| Who are they and what do they need: Characterizing and supporting the early childhood assistant teacher workforce in a large urban district T Cramer, E Cappella American Journal of Community Psychology 63 (3-4), 312-323, 2019 | 22 | 2019 |
| The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs T Cramer, A Ganimian, P Morris, E Cappella Journal of school psychology 88, 85-100, 2021 | 16 | 2021 |
| Knowledge dissemination among early childhood staff members: A promising pathway for professional learning T Cramer, J Canto Porto de Moraes, A McKenna, K Keays Hagerman, ... Journal of early childhood teacher education 43 (4), 554-567, 2022 | 9 | 2022 |
| Teacher reports of social-emotional development: Moving from measure to construct T Cramer, P Morris, C Blair, Family Life Project Key Investigators Early Childhood Research Quarterly 48, 98-110, 2019 | 9 | 2019 |
| Measuring and predicting teachers’ commitment to implementing evidence-based programs T Cramer, E Cappella, P Morris, A Ganimian Early Childhood Research Quarterly 64, 405-415, 2023 | 2 | 2023 |
| Advice networks in early childhood education: Predicting teachers’ workplace experiences over time T Cramer, E Cappella, CC Raver Early Childhood Research Quarterly 65, 129-138, 2023 | 1 | 2023 |
| Teacher Commitment and Implementation Fidelity: Examining Behavior Change Processes in the Delivery of Evidence-Based Programs TM Cramer New York University, 2020 | | 2020 |
