World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
50
Citations
15786
World Ranking
5350
National Ranking
2925

Overview

Anne Gregory is affiliated with Rutgers, The State University of New Jersey in the United States. Their research spans multiple fields, including social sciences and psychology, with a particular focus on education, communication, sociology and political science, organizational behavior, and clinical psychology.

Their work extensively covers topics such as public relations and crisis communication, education discipline and inequality, behavioral and psychological studies, management and organizational studies, AI in service interactions, bullying, victimization and aggression, as well as corporate identity and reputation.

They have published frequently in several venues, notably:

  • Journal of Communication Management (4 publications)
  • Public Relations Review (3 publications)
  • Journal of Business Research (1 publication)
  • School Psychology Review (1 publication)
  • Journal of Educational and Psychological Consultation (1 publication)

Anne Gregory's recent papers include:

  • "A conversation-based perspective for shaping ethical human-machine interactions: The particular challenge of chatbots," 2020, Journal of Business Research
  • "Good Intentions Are Not Enough: Centering Equity in School Discipline Reform," 2021, School Psychology Review
  • "Twelve Indicators of Restorative Practices Implementation: A Framework for Educational Leaders," 2020, Journal of Educational and Psychological Consultation
  • "The damage done by big data-driven public relations," 2020, Public Relations Review
  • "Improving government communication and empowering rural communities: Combining public relations and development communication approaches," 2022, Public Relations Review

Their frequent co-authors include Gregor Halff (4 joint publications), Allison Rae Ward-Seidel (3 joint publications), David Osher (2 joint publications), Francis L. Huang (2 joint publications), and Bill Nichols (2 joint publications).

Best Publications

  • The Achievement Gap and the Discipline Gap Two Sides of the Same Coin

    Anne Gregory;Russell J. Skiba;Pedro A. Noguera

  • An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

    Joseph P. Allen;Robert C. Pianta;Anne Gregory;Amori Yee Mikami

  • Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

    Joseph Allen;Anne Gregory;Amori Mikami;Janetta Lun

  • The discipline gap and African Americans: defiance or cooperation in the high school classroom.

    Anne Gregory;Rhona S. Weinstein

  • Authoritative school discipline: High school practices associated with lower bullying and victimization.

    Anne Gregory;Dewey Cornell;Xitao Fan;Peter Sheras

  • How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

    Erik A. Ruzek;Christopher A. Hafen;Joseph P. Allen;Anne Gregory

  • The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline

    Anne Gregory;Kathleen Clawson;Alycia Davis;Jennifer Gerewitz

  • Supportive school climate and student willingness to seek help for bullying and threats of violence.

    Megan Eliot;Dewey G. Cornell;Anne Gregory;Xitao Fan

  • Adolescent Trust in Teachers: Implications for Behavior in the High School Classroom

    Anne Gregory;Michael B. Ripski

  • Perceived prevalence of teasing and bullying predicts high school dropout rates.

    Dewey G. Cornell;Anne Gregory;Francis Huang;Xitao Fan

  • The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students

    Anne Gregory;Dewey G. Cornell;Xitao Fan

  • High Suspension Schools and Dropout Rates for Black and White Students

    Talisha Lee;Dewey Cornell;Anne Gregory;Xitao Fan

  • Connection and Regulation at Home and in School Predicting Growth in Achievement for Adolescents

    Anne Gregory;Rhona S. Weinstein

  • Parental Involvement as a Protective Factor During the Transition to High School

    Wei-Bing Chen;Anne Gregory

  • “Tolerating” Adolescent Needs: Moving Beyond Zero Tolerance Policies in High School

    Anne Gregory;Dewey Cornell

  • Social and Emotional Learning and Equity in School Discipline

    Anne Gregory;Edward Fergus

  • The Discipline Gap: Teachers' Views on the Over-Representation of African American Students in the Discipline System

    Anne Gregory;Pharmicia M. Mosely

  • Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education.

    Rhona S. Weinstein;Anne Gregory;Michael J. Strambler

  • Effects of a professional development program on behavioral engagement of students in middle and high school

    Anne Gregory;Joseph P. Allen;Amori Y. Mikami;Christopher A. Hafen

  • Restorative Interventions and School Discipline Sanctions in a Large Urban School District

    Yolanda Anyon;Anne Gregory;Susan Stone;Jordan Farrar

  • Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice

    Anne Gregory;Christopher A. Hafen;Erik Ruzek;Amori Yee Mikami

Frequent Co-Authors

Amori Yee Mikami
Amori Yee Mikami University of British Columbia
Joseph P. Allen
Joseph P. Allen University of Virginia
Robert C. Pianta
Robert C. Pianta University of Virginia
Dewey G. Cornell
Dewey G. Cornell University of Virginia
Xitao Fan
Xitao Fan Chinese University of Hong Kong
Rhona S. Weinstein
Rhona S. Weinstein University of California, Berkeley
Francis L. Huang
Francis L. Huang University of Missouri
Bridget K. Hamre
Bridget K. Hamre University of Virginia
Catherine P. Bradshaw
Catherine P. Bradshaw University of Virginia
Philip A. Cowan
Philip A. Cowan University of California, Berkeley

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