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My research is focused on interventions that enhance student engagement
with school and learning, and identification of family and school contextual
factors that facilitate student engagement and increase the probability for
student success in school. Engagement is a multi-dimensional construct that
involves four types of indicators: academic, behavioral, cognitive and
affective and is highly influenced by specific facilitators such as
family and school expectations. I am particularly interested in those
students who are most alienated from traditional schooling practices and/or
at highest risk for dropping out of school. Research on the effect of Check
& Connect for students with and without disabilities in grades K-12 is in
year 15. [more
about this research]
My current research investigations are
aimed at how students make a personal investment in
learning, the role of student engagement for positive
postsecondary enrollment, and the effect of motivational
home support for learning on school completion and students’
learning success. In particular, I am interested in the
contextual supports for students from low income backgrounds
to develop an optimistic, hopeful identity as a learner.
I was the 1992 recipient of the
Lightner Witmer Award from the American Psychological
Association for scholarship and early career
contributions to the field of school psychology, the
2005 recipient of the Blanche F. Ittleson Award for
pioneering work with school-family partnerships from the
American Orthopsychiatric Association, the 2007
recipient of the Senior Scientist Award from APA
Division 16 in recognition of a career-long significant
program of scholarship representing outstanding
contributions to the scientific knowledge base of school
psychology, and the 2007-08 recipient of the Ysseldyke
Best Practices Award from Minnesota School Psychologists
Association in recognition of principles, standards, and
dedication that have enhanced the profession of School
Psychology. I was also awarded the Birkmaier Professor
of Educational Leadership at the University of
Minnesota.
Selected publications
Christenson, S.L., Whitehouse, E.L., &
VanGetson, G.R. (2007). Partnering with families to enhance
students’ mental health. In B. Doll, & J.A. Cummings (Eds.).
Transforming school mental health services:
Population-based approaches to promoting the competency and
wellness of students services (pp. 69 – 101). Thousand
Oaks, CA: Corwin Press.
Decker, D.M., Dona, D.P., &
Christenson, S.L. (2007). Behaviorally at-risk African
American students: The importance of student-teacher
relationships for student outcomes. Journal of School
Psychology, 45(1), 83-109.
Reschly, A.L., Chaffin, M.C.
Christenson, S.L., Gutkin, T. (2007). Contextual
influences and response to intervention: Critical issues
and strategies. In S. R. Jimerson, M. K. Burns, & A. M.
VanDerHeyden (Eds.). The handbook of response to
intervention: The science and practice of assessment and
intervention (pp. 148 – 160). NY: Springer Science.
Appleton, J.J., Christenson, S.L.,
Kim, D., & Reschly, A.L. (2006). Measuring cognitive and
psychological engagement: Validation of the Student
Engagement Instrument. Journal of School Psychology,
44(5), 427-445.
Reschly, A., & Christenson, S.L.
(2006). Prediction of dropout among students with mild
disabilities. Remedial and Special Education, 27(5),
276-292.
Reschly, A.R., & Christenson, S.L.
(2006). Promoting successful school completion. In G. G.
Bear & K.M. Minke (Eds.). Children’s Needs-III:
Development, Prevention, and Intervention
(pp.103-113). Bethesda, MD: National Association of
School Psychologists.
Carlson, C., & Christenson, S.L.
(Eds.). (2005). Evidence-based parent and family
interventions in school psychology [Special issue].
School Psychology Quarterly, 20(4).
Sinclair, M.F., Christenson, S.L., &
Thurlow, M.L. (2005). Promoting school completion of
urban secondary youth with emotional or behavioral
disabilities. Exceptional Children, 71(4),
465-482.
Revised February 2008
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