| Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance--A Critical Literature Review. CA Farrington, M Roderick, E Allensworth, J Nagaoka, TS Keyes, ... Consortium on Chicago School Research, 2012 | 2150 | 2012 |
| Foundations for Young Adult Success: A Developmental Framework J Nagaoka, CA Farrington, SB Ehrlich, RD Heath University of Chicago Consortium on Chicago School Research, 2015 | 315 | 2015 |
| Readiness for college: The role of noncognitive factors and context. J Nagaoka, CA Farrington, M Roderick, E Allensworth, TS Keyes, ... Voices in Urban Education 38, 45-52, 2013 | 198 | 2013 |
| Academic mindsets as a critical component of deeper learning CA Farrington University of Chicago: Consortium on Chicago School Research, 2013 | 103 | 2013 |
| Arts Education and Social-Emotional Learning Outcomes among K-12 Students: Developing a Theory of Action. CA Farrington, J Maurer, MRA McBride, J Nagaoka, JS Puller, S Shewfelt, ... University of Chicago Consortium on School Research, 2019 | 92 | 2019 |
| Supporting Social, Emotional, & Academic Development: Research Implications for Educators. Research Synthesis. EM Allensworth, CA Farrington, MF Gordon, DW Johnson, K Klein, ... University of Chicago Consortium on School Research, 2018 | 61 | 2018 |
| How Arts Education Supports Social-Emotional Development: A Theory of Action. C Farrington, S Shewfelt State Education Standard 20 (1), 31-35, 2020 | 39 | 2020 |
| Failing at School: Lessons for Redesigning Urban High Schools CA Farrington Teachers College Press, 2014 | 34 | 2014 |
| A Framework for Developing Young Adult Success in the 21st Century: Defining Young Adult Success J Nagaoka, CA Farrington, SB Ehrlich University of Chicago Consortium on Chicago School Research, 2014 | 29 | 2014 |
| A new model of student assessment for the 21st century CA Farrington, MH Small American Youth Policy Forum, 2008 | 26 | 2008 |
| Social, emotional, and academic development: A research agenda for the next generation S Jones, CA Farrington, R Jagers, M Brackett, J Kahn National Commission on Social, Emotional, and Academic Development, 2019 | 22 | 2019 |
| " Becoming Effective Learners" Survey Development Project. C Farrington, R Levenstein, J Nagaoka Society for Research on educational effectiveness, 2013 | 22 | 2013 |
| Using transformative experiences to prepare instructional leaders through doctoral education MB Ginsberg, MS Knapp, CA Farrington Journal of Research on Leadership Education 9 (2), 168-194, 2014 | 17 | 2014 |
| Equitable learning and development: Applying science to foster liberatory education CA Farrington Applied Developmental Science 24 (2), 159-169, 2020 | 15 | 2020 |
| National Commission on Social, Emotional, and Academic Development: A Policy Agenda in Support of How Learning Happens CA Farrington Aspen Institute National Commission on Social, Emotional, & Academic Development, 2019 | 14 | 2019 |
| Foundations for young adult success: A developmental framework. Concept paper for research and practice. Chicago, IL: The University of Chicago Consortium on Chicago School … J Nagaoka, CA Farrington, SB Ehrlich, RD Heath | 13 | |
| Do classroom environments matter for noncognitive aspects of student performance and students’ course grades CA Farrington, S Porter, J Klugman University of Chicago Consortium on School Research Working Paper, 2019 | 12 | 2019 |
| Measure learning environments, not just students, to support learning and development D Paunesku, CA Farrington Teachers College Record 122 (14), 1-26, 2020 | 10 | 2020 |
| Arts education and social-emotional learning outcomes among K-12 students CA Farrington, J Maurer, RR Aska McBride, J Nagaoka, JS Puller, ... Chicago Consortium on School Research. Accessed February 1 (2023), 2019-05, 2019 | 9 | 2019 |
| Noncognitive outcomes of liberal arts education CA Farrington Andrew W. Mellon Foundation, 2019 | 7 | 2019 |
Jenny NagaokaDeputy Director, University of Chicago Consortium on Chicago School ResearchVerified email at uchicago.edu
