Christopher Murray
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Children's relationship with teachers and bonds with school an investigation of patterns and correlates in middle childhood
C Murray, MT Greenberg
Journal of School Psychology 38 (5), 423-445, 2000
5492000
Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities
C Murray, MT Greenberg
Psychology in the Schools 38 (1), 25-41, 2001
3532001
Implementing a teacher–student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned
C Murray, K Malmgren
Journal of school psychology 43 (2), 137-152, 2005
3482005
Child level correlates of teacher–student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations
C Murray, KM Murray
Psychology in the Schools 41 (7), 751-762, 2004
3392004
Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth
C Murray
The Journal of Early Adolescence 29 (3), 376-404, 2009
3332009
The postsecondary school attendance and completion rates of high school graduates with learning disabilities
C Murray, DE Goldstein, S Nourse, E Edgar
Learning Disabilities Research & Practice 15 (3), 119-127, 2000
3272000
Risk factors, protective factors, vulnerability, and resilience: A framework for understanding and supporting the adult transitions of youth with high-incidence disabilities
C Murray
Remedial and special education 24 (1), 16-26, 2003
3012003
Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms
C Murray, KM Murray, GA Waas
Journal of applied developmental psychology 29 (1), 49-61, 2008
2392008
Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities
C Murray, MT Greenberg
The journal of special education 39 (4), 220-233, 2006
2322006
The importance of teacher-student relationships for adolescents with high incidence disabilities
C Murray, RC Pianta
Theory into practice 46 (2), 105-112, 2007
2172007
Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt Universal Design principles
AR Lombardi, C Murray
Journal of Vocational Rehabilitation 34 (1), 43-56, 2011
1872011
University faculty perceptions of students with learning disabilities: Correlates and group differences
C Murray, CT Wren, C Keys
Learning Disability Quarterly 31 (3), 95-113, 2008
1392008
Poor, black, learning disabled, and graduating: An investigation of factors and processes associated with school completion among high-risk urban youth
C Murray, J Naranjo
Remedial and Special Education 29 (3), 145-160, 2008
1362008
Cognitive, academic, and attitudinal predictors of the grade point averages of college students with learning disabilities
C Murray, CT Wren
Journal of Learning Disabilities 36 (5), 407-415, 2003
1312003
Teacher—student relationships among behaviorally at-risk African American youth from low-income backgrounds: student perceptions, teacher perceptions, and socioemotional …
C Murray, K Zvoch
Journal of Emotional and Behavioral Disorders 19 (1), 41-54, 2011
1252011
College faculty and inclusive instruction: Self-reported attitudes and actions pertaining to Universal Design.
AR Lombardi, C Murray, H Gerdes
Journal of Diversity in Higher Education 4 (4), 250, 2011
1172011
Urban elementary school teachers' perspectives regarding collaborative teaching practices
SJ Damore, C Murray
Remedial and special education 30 (4), 234-244, 2009
1172009
Child race and gender as moderators of the association between teacher–child relationships and school adjustment
C Murray, GA Waas, KM Murray
Psychology in the Schools 45 (6), 562-578, 2008
1142008
Supportive teacher-student relationships: Promoting the social and emotional health of early adolescents with high incidence disabilities
C Murray
Childhood Education 78 (5), 285-290, 2002
1102002
The effects of disability-focused training on the attitudes and perceptions of university staff
C Murray, A Lombardi, CT Wren
Remedial and Special Education 32 (4), 290-300, 2011
1092011
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