- 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.
- (2009). Parent Involvement as a Predictor of Teacher-Child Relationship Quality in Third Grade. EARLY EDUCATION AND DEVELOPMENT. 20(5), 845-864.
- (2008). Psychometric characteristics of the Harter Self-Perception Profiles for Adolescents and Children for use with gifted populations. GIFTED CHILD QUARTERLY. 52(1), 70-86.
- (2008). Contributions of children's temperament to teachers' judgments of social competence from kindergarten through second grade. EARLY EDUCATION AND DEVELOPMENT. 19(4), 643-666.
- (2007). The Social Coping Questionnaire: An Examination of Its Structure With an American Sample of Gifted Adolescents. JOURNAL FOR THE EDUCATION OF THE GIFTED. 30(3), 353-371.
- (2006). An Investigation Into the Gender and Age Differences in the Social Coping of Academically Advanced Students. JOURNAL OF ADVANCED ACADEMICS. 18(1), 60-80.
- (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.