- Associate Dean For Research and Faculty Development
Dr. Kathleen M. Rudasill's research is directed toward understanding how children’s individual differences, particularly in temperament, are related to academic and social success, and how this relationship is moderated and mediated by classroom processes. This research is designed to gain insight into how specific classroom processes, such as student-teacher interactions, may facilitate or hinder success for students with particular temperamental characteristics.
- (2017). Child Temperamental Regulation and Classroom Quality in Head Start: Considering the Role of Cumulative Economic Risk. JOURNAL OF EDUCATIONAL PSYCHOLOGY. 109(1), 118-130.
- (2016). Associations Between Teacher-Reported School Climate and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study. SCHOOL MENTAL HEALTH. 8(4), 425-440.
- (2015). Temperament and Preschool Children's Peer Interactions. EARLY EDUCATION AND DEVELOPMENT. 26(4), 479-495.
- (2015). Relations Between Toddler Sleep Characteristics, Sleep Problems, and Temperament. DEVELOPMENTAL NEUROPSYCHOLOGY. 40(3), 138-154.
- (2018). Temperamental Anger and Effortful Control, Teacher-Child Conflict, and Externalizing Behavior Across the Elementary School Years. CHILD DEVELOPMENT. 89(6), 2176-2195.
- (2018). Early Temperament and Middle School Engagement: School Social Relationships as Mediating Processes. JOURNAL OF EDUCATIONAL PSYCHOLOGY. 110(3), 338-354.
- (2018). Systems View of School Climate: a Theoretical Framework for Research. EDUCATIONAL PSYCHOLOGY REVIEW. 30(1), 35-60.
- (2017). Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children. LEARNING AND INDIVIDUAL DIFFERENCES. 56, 85-95.