Garner, P. W., Parker, T., & Dortch, M. K. (2016). Concordance in peer victimization-related beliefs across parents and in-service and preservice early childhood teachers. Early Child Development and Care, 1-13.
Davis, S. N., Mahatmya, D., Garner, P. W., & Jones, R. M. (2015). Mentoring Undergraduate Scholars: A Pathway to Interdisciplinary Research?.Mentoring & Tutoring: Partnership in Learning, 1-14.
Garner, P. W., Carter McLean, M., Waajid, B., & Pittman, E. R. (2015). Mentoring and professional development in rural Head Start classrooms.Mentoring & Tutoring: Partnership in Learning, 1-18.
Garner, P. W., & Mahatmya, D. (2015). Affective Social Competence and Teacher–child Relationship Quality: Race/Ethnicity and Family Income Level as Moderators. Social Development, 24(3), 678-697.
Garner, P. W., & Parker, T. S. (2015). Service-learning linking family child care providers, community partners, and preservice professionals. Early Child Development and Care, 1-10.
Garner, P.W., Mahatmya, D., Brown, E.L., Vesely, C. (2014). Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: a Multilevel Heuristic Model. Educational Psychology Review, 26, 165-189.
Garner, P.W., Mahatmya, D., Moses, L.K., & Bolt, E. (2014). Associations of preschool type and teacher-child relational quality with young children's social and emotional competence. Early Education and Development, 25, 399-420.
Waajid, B., Garner, P.W., & & Owen, J. (2013). Infusing social emotional learning into the teacher education curriculum. International Journal of Emotional Education, 5, 31-48.
Garner, P.W., Moses, L.K., & Waajid, B. (2013). Prospective teachers' awareness and expression of emotions: Associations with proposed strategies for behavioral management in the classroom. Psychology in the Schools, 50, 471-488.
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