/10.1007/s40688-018-0196-8
Nelson, P., Reddy, L.A., Dudek, C.M., & Lekwa, A. (2018). Observer and student ratings of the class environment: A preliminary investigation of convergence. School Psychology Quarterly. 32(4), 465-479. http://dx.doi.org/10.1037/spq0000176
Poulou, M., Reddy, L.A., & Dudek, C. (2018). Relation of teacher self-efficacy and classroom practices: A preliminary investigation in Greece. School Psychology International. https://doi.org/10.1177/0143034318798045
Reddy L. A., Rualo, A. J., Dudek C. M. & Fabiano, G. (2016). Concurrent validity of the Classroom Strategies Scale – Teacher Form. Educational Assessment. 21(4), 267-277.
Reddy, L. A., Dudek, C. M., Fabiano, G. A., & Peters, S. (2015). Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale-Teacher Form. School Psychology Quarterly, 30, 513-533. doi: 10.1037/spq0000110
Reddy, L.A., Kettler, R.J., & Kurz, A. (2015). School-wide educator evaluation for improving school capacity and student achievement in high poverty schools: Year 1 of the school system improvement project. Journal of Educational and Psychological Consultation. 2, 1-19.
Reddy, L. A., & Dudek, C. M. (2014). Teacher progress monitoring of instructional and behavioral management practices: An evidence-based approach to improving classroom practices. International Journal of Education and Psychology, 2, 71-84. doi:10.1080/21683603.2013.876951
Reddy, L. A., Fabiano, G. A., & Dudek C. M. &. Hsu, L. (2013). Predictive validity of the Classroom Strategies Scale-Observer form on statewide testing scores: A preliminary investigation. School Psychology Quarterly, 28, 301-316. doi: 10.1037/spq0000041
Reddy, L. A., Fabiano, G. A., Dudek, C. M., & Hsu, L. (2013). Development and construct validity of the Classroom Strategies Scale– Observer Form. School Psychology Quarterly, 28, 317-341. doi:10.1037/spq0000043
Reddy, L.A., Fabiano, G. A., Dudek, C. M. (2013). Instructional and behavioral management practices implemented by elementary general education teachers. Journal of School Psychology, 51, 683-700. http://dx.doi.org/10.1016/j.bbr.2011.03.031
Reddy, L.A., Fabiano, G., & Jimerson, S. (2013). Assessment of general education teachers’ tier 1 classroom practices: Contemporary science, practice and policy, School Psychology Quarterly. 28, (4), 273-276. doi: 10.1037/spq0000047
Reddy, L.A., Fabiano, G. A., Dudek, C. M. (2013). Concurrent validity of the Classroom Strategies Scale for elementary school – Observer form. Journal of Psychoeducational Assessment, 31, 258-270.
Kurz, A., Reichenberg, R. E., Elliott, S. N., & Yel, N. (2020). Opportunity-to-learn performance levels and achievement gains for students with and without disabilities. Teaching and Teacher Education, 94, 103092-103111. https://doi.org/10.1016/j.tate.2020.103092
Arnold-Berkowitz, I., Kurz, A., & Reddy, L. A. (2019). Teacher log of students’ opportunity to learn and classroom observation: An initial investigation of convergence. Educational Assessment, Evaluation and Accountability. 31, 97-119. https://doi.org/10.1007/S11092-018-9288-2
Elliott, S. N., Kurz, A., & Yel., N. (2019). Opportunity to learn what is on the test and performance on the test. Journal of Special Education, 53(2), 76-84. https://doi.org/10.1177/0022466918802465
Kettler, R., Arnold-Berkovits, I., Reddy, L.A., Kurz, A., Dudek, D., Hua, A., & Lekwa, A. (2018). Use of a multi-method and informant teacher evaluation for high poverty schools. Studies in Educational Evaluation. 59, 224-234. https://doi.org/10.1016/j.stueduc.2018.08.004
Elliott, S. N., Kurz, A., Tindal, J., & Yel, N. (2017). Influence of opportunity to learn indices and education status on students’ mathematics achievement growth. Remedial and Special Education, 38(3), 145- 158. https://doi.org/10.1177/0741932516663000
Yarbro, J., McKnight, K., Elliott, S. E., Kurz, A., & Wardlow, L. (2016). Digital instructional strategies and their role in classroom learning. Journal of Research on Technology in Education, 8(4), 274-289. https://doi.org/10.1080/15391523.2016.1212632
Kurz, A., Elliott, S. N., & Roach, A. T. (2015). Addressing the missing instructional data problem: Using a teacher log to document Tier 1 instruction. Remedial and Special Education, 36(6), 361-373. https://doi.org/10.1177/0741932514567365
Roach, A. T., Kurz, A., & Elliott, S. N. (2015). Facilitating opportunity to learn for students with disabilities with instructional feedback data. Preventing School Failure, 59(3), 168-178. https://doi.org/10.1080/1045988X.2014.901288
Elliott, S. N., Roach, A. T., & Kurz, A. (2014). Evaluating and advancing the effective teaching of special educators with a dynamic instructional practices portfolio. Assessment for Effective Intervention, 39(2), 83-98. https://doi.org/10.1177/153450841351149
Kurz, A., Elliott, S. N., Lemons, C. J., Zigmond, N., Kloo, A. & Kettler, R. J. (2014). Assessing opportunity- to-learn for students with and without disabilities. Assessment for Effective Intervention, 40(1), 24- 39. https://doi.org/10.1177/1534508414522685
Kurz, A., & Elliott, S. N., Kettler, R. J., & Yel, N. (2014). Assessing students’ opportunity to learn the intended curriculum using an online teacher log: Initial validity evidence. Educational Assessment, 19(3), 159-184. http://dx.doi.org/10.1080/10627197.2014.934606
Kurz, A., Talapatra, D., & Roach, A. T. (2012). Meeting the curricular challenges of inclusive assessment: The role of alignment, opportunity to learn, and student engagement. International Journal of Disability, Development and Education, 59(1), 37-52. https://doi.org/10.1080/1034912X.2012.654946
Kurz, A., Elliott, S. N., Wehby, J. H., & Smithson, J. L. (2010). Alignment of the intended, planned, and enacted curriculum in general and special education and its relation to student achievement. Journal of Special Education, 44(3), 131-145. https://doi.org/10.1177/0022466909341196
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