top of page
Selected Publications
Peer Reviewed Journal Articles

  • Dudek, C.M., Kettler, R.J., Reddy, L.A., & Kurz, A. (in press).  Use of Multiple Assessments for Measuring Teacher Practice: An Initial Investigation for Educational Practice.  International Journal of Humanities and Social Science.

​

  • Reddy, L. A., Lekwa, A. J., Shernoff, E. S., Mathews, C., Davis, W., Lefkowitz, R. & Dudek, C.M. (in press) Classroom  Strategies  Coaching  for  teachers  in  urban  high  poverty elementary schools: A case study. School Psychology  Quarterly.

​

  • Lekwa, A. J., Reddy, L. A., Dudek, C., & Hua, A. (2019). Predictive validity of the Classroom Assessment System for gains in reading and mathematics. School Psychology Quarterly.

​

  • Arnold-Berkowitz, I., Kurz, A., & Reddy, L.A  (2018)  Teacher log of students’ opportunity to learn and classroom observation: An initial investigation of convergence.  Educational Assessment, Evaluation and Accountability.  1-23.  https://doi.org/10.1007/s11092-018-9288-2

 

  • Poulou, M., Reddy, L.A., & Dudek, C.  (2018). Relation of teacher self-efficacy and classroom practices: A preliminary investigation.  School Psychology International.  https://doi.org/10.1177/0143034318798045 â€‹

 

  • Lekwa, A. J., Shernoff, E. S., & Reddy, L. A. (2018). Measuring teacher practices and student academic engagement: A predictive validity study. School Psychology Quarterly. DOI: 10.1037/spq0000268

 

  • Dudek, C. M., Reddy, L.A., & Lekwa, A. L. (2018). Measuring teacher practices to inform student achievement in high poverty schools: An initial predictive validity Study. Contemporary School Psychology 0, 1-11. https://doi.org/10.1007/s40688-018-0196-8

 

 

  • Nelson, P., Reddy, L.A., Dudek, C.M., & Lekwa, A. (2018). Observer and Student Ratings of the Class Environment: A preliminary investigation of convergence. School Psychology Quarterly.      32(4), 465-479. http://dx.doi.org/10.1037/spq0000176

​

  • Reddy, L.A., Dudek, C.M., & Lekwa, A. (2017). Classroom Strategies Coaching Model: Integration of teacher formative assessment and instructional coaching. Theory into Practice. 1-10.

​

  • Shernoff, E., Lekwa, A., & Reddy, L.A. (2017).  Examining teachers’ attitudes and experiences with coaching to inform research-based practice:  An iterative developmental design study. Journal of Educational and Psychological Consultation. 1, 1-27.

 

  • Fabiano, G., Reddy, L.A., & Dudek, C.M. (2018).  Use of teacher coaching supported by formative assessment for improving classroom practices. School Psychology Quarterly.  33(2), 293-304. http://dx.doi.org/10.1037/spq0000223

​

  • Kettler, R., Reddy, L.A., Glover, T., & Kurz, A. (2018). Bridging-the-gap: Classroom Strategies Assessment System-Observer Form. Assessment for Effective Intervention   doi.org/10.1177/1534508417747391

 

  • Reddy L. A., Rualo, A. J., Dudek C. M. & Fabiano, G. (2016). Concurrent validity of the Classroom Strategies Scale – Teacher Form. Educational Assessment. 21(4), 267-277. 

 

  • Reddy, L. A., Dudek, C. M., Fabiano, G. A., & Peters, S. (2015). Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale-Teacher Form. School Psychology Quarterly, 30, 513-533.  doi: 10.1037/spq0000110

 

  • Reddy, L.A., Kettler, R.J., & Kurz, A. (2015).  School-wide educator evaluation for improving school capacity and student achievement in high poverty schools: Year 1 of the school system improvement project.. 2, 1-19.

 

  • Reddy, L. A., & Dudek, C. M. (2014). Teacher progress monitoring of instructional and behavioral management practices:  An evidence-based approach to improving classroom practices.  International Journal of Education and Psychology, 2, 71-84. doi: 10.1080/21683603.2013.876951

 

  • Reddy, L. A., Fabiano, G. A., & Dudek C. M. &. Hsu, L. (2013). Predictive validity of the Classroom Strategies Scale-Observer form on statewide testing scores: A preliminary investigation. School Psychology Quarterly, 28, 301-316. doi: 10.1037/spq0000041  

 

  • Reddy, L. A., Fabiano, G. A., Dudek, C. M., & Hsu, L. (2013). Development and construct validity of the Classroom Strategies Scale– Observer Form. School Psychology Quarterly, 28, 317-341. doi: 10.1037/spq0000043 

 

  • Reddy, L.A., Fabiano, G. A., Dudek, C. M. (2013). Instructional and behavioral management practices implemented by elementary general education teachers. Journal of School Psychology, 51, 683-700. http://dx.doi.org/10.1016/j.bbr.2011.03.031 

 

  • Reddy, L.A., Fabiano, G., & Jimerson, S. (2013).  Assessment of general education teachers’ tier 1 classroom practices: Contemporary science, practice and policy, School Psychology Quarterly. 28, (4), 273-276. doi: 10.1037/spq0000047 

 

  • Reddy, L.A., Fabiano, G. A., Dudek, C. M. (2013). Concurrent validity of the Classroom Strategies Scale for elementary school – Observer form. Journal of Psychoeducational Assessment, 31, 258-270.

  • Reddy, L.A., & Lekwa, A. (in press). Working with teachers on tier 1 instruction: Use of formative assessment and coaching.  Cambridge Handbook of Applied School Psychology. NY: NY.

 

  • Lekwa, A., Reddy, L.A., & Shernoff, E. (2016). Advancing instructional coaching with teacher formative assessment and input. In S. Lawrence, (Ed.), Literacy Program Evaluation and Development Initiatives for P-12 Teaching, Hershey, PA: IGI Global.

 

  • Glover, T., Reddy, L.A., Kettler, R.J., Kunz, A., & Lekwa, A. (2016). Improving high stakes decisions via formative assessment, professional development, and comprehensive educator evaluation: The School System Improvement Project.  Special volume of the National Society for the Study of Education.

 

  • Reddy, L.A., Dudek, C.M., & Shernoff, E. (2016). Teacher formative assessment: The missing link in response to intervention. In S. Jimerson (Ed). Handbook for Response to Intervention – Second Edition. Springer Press, NY: NY.

 

  • Reddy, L.A., Newman, E., & Verdesco, A.  (2015). Using self-regulated learning interventions and students and teacher formative assessment for youth with ADHD.  In T. Cleary (Ed). Self-regulated learning interventions with at-risk populations: Academic, mental health, and contextual considerations. American Psychological Association Press: Washington, DC. 

 

  • Reddy, L.A., & Newman, E. & Verdesco, A.  (2015). Attention-Deficit Hyperactivity Disorders: Using cognitive behavioral interventions and teacher formative assessment in schools.  In R. Flanagan & C. Allen (Eds).  Cognitive behavioral therapies for children in schools.  Springer Publishing.

 

  • Reddy, L.A., Fabiano, G. A., Dudek, C. M., & Barbarasch, G. (2012). Behavior management of students with ADHD using teacher and student progress monitoring.  In L.M. Crothers & J.B. Kolbert (Eds). Understanding and managing behaviors of children with psychological disorders: A reference for classroom teachers.  Continuum International: New York, NY.

Book Chapters
Interested in our services?

Want To Learn About The CSAS?

We'd love to hear from you!

We offer teachers, school leaders, instructional coaches, pre-service trainers, and researchers, products and services related to the CSAS. 

Thanks for submitting!

bottom of page