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Sandra L. Christenson

Sandra L. Christenson

D-Index & Metrics

Psychology

D-Index
53
Citations
22222
World Ranking
4697
National Ranking
2603

Overview

Sandra L. Christenson is affiliated with the University of Minnesota in the United States. Their research primarily spans the field of social sciences, with a concentration on education and clinical psychology subfields. Their work broadly addresses topics related to parental involvement in education, youth substance use and school attendance, school choice and performance, early childhood education and development, and family and disability support research.

Recent publications by Christenson include:

  • The Effect of Mentoring on School Attendance and Academic Outcomes: A Randomized Evaluation of the Check & Connect Program, 2020, Journal of Policy Analysis and Management
  • Understanding the dynamic interinfluences of implementation processes: An illustration by multiple case studies, 2020, Evaluation and Program Planning
  • The Effect of Mentoring on School Attendance and Academic Outcomes: A Randomized Evaluation of the Check & Connect Program, 2020, SSRN Electronic Journal

Frequent co-authors working alongside Christenson include:

  • Jonathan Guryan
  • Ashley Cureton
  • Ijun Lai
  • Jens Ludwig
  • Catherine Schwarz

Christenson's research has been published in venues such as:

  • Journal of Policy Analysis and Management
  • Evaluation and Program Planning
  • SSRN Electronic Journal

The topics that feature prominently in Christenson's scholarly work are:

  • Parental Involvement in Education
  • Youth Substance Use and School Attendance
  • School Choice and Performance
  • Early Childhood Education and Development
  • Family and Disability Support Research

This profile reflects the various dimensions of Sandra L. Christenson's academic contributions without interpretation or subjective evaluation, focusing on their published record, research interests, collaboration network, and affiliations.

Best Publications

  • Student engagement with school: Critical conceptual and methodological issues of the construct.

    James J. Appleton;Sandra L. Christenson;Michael J. Furlong

  • Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument

    James J. Appleton;Sandra L. Christenson;Dongjin Kim;Amy L. Reschly

  • Handbook of Research on Student Engagement.

    Sandra L. Christenson;Amy L. Reschly;Cathy Wylie

  • Schools and families: Creating essential connections for learning.

    Sandra L. Christenson;Susan M. Sheridan

  • Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct

    Amy L. Reschly;Sandra L. Christenson

  • School Dropouts Prevention Considerations, Interventions, and Challenges

    Sandra L. Christenson;Martha L. Thurlow

  • Trust and the Family-School Relationship: Examination of Parent-Teacher Differences in Elementary and Secondary Grades.

    Kimberly S Adams;Sandra L Christenson

  • The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students.

    Sandra L. Christenson

  • Prediction of Dropout Among Students With Mild Disabilities A Case for the Inclusion of Student Engagement Variables

    Amy L. Reschly;Sandra L. Christenson

  • Family factors and student achievement: An avenue to increase students' success

    Sandra L. Christenson;Theresa Rounds;Deborah Gorney

  • Check & Connect: The importance of relationships for promoting engagement with school

    Amy R Anderson;Sandra L Christenson;Mary F Sinclair;Camilla A Lehr

  • Promoting School Completion of Urban Secondary Youth with Emotional or Behavioral Disabilities

    Mary F. Sinclair;Sandra L. Christenson;Martha L. Thurlow

  • Engaging students at school and with learning: A relevant construct for all students

    Michael J. Furlong;Sandra L. Christenson

  • Best practices in fostering student engagement

    Sandra L. Christenson;A. L. Reschly;J. J. Appleton;S. Berman

  • Facilitating Student Engagement: Lessons Learned from Check & Connect Longitudinal Studies

    Mary F. Sinclair;Sandra L. Christenson;Camilla A. Lehr;Amy Reschly Anderson

  • Behaviorally at-risk African American students:The importance of student–teacher relationships for student outcomes

    Dawn M. Decker;Daria Paul Dona;Sandra L. Christenson

  • Dropout prevention for youth with disabilities : Efficacy of a sustained school engagement procedure

    Mary F. Sinclair;Sandra L. Christenson;David L. Evelo;Christine M. Hurley

  • Addressing Student Engagement and Truancy Prevention During the Elementary School Years: A Replication Study of the Check & Connect Model.

    Camilla A. Lehr;Mary F. Sinclair;Sandra L. Christenson

  • Handbook of School-Family Partnerships.

    Sandra L. Christenson;Amy L. Reschly

  • Critical Instructional Factors for Students With Mild Handicaps An Integrative Review

    Sandra L. Christenson;James E. Ysseldyke;Martha L. Thurlow

  • Schools and Families: Creating Essential Connections for Learning (The Guilford School Practitioner Series)

    Sandra L. Christenson;Susan M. Sheridan

  • Jingle, Jangle, 1 and Conceptual Haziness 2 : Evolution and Future Directions of the Engagement Construct

    Amy L. Reschly;Sandra L. Christenson

Frequent Co-Authors

James E. Ysseldyke
James E. Ysseldyke University of Minnesota
Martha L. Thurlow
Martha L. Thurlow University of Minnesota
Bob Algozzine
Bob Algozzine University of North Carolina at Charlotte
Susan M. Sheridan
Susan M. Sheridan University of Nebraska–Lincoln
Jennifer A. Fredricks
Jennifer A. Fredricks Connecticut College
Michael J. Furlong
Michael J. Furlong University of California, Santa Barbara
Shannon M. Suldo
Shannon M. Suldo University of South Florida
E. Scott Huebner
E. Scott Huebner University of South Carolina

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