*Lu, M., Whittaker, J. E., Ruzek, E., Pianta, R. C., & Vitiello, V. E. (2023). Fostering early motivation: The influence of teacher-child relationships and interactions on motivation in the kindergarten classroom. Early Education and Development, 34(3), 648-665. https://doi.org/10.1080/10409289.2022.2055992
Karabenick, S.A., Berger, JL., Ruzek, E., & Schenke, K. (2021). Strategy motivation and strategy use: Role of student appraisals of utility and cost. Metacognition and Learning 16, 345–366. https://doi.org/10.1007/s11409-020-09256-2
Ruzek, E., Jirout, J., Schenke, K., Vitiello, V., Vick Whittaker, J., & Pianta, R. (2020). Using PreK children’s self-reports to measure their academic orientations: A psychometric evaluation. Early Childhood Research Quarterly, 50(part 2), 55-66. https://doi.org/10.1016/j.ecresq.2018.10.012
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103. http://doi.org/10.1016/j.learninstruc.2016.01.004
Ruzek, E. A., Domina, T., Conley, A. M., Duncan, G. J., & Karabenick, S. A. (2015). Using value-added models to measure teacher effects on students’ motivation and achievement. The Journal of Early Adolescence, 35(5-6), 852–882. http://doi.org/10.1177/0272431614525260
*Denotes student author
Jirout, J. J., Ruzek, E., Vitiello, V. E., Whittaker, J., & Pianta, R. C. (2023). The association between and development of school enjoyment and general knowledge. Child Development, 94(2), e119–e127. https://doi.org/10.1111/cdev.13878
Mikami, A. Y., Ruzek, E. A., Hafen, C. A., Gregory, A., & Allen, J. P. (2017). Perceptions of relatedness with classroom peers promote adolescents’ behavioral engagement and achievement in secondary school. Journal of Youth and Adolescence, 46(11), 2341–2354. https://doi.org/10.1007/s10964-017-0724-2
Shernoff, D., Ruzek, E., Sannella, A., Schorr, R., Sanchez-Wall, L., Bressler, D. (2017). General and specific aspects of student engagement: Associations with classroom practices and educational outcomes in a university gateway course. Frontiers in Psychology, 8(Article 994), 1-22. https://doi.org/10.3389/fpsyg.2017.00994
Shernoff, D. J., Ruzek, E. A., Sinha, S. (2017). The influence of the high school classroom environment on learning as mediated by student engagement. School Psychology International, 38(2), 201-218. http://doi.org/10.1177/0143034316666413
Shernoff, D. J., Sannella, A. J., Schorr, R. Y., Sanchez-Wall, L., Ruzek, E. A., Sinha, S., & Bressler, D. M. (2017). Separate worlds: The influence of seating location on student engagement, classroom experience, and performance. Journal of Environmental Psychology, 49, 55-64. http://dx.doi.org/10.1016/j.jenvp.2016.12.002
Ruzek, E., Aldrup, K., & Lüdtke, O. (2022). Assessing the effects of student perceptions of instructional quality: A cross-subject within-student design. Contemporary Educational Psychology, 70 (2022), 102085. https://doi.org/10.1016/j.cedpsych.2022.102085
Ruzek, E. A., & Schenke, K. (2019). The tenuous link between classroom perceptions and motivation: A within-person longitudinal study. Journal of Educational Psychology, 111(5), 903–917. https://doi.org/10.1037/edu0000323
Schenke, K., Ruzek, E., Lam., A., Karabenick, S., Eccles, J. (2018) To the means and beyond: Understanding variation in students’ perceptions of teacher emotional support. Learning & Instruction 55, 16-21. https://doi.org/10.1016/j.learninstruc.2018.02.003
Schenke, K., Ruzek, E., Lam, A. C., Karabenick, S. A., & Eccles, J. S. (2017). Heterogeneity of student perceptions of the classroom climate: a latent profile approach. Learning Environments Research, 20(3), 289–306. https://doi.org/10.1007/s10984-017-9235-z
Wallace, T., Kelcey, B., and Ruzek, E. (2016). What can student perception surveys tell us about teaching? Empirically testing the underlying structure of the Tripod student perception survey. American Educational Research Journal, 53(6), 1834-1868. http://doi.org/10.3102/0002831216671864
*Lam, A. C., Ruzek, E. A., *Schenke, K., Conley, A. M., & Karabenick, S. A. (2015). Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate? Journal of Educational Psychology, 107(4), 1102–1115. http://doi.org/10.1037/edu0000028
Downer, J., Stuhlman, M., Schweig, J., Martinez, F., & Ruzek, E. (2015). Measuring effective teacher-student interactions from a student perspective: A multi-level analysis. Journal of Early Adolescence. http://doi.org/10.1177/0272431614564059
*Denotes student author
Gregory, A., Ruzek, E., DeCoster, J., Mikami, A. Y., Allen, J. (2019). Focused classroom coaching and widespread racial equity in school discipline. AERA Open, 5(4), 1-15. https://doi.org/10.1177/2332858419897274
Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45(2), 171–191. http://doi.org/10.17105/SPR45-2.171-191
Hafen, C. A., Ruzek, E. A., Gregory, A., Allen, J. P., & Mikami, A. Y. (2015). Focusing on teacher-student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions. International Journal of Behavioral Development. http://doi.org/10.1177/0165025415579455
Pianta, R.C., Lipscomb, D. & Ruzek, E. (2022). Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher-student interaction. Journal of School Psychology, 91, 65-80. https://doi.org/10.1016/j.jsp.2021.12.003
Pianta, R.C., Lipscomb, D. and Ruzek, E. (2021). Coaching teachers to improve students’ school readiness skills: Indirect effects of teacher–student interaction. Child Development, 92(6), 2509-2528. https://doi.org/10.1111/cdev.13600
Cohen, J. J., Ruzek E., & Sandilos, L. (2018). Does teaching quality cross subjects? Exploring consistency in elementary teacher practice across subjects. AERA Open, 4(3), 1-16. https://doi.org/10.1177/2332858418794492
Pianta, R. C., Whittaker, J. E., Vitiello, V., Ansari, A., & Ruzek, E. (2018). Classroom process and practices in public pre-k programs: describing and predicting educational opportunities in the early learning sector. Early Education and Development, 29(6), 797–813. https://doi.org/10.1080/10409289.2018.1483158
Gregory, A., Ruzek, E. A., Hafen, C. A., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2017). My Teaching Partner-Secondary: A video-based coaching model. Theory into Practice, 56(1), 38-45. http://doi.org/10.1080/00405841.2016.1260402
Pianta, R. C., Whittaker, J. E., Vitiello, V., Ruzek, E., Ansari, A., Hofkens, T., & DeCoster, J. (2020). Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content. Journal of Applied Developmental Psychology, 66, 101084. https://doi.org/10.1016/j.appdev.2019.101084
Ansari, A., Pianta, R. C., Whittaker J. V., Vitiello, G. & Ruzek, E. (2019). Starting early: The benefits of attending early childhood education programs at age 3. American Educational Research Journal, 56(4), 1495-1523. https://doi.org/10.3102/0002831218817737
Vitiello, V. E., Pianta, R. C., Whittaker, J. E., & Ruzek, E. A. (2019). Alignment and misalignment of classroom experiences from Pre-K to kindergarten. Online First. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2019.06.014
Ruzek, E., Burchinal, P., Farkas, G., and Duncan, G. J. (2014). The quality of toddler child care and cognitive outcomes at 24 months: Propensity score analysis results from the ECLS-B. Early Childhood Research Quarterly, 29(1), 12-21. http://doi.org/10.1016/j.ecresq.2013.09.002
Keys, T. D., Farkas, G., Burchinal, M. R., Duncan, G. J., Vandell, D. L., Li, W., Ruzek, E. A., & Howes, C. (2013). Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics. Child Development, 84(4), 1171–1190. https://doi.org/10.1111/cdev.12048
Domina, T. & Ruzek, E. (2012). Paving the way: K-16 partnerships for higher education diversity and high school reform. Educational Policy, 26(2), 243-267. http://doi.org/10.1177/0895904810386586
Full list dating back to 2012 can be found here.