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Social Sciences and Humanities

D-Index
38
Citations
5565
World Ranking
5991
National Ranking
2855

Overview

Claudia Flowers is affiliated with the University of North Carolina at Charlotte in the United States. Their research primarily spans the fields of Social Sciences and Psychology, with a notable focus on Education, Social Psychology, Safety Research, Clinical Psychology, and Computer Science Applications.

Their scholarly work broadly covers topics such as Counseling Practices and Supervision, Online and Blended Learning, Early Childhood Education and Development, Teacher Education and Leadership Studies, Collaborative Teaching and Inclusion, Family and Disability Support Research, and Disability Education and Employment.

Flowers has published extensively in several academic venues. The most frequent publication venues include:

  • Journal of Counseling Research and Practice
  • International Journal of Play Therapy
  • Online Learning
  • The International Review of Research in Open and Distributed Learning
  • The Professional Counselor

Some recent papers authored or co-authored by Claudia Flowers are:

  • Examining Student Perception of Readiness for Online Learning: Importance and Confidence, 2020, Online Learning
  • Design Matters: Development and Validation of the Online Course Design Elements (OCDE) Instrument, 2021, The International Review of Research in Open and Distributed Learning
  • Impact of child-teacher relationship training on teacher attitudes and classroom behaviors, 2020, International Journal of Play Therapy
  • Child-teacher relationship training exclusively in the classroom: Impact on teacher attitudes and behaviors, 2021, International Journal of Play Therapy
  • A Confirmatory Factor Analysis of the School Counselor Knowledge and Skills Survey for Multi-Tiered Systems of Support, 2020, The Professional Counselor

Their frequent co-authors include Sejal Parikh Foxx, Jacob Olsen, Kaeleigh Hayakawa, Florence Martin, and Phyllis Post.

Best Publications

  • Research and Theory Religion and Spirituality in Coping With Stress

    Stephanie Graham;Susan Furr;Claudia Flowers;Mary Thomas Burke

  • Student Evaluation of College Teaching: A Practice in Search of Principles.

    Bob Algozzine;John Gretes;Claudia Flowers;Lisa Howley

  • Literacy for Students With Severe Developmental Disabilities What Should We Teach and What Should We Hope to Achieve

    Diane Browder;Susan Gibbs;Lynn Ahlgrim-Delzell;Ginevra R. Courtade

  • Examining Student Perception of Readiness for Online Learning: Importance and Confidence.

    Florence Martin;Brandy Stamper;Claudia Flowers

  • Principals' Knowledge of Fundamental and Current Issues in Special Education

    Shawnee Y. Wakeman;Diane M. Browder;Claudia Flowers;Lynn Ahlgrim-Delzell

  • The Alignment of Alternate Assessment Content with Academic and Functional Curricula

    Diane Browder;Claudia Flowers;Lynn Ahlgrim-Delzell;Meagan Karvonen

  • Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities

    Diane M. Browder;Lynn Ahlgrim-Delzell;Ginevra Courtade;Susan L. Gibbs

  • A Structural and Discriminant Analysis of the Work Addiction Risk Test

    Claudia P. Flowers;Bryan Robinson

  • Creating Access to the General Curriculum With Links to Grade-Level Content for Students With Significant Cognitive Disabilities An Explication of the Concept

    Diane M. Browder;Shawnee Y. Wakeman;Claudia Flowers;Robert J. Rickelman

  • Teaching Mathematics and Science Standards to Students With Moderate and Severe Developmental Disabilities

    Diane M. Browder;Katherine Trela;Ginevra R. Courtade;Bree A. Jimenez

  • Work Stress and Marriage: A Theoretical Model Examining the Relationship Between Workaholism and Marital Cohesion

    Bryan E. Robinson;Claudia Flowers;Jane Carroll

  • A Description and Demonstration of the Polytomous DFIT Framework.

    Claudia P. Flowers;T. C. Oshima;Nambury S. Raju

  • An Evaluation of a Multicomponent Early Literacy Program for Students With Severe Developmental Disabilities

    Diane Browder;Lynn Ahlgrim-Delzell;Claudia Flowers;Joshua Baker

  • The Effects of Self-Directed IEP on Student Participation in IEP Meetings:

    Sarah K. Allen;Anne C. Smith;David W. Test;Claudia Flowers

  • What We Know and Need to Know about Alternate Assessment

    Dianne M. Browder;Fred Spooner;Robert Algozzine;Lynn Ahlgrim-Delzell

  • Marital Estrangement, Positive Affect, and Locus of Control among Spouses of Workaholics and Spouses of Nonworkaholics: A National Study.

    Bryan E. Robinson;Jane J. Carroll;Claudia Flowers

  • Teachers' Perceptions of Alternate Assessments

    Claudia Flowers;Lynn Ahlgrim-Delzell;Diane Browder;Fred Spooner

  • A Content Analysis of the Curricular Philosophies Reflected in States' Alternate Assessment Performance Indicators:

    Diane Browder;Fred Spooner;Lynn Ahlgrim-Delzell;Claudia Flowers

  • Reversing Education Majors' Arithmetic Misconceptions With Short-Term Instruction Using Manipulatives

    Michael Green;John A. Piel;Claudia Flowers

  • Comparing social desirability responding on world wide web and paper-administered surveys

    Dawson R. Hancock;Claudia P. Flowers

Frequent Co-Authors

Diane M. Browder
Diane M. Browder University of North Carolina at Charlotte
Fred Spooner
Fred Spooner University of North Carolina at Charlotte
Bob Algozzine
Bob Algozzine University of North Carolina at Charlotte
David W. Test
David W. Test University of North Carolina at Charlotte
Wendy Wood
Wendy Wood University of Southern California
Marjorie Kleinman
Marjorie Kleinman Columbia University
Leo S. Morales
Leo S. Morales University of Washington

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