Tashia Abry

1.2k total citations
23 papers, 776 citations indexed

About

Tashia Abry is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Tashia Abry has authored 23 papers receiving a total of 776 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 10 papers in Clinical Psychology and 10 papers in Developmental and Educational Psychology. Recurrent topics in Tashia Abry's work include Early Childhood Education and Development (19 papers), Behavioral and Psychological Studies (7 papers) and Child and Adolescent Psychosocial and Emotional Development (7 papers). Tashia Abry is often cited by papers focused on Early Childhood Education and Development (19 papers), Behavioral and Psychological Studies (7 papers) and Child and Adolescent Psychosocial and Emotional Development (7 papers). Tashia Abry collaborates with scholars based in United States. Tashia Abry's co-authors include Sara E. Rimm‐Kaufman, Timothy W. Curby, Ross Larsen, Alison E. Baroody, Michelle Taylor, Kristen L. Granger, Chris S. Hulleman, Leigh McLean, Crystal I. Bryce and Jodi Swanson and has published in prestigious journals such as Journal of Educational Psychology, Developmental Psychology and American Educational Research Journal.

In The Last Decade

Tashia Abry

23 papers receiving 728 citations

Peers

Tashia Abry

EDUCA

DEP

Christi Bergin United States

Stephen D. Truscott United States

Juliette Berg United States

Scott L. Graves United States

Kendra M. Hall‐Kenyon United States

Lia E. Sandilos United States

Valeria Negovan Romania

Teresa Leal Portugal

Meghan P. McCormick United States

Sigrun K. Ertesvåg Norway

Christi Bergin United States

Tashia Abry

572 ×1.0

EDUCA

351 ×1.4

155 ×0.9

DEP

263 ×1.7

121 ×1.6

Citations per year, relative to Tashia Abry Tashia Abry (= 1×) peers Christi Bergin

Countries citing papers authored by Tashia Abry

Since Specialization

Citations

This map shows the geographic impact of Tashia Abry's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Tashia Abry with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tashia Abry more than expected).

Fields of papers citing papers by Tashia Abry

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tashia Abry. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Tashia Abry. The network helps show where Tashia Abry may publish in the future.

Co-authorship network of co-authors of Tashia Abry

This figure shows the co-authorship network connecting the top 25 collaborators of Tashia Abry. A scholar is included among the top collaborators of Tashia Abry based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Tashia Abry. Tashia Abry is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Granger, Kristen L., Laura D. Hanish, Tashia Abry, Dawn DeLay, & Robert H. Bradley. (2023). Teachers’ Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms. Early Education and Development. 34(8). 1850–1871. 3 indexed citations

Taylor, Michelle, et al.. (2019). The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching. Teaching and Teacher Education. 86. 102910–102910. 31 indexed citations

McLean, Leigh, Tashia Abry, Michelle Taylor, & Carol McDonald Connor. (2018). Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade. Journal of School Psychology. 69. 154–168. 24 indexed citations

Abry, Tashia, Kristen L. Granger, Crystal I. Bryce, et al.. (2018). First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.. School Psychology Quarterly. 33(4). 547–560. 13 indexed citations

Gaias, Larissa M., et al.. (2018). Kindergarten Teachers’ Instructional Priorities Misalignment and Job Satisfaction: A Mixed Methods Analysis. Teachers College Record The Voice of Scholarship in Education. 120(12). 1–38. 6 indexed citations

Bryce, Crystal I., Robert H. Bradley, Tashia Abry, Jodi Swanson, & Marilyn S. Thompson. (2018). Parents’ and teachers’ academic influences, behavioral engagement, and first- and fifth-grade achievement.. School Psychology. 34(5). 492–502. 30 indexed citations

Gaias, Larissa M., Diana E. Gal‐Szabo, Tashia Abry, Michelle Taylor, & Kristen L. Granger. (2018). Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias. Journal of Applied Developmental Psychology. 59. 5–15. 32 indexed citations

Abry, Tashia, Crystal I. Bryce, Jodi Swanson, et al.. (2017). Classroom-level adversity: Associations with children’s internalizing and externalizing behaviors across elementary school.. Developmental Psychology. 53(3). 497–510. 28 indexed citations

Abry, Tashia, Sara E. Rimm‐Kaufman, & Timothy W. Curby. (2016). Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality. Prevention Science. 18(2). 193–203. 22 indexed citations

10.

Gaias, Larissa M., Tashia Abry, Jodi Swanson, & Richard A. Fabes. (2015). Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success. Learning and Individual Differences. 45. 199–207. 6 indexed citations

11.

Swanson, Jodi, Carlos Valiente, Robert H. Bradley, Kathryn Lemery‐Chalfant, & Tashia Abry. (2015). Teachers’ Effortful Control and Student Functioning: Mediating and Moderating Processes. Social Development. 25(3). 623–645. 6 indexed citations

12.

Abry, Tashia, Anne H. Cash, & Catherine P. Bradshaw. (2014). Using Generalizability Theory to Examine Sources of Variance in Observed Behaviors within High School Classrooms.. Society for Research on Educational Effectiveness. 5 indexed citations

13.

Wanless, Shannon B., Sara E. Rimm‐Kaufman, Tashia Abry, Ross Larsen, & Christine L. Patton. (2014). Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach. Prevention Science. 16(8). 1107–1116. 23 indexed citations

14.

Abry, Tashia, Chris S. Hulleman, & Sara E. Rimm‐Kaufman. (2014). Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients. American Journal of Evaluation. 36(3). 320–338. 74 indexed citations

15.

Rimm‐Kaufman, Sara E., Alison E. Baroody, Ross Larsen, Timothy W. Curby, & Tashia Abry. (2014). To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?. Journal of Educational Psychology. 107(1). 170–185. 154 indexed citations

16.

Rimm‐Kaufman, Sara E., Ross Larsen, Alison E. Baroody, et al.. (2014). Efficacy of the Responsive Classroom Approach. American Educational Research Journal. 51(3). 567–603. 90 indexed citations

17.

Curby, Timothy W., Sara E. Rimm‐Kaufman, & Tashia Abry. (2013). Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?. Journal of School Psychology. 51(5). 557–569. 42 indexed citations

18.

Abry, Tashia, et al.. (2013). The influence of fidelity of implementation on teacher–student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach. Journal of School Psychology. 51(4). 437–453. 53 indexed citations

19.

Abry, Tashia, et al.. (2012). The "How" and "For Whom" of Program Effectiveness: Dissecting the "Responsive Classroom"[R] Approach in Relation to Academic Achievement.. Society for Research on Educational Effectiveness. 1 indexed citations

20.

Abry, Tashia, et al.. (2011). Applying New Methods to the Measurement of Fidelity of Implementation: Examining the Critical Ingredients of the Responsive Classroom Approach in Relation to Mathematics Achievement.. Society for Research on Educational Effectiveness. 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact