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Psychology

D-Index
41
Citations
10584
World Ranking
7755
National Ranking
4160

Research.com Recognitions

  • 2008 - Fellow of the American Educational Research Association

Overview

Rhona S. Weinstein is affiliated with the University of California, Berkeley in the United States. Their research contributions primarily lie within the field of Psychology, with a focus on Clinical Psychology, General Health Professions, Education, Developmental and Educational Psychology, and Pediatrics, Perinatology and Child Health.

Their recent publications include:

  • Promoting institutional change to support public psychology: Innovations and challenges at the University of California., 2021, American Psychologist
  • Murray Levine (1928-2020)., 2021, American Psychologist
  • N. Dickon Reppucci (1941-2023)., 2025, American Psychologist

Weinstein's frequent co-authors include:

  • Emily J. Ozer
  • Regina Day Langhout
  • Jacob Kraemer Tebes
  • David V. Perkins
  • Paul A. Toro

Their work is regularly published in:

  • American Psychologist

The main topics covered in Weinstein's research are:

  • Community Health and Development
  • Service-Learning and Community Engagement
  • Behavioral and Psychological Studies
  • Family and Disability Support Research
  • Infant Development and Preterm Care
  • Child and Adolescent Psychosocial and Emotional Development

Weinstein was recognized as a Fellow of the American Educational Research Association in 2008.

Best Publications

  • Teacher expectations, classroom context, and the achievement gap ☆

    Clark McKown;Rhona S. Weinstein

  • The development and consequences of stereotype consciousness in middle childhood.

    Clark McKown;Rhona S. Weinstein

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

    Anne Gregory;Rhona S. Weinstein

  • Early teacher perceptions and later student academic achievement

    Jennifer Alvidrez;Rhona S. Weinstein

  • Reaching Higher: The Power of Expectations in Schooling

    Rhona S. Weinstein

  • Classroom and Developmental Differences in a Path Model of Teacher Expectancy Effects.

    Margaret R. Kuklinski;Rhona S. Weinstein

  • Urban Adolescents' Exposure to Community Violence: The Role of Support, School Safety, and Social Constraints in a School-Based Sample of Boys and Girls

    Emily J. Ozer;Rhona S. Weinstein

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

    Anne Gregory;Rhona S. Weinstein

  • Modeling the Role of Child Ethnicity and Gender in Children's Differential Response to Teacher Expectations1

    Clark McKown;Rhona S. Weinstein

  • The social context of early schooling and children's school adjustment

    Kathryn E. Perry;Rhona S. Weinstein

  • Turning around reading achievement: Predictors of high school students' academic resilience

    Elise Cappella;Rhona S. Weinstein

  • Student Perceptions of Teacher Interactions with Male High and Low Achievers.

    Rhona Strasberg Weinstein;Susan E. Middlestadt

  • Student perceptions of differential teacher treatment as moderators of teacher expectation effects

    Karen A. Brattesani;Rhona S. Weinstein;Hermine H. Marshall

  • Student Perceptions of Differential Teacher Treatment in Open and Traditional Classrooms.

    Rhona S. Weinstein;Hermine H. Marshall;Karen A. Brattesani;Susan E. Middlestadt

  • Student Perceptions of Schooling.

    Rhona S. Weinstein

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

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

  • Classroom Factors Affecting Students’ Self-Evaluations: An Interactional Model

    Hermine H. Marshall;Rhona S. Weinstein

  • Pygmalion and the student: age and classroom differences in children's awareness of teacher expectations.

    Rhona S. Weinstein;Hermine H. Marshall;Lee Sharp;Meryl Botkin

  • Teaching practices and the promotion of achievement and adjustment in first grade

    Kathryn E. Perry;Kathleen M. Donohue;Rhona S. Weinstein

  • Raising Expectations in Schooling: Obstacles and Opportunities for Change:

    Rhona S. Weinstein;Sybil M. Madison;Margaret R. Kuklinski

Frequent Co-Authors

Anne Gregory
Anne Gregory Rutgers, The State University of New Jersey
Frank C. Worrell
Frank C. Worrell University of California, Berkeley
Philip A. Cowan
Philip A. Cowan University of California, Berkeley
Carolyn Pape Cowan
Carolyn Pape Cowan University of California, Berkeley
Emily J. Ozer
Emily J. Ozer University of California, Berkeley
Edward P. Mulvey
Edward P. Mulvey University of Pittsburgh
Jacob Kraemer Tebes
Jacob Kraemer Tebes Yale University
Francis L. Huang
Francis L. Huang University of Missouri
Paul A. Toro
Paul A. Toro Wayne State University
Christina Maslach
Christina Maslach University of California, Berkeley

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