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Social Sciences and Humanities

D-Index
35
Citations
11680
World Ranking
6581
National Ranking
3185

Overview

Julianne C. Turner is a researcher affiliated with the University of Notre Dame in the United States. Their academic focus is primarily situated within the social sciences, with a specialization in education. The subfield emphasis is on education, encompassing areas such as early childhood education and development, as well as teacher education and leadership studies.

Turner's published work features contributions to the analysis of teacher-student interaction and educational methodologies. Notable papers include:

  • Using state space grids to analyze teacher-student interaction over time, 2020, Educational Psychologist
  • If the script doesn't work, change the script, 2022, Education Review

The research spans topics related to interactions in educational settings and strategies for adapting educational scripts, reflecting interests in practical aspects of teaching and learning processes.

Frequent co-authorship includes collaboration with Andrea Christensen, indicating a research partnership contributing to the published works.

Turner's work has appeared mostly in journals such as Educational Psychologist and Education Review, showing engagement with venues focused on educational research and psychological aspects of teaching.

Main topics covered through their research are:

  • Early Childhood Education and Development
  • Teacher Education and Leadership Studies

The scholar has not been recorded as receiving any academic awards, nor are there book publications listed under their name. Their publication record consists primarily of journal articles concentrating on empirical research in social science education contexts.

Best Publications

  • The development of strategic readers.

    Scott G. Paris;Barbara A. Wasik;Julianne C. Turner

  • The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study.

    Julianne C. Turner;Carol Midgley;Debra K. Meyer;Margaret Gheen

  • Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership.

    Candice R. Stefanou;Kathleen C. Perencevich;Matthew DiCintio;Julianne C. Turner

  • The Influence of Classroom Contexts on Young Children's Motivation for Literacy.

    Julianne C. Turner

  • Discovering Emotion in Classroom Motivation Research

    Debra K. Meyer;Julianne C. Turner

  • Re-Conceptualizing Emotion and Motivation to Learn in Classroom Contexts.

    Debra K. Meyer;Julianne C. Turner

  • How Literacy Tasks Influence Children's Motivation for Literacy.

    Julianne Turner;Scott G. Paris

  • A Developmental Perspective on Standardized Achievement Testing

    Scott G. Paris;Theresa A. Lawton;Julianne C. Turner;Jodie L. Roth

  • Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases

    Jeanne M. Friedel;Kai S. Cortina;Julianne C. Turner;Carol Midgley

  • Creating Contexts for Involvement in Mathematics.

    Julianne C. Turner;Debra K. Meyer;Kathleen E. Cox;Candice Logan

  • Competence motivation in the classroom

    Tim Urdan;Julianne C. Turner

  • How Teachers Establish Psychological Environments During the First Days of School: Associations With Avoidance in Mathematics.

    Helen Patrick;Julianne C. Turner;Debra K. Meyer;Carol Midgley

  • Striking the Right Balance: Students' Motivation and Affect in Elementary Mathematics.

    Amy Schweinle;Debra K. Meyer;Julianne C. Turner

  • Motivational Influences on Student Participation in Classroom Learning Activities

    Julianne C. Turner;Helen Patrick

  • Students' Reports of Motivation and Negative Affect: A Theoretical and Empirical Analysis.

    Julianne C. Turner;Pamela K. Thorpe;Debra K. Meyer

  • How Does Motivation Develop and Why Does It Change? Reframing Motivation Research

    Julianne C. Turner;Helen Patrick

  • Studying and Understanding the Instructional Contexts of Classrooms: Using our Past to Forge our Future

    Julianne C. Turner;Debra K. Meyer

  • Challenge in a mathematics classroom: Students' motivation and strategies in project-based learning.

    Debra K. Meyer;Julianne C. Turner;Cynthia A. Spencer

  • Changes in Efficacy Beliefs in Mathematics Across the Transition to Middle School: Examining the Effects of Perceived Teacher and Parent Goal Emphases

    Jeanne M. Friedel;Kai S. Cortina;Julianne C. Turner;Carol Midgley

  • Teacher Discourse and Sixth Graders' Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms

    Julianne C. Turner;Debra K. Meyer;Carol Midgley;Helen Patrick

  • Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation

    Debra K. Meyer;Julianne C. Turner

Frequent Co-Authors

Carol Midgley
Carol Midgley University of Michigan–Ann Arbor
Eric M. Anderman
Eric M. Anderman The Ohio State University
Scott G. Paris
Scott G. Paris University of Michigan–Ann Arbor
Tim Urdan
Tim Urdan Santa Clara University
Barbara A. Wasik
Barbara A. Wasik Temple University

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