Deborah Stipek

Q: What Schools Are Affiliated With Deborah Stipek

Deborah Stipek is affiliated with the following schools: Yale University, University of Texas at Austin, University of California, Los Angeles, Stanford University, University of Washington

Deborah Stipek's AcademicInfluence.com Rankings

Deborah Stipek

Psychology

#1773

World Rank

#2113

Historical Rank

#985

USA Rank

Developmental Psychology

#91

World Rank

#99

Historical Rank

#50

USA Rank

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Psychology

Deborah Stipek's Degrees

PhD Developmental Psychology University of Texas at Austin
Bachelors Psychology University of Texas at Austin

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Why Is Deborah Stipek Influential?

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According to Wikipedia, Deborah Stipek is the Judy Koch Professor of Education at the Stanford University Graduate School of Education and a professor by courtesy of psychology. She also serves as the Peter E. Haas Faculty Director of the Haas Center for Public Service at Stanford. From 2001 to 2012 and then again from 2014 to 2015 she served as the I James Quillen Dean of the GSE at Stanford. Prior to Stanford she was a faculty member at the University of California, Los Angeles School of Education, where she served for 10 of her 23 years as the director of the Corinne Seeds University Elementary School and the Urban Education Studies Center. During this time, she took a year off to work for U.S. Senator Bill Bradley.

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Deborah Stipek's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Teachers' beliefs and practices related to mathematics instruction (2001) (775)
Motivation to Learn: From Theory to Practice (1992) (760)
Developmental change in children's assessment of intellectual competence (1989) (643)
Effects of Different Instructional Approaches on Young Children's Achievement and Motivation (1995) (481)
Motivation and instruction. (1996) (427)
Children's beliefs about intelligence and school performance. (1996) (409)
Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. (2006) (392)
Motivation to Learn: Integrating Theory and Practice (2001) (387)
Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms (2001) (380)
Perceived Personal Control and Academic Achievement (1981) (372)
Self-evaluation in young children. (1992) (365)
Early childhood education teachers: Do they practice what they preach? (1997) (349)
Economically disadvantaged preschoolers: ready to learn but further to go. (1997) (327)
Low-Income Parents' Beliefs about Their Role in Children's Academic Learning (2004) (314)
Motivation To Learn (1982) (314)
Gender differences in children's achievement-related beliefs and emotional responses to success and failure in mathematics. (1991) (304)
The Emergence of Gender Differences in Children's Perceptions of Their Academic Competence. (2005) (278)
Young children's feelings about school. (2001) (270)
Economically Disadvantaged Preschoolers: Ready to Learn but Further to Go. (1997) (232)
Competence, contingency, and the development of perceived control. (1982) (220)
The early childhood classroom observation measure (2004) (216)
Children's perceptions of their own and their classmates' ability. (1981) (216)
The Value (and Convergence) of Practices Suggested by Motivation Research and Promoted by Mathematics Education Reformers. (1998) (207)
Effects of aggression on achievement: does conflict with the teacher make it worse? (2008) (190)
No Child Left Behind Comes to Preschool (2006) (189)
Declining Perceptions of Competence: A Consequence of Changes in the Child or in the Educational Environment?. (1988) (185)
When Teachers' and Parents' Values Differ: Teachers' Ratings of Academic Competence in Children from Low-Income Families (2003) (180)
Good Beginnings: What difference does the program make in preparing young children for school? (1998) (169)
Good Instruction Is Motivating (2002) (166)
Self-concept development in the toddler years. (1990) (164)
Children's Judgments of Their Own and Their Peers' Academic Competence. (1984) (162)
At What Age Should Children Enter Kindergarten? A Question for Policy Makers and Parents (2002) (160)
Parents' beliefs about appropriate education for young children. (1992) (158)
Differences between Americans and Chinese in the Circumstances Evoking Pride, Shame, and Guilt (1998) (146)
Explaining Within-Semester Changes in Student Effort in Junior High School and Senior High School Courses. (1991) (140)
Teaching Practices in Kindergarten and First Grade: Different Strokes for Different Folks. (2004) (139)
Academic achievement and social behaviors associated with age of entry into kindergarten (2001) (123)
Testing some attribution-emotion relations in the People's Republic of China. (1989) (122)
Characterizing early childhood education programs for poor and middle-class children (1992) (110)
Children's use of dispositions to predict classmates' behavior (1993) (101)
Constructive & destructive behavior: Implications for family, school, & society. (2001) (100)
Development of Children's Performance-Related Judgments. (1980) (100)
Children's Achievement-Related Expectancies as a Function of Academic Performance Histories and Sex. (1980) (94)
In the eyes of the beholder: students’ and teachers’ judgments of students’ motivation (2001) (94)
Pride and mastery in children with autism. (1993) (92)
The development of pride and shame in toddlers. (1995) (92)
A developmental analysis of elementary school-aged children's concepts of pride and embarrassment. (1988) (87)
Learned helplessness in task-orienting versus performance-orienting testing conditions (1989) (85)
A Developmental Analysis of Pride and Shame (1983) (82)
Preschool-Age Children's Performance Expectations for Themselves and Another Child as a Function of the Incentive Value of Success and the Salience of Past Performance. (1984) (82)
Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories. (2014) (79)
Learning-related behaviors and literacy achievement in elementary school-aged children (2010) (78)
Sex differences in children's attributions for success and failure on math and spelling tests (1984) (75)
Can a Teacher Intervention Improve Classroom Practices and Student Motivation in Mathematics (1998) (73)
Children's use of dispositional attributions in predicting the performance and behavior of classmates☆ (1990) (69)
Pathways to constructive lives: The importance of early school success. (2001) (65)
Learned Helplessness in Task-Orienting versus Performance-Orienting Testing Conditions. (1989) (51)
The role of research in educational improvement (2009) (50)
PK-3: What Does It Mean For INstruction? (2017) (48)
A causal analysis of the relationship between locus of control and academic achievement in first grade (1980) (43)
OPTI: a Measure of Children's Optimism (1981) (43)
Context Matters (2012) (39)
Life Lessons: An Embedded Classroom Approach to Preventing High-Risk Behaviors among Preadolescents (1999) (36)
Children's understanding of the implications of causal attributions for emotional experiences. (1988) (33)
Characterizing early childhood education programs (1991) (33)
Bridging research and practice to develop a two-way bilingual program (2001) (32)
Teachers' Task-Related Interactions with Handicapped and Nonhandicapped Preschool Children. (1985) (32)
Mathematics in Early Childhood Education: Revolution or Evolution? (2013) (31)
Accountability Comes to Preschool: Can We Make it Work for Young Children? (2006) (31)
Chapter II: Individual Differences in the Classroom: A Psychological Perspective (1983) (21)
Early formal schooling: Are we promoting achievement or anxiety? (1993) (20)
Motivated Minds: Raising Children to Love Learning (2001) (20)
School Entry Age (2003) (18)
Perceived control and children's academic achievement: A review and critique of the locus of control research (1981) (13)
Motivation To Learn: From Theory to Practice. Second Edition. (1993) (13)
A university and district partnership closes the research-to-classroom gap (2016) (13)
Instructional Approaches in Kindergarten: What Works for Whom? (2016) (13)
Making Parents Your Allies. (1994) (12)
Classroom Context Effects on Young Children’s Motivation (2001) (12)
Classroom practices and children's motivation to learn. (2011) (12)
Investing in children: Government and workplace policies for parents. (1989) (12)
The effect of instructional quality on low- and high-performing students (2017) (12)
The child at school. (1992) (12)
Social-motivational development in first grade (1981) (9)
Motivating Students to Learn: A Lifelong Perspective. (1982) (8)
The Stability of Students' Achievement-Related Thoughts and School Performance from One Grade to the Next (1989) (7)
PreK-3 Alignment in California's Education System: Obstacles and Opportunities. (2016) (6)
Emotional responses to objective and normative performance feedback (1987) (6)
Adolescents—Too young to earn, too old to learn? Compulsory school attendance and intellectual development (1981) (5)
Education Is Not a Race (2011) (5)
Early Childhood Education. Building Community Systems for Young Children. (2000) (4)
Motivating Minds: Nurturing Your Child's Desire To Learn. (2002) (4)
Motivating Underachievers. Make Them Want to Try. (1993) (4)
Equity, Excellence, Elephants, and Evidence (2009) (4)
COMMUNICATION EFFICIENCY OF MIDDLE‐ AND LOWER‐SES DYADS (1980) (3)
Building Community Systems for Young Children: Early Childhood Education. (2004) (3)
PreK-3 Alignment: Challenges and Opportunities in California. (2020) (2)
What Girls and Boys Bring to the Classroom. (1986) (1)
Strategies to Ensure That No Child Starts From Behind. (2007) (1)
Meeting the Needs of Childern. (1980) (0)
Communication Efficiency in Children: A Function of Individual Skill or Dyadic Interaction?. (1977) (0)
Quality Teaching and Learning in Pre-K Classrooms: What It Takes. (2019) (0)
Introduction (1984) (0)
An Academic Contribution to the Debate on Public Education Reforms. (1989) (0)
Secure America's Economic Future by Investing in Young Children (2016) (0)
Quality and Continuity in Young Children’s Educational Experiences (2019) (0)
Work Habits Begin in Preschool. (1983) (0)

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What Schools Are Affiliated With Deborah Stipek?

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Deborah Stipek's Academic­Influence.com Rankings