Timothy Pressley - Christopher Newport University

Directory



Timothy Pressley

Center for Education Research and Policy - Department of Psychology

Timothy Pressley

Associate Professor

Forbes Hall 2071
(757) 594-8090
timothy.pressley@cnu.edu

Education

  • Ph D in Educational Psychology, Florida State Univeristy
  • M Ed in Elementary Education, Texas Christian University
  • BS in Early Childhood Education, Texas Christian University

Teaching

Educational Psychology, Research Methods, Classroom Assessment, and Exceptional Learners

Research

Classroom assessment, Teacher evaluations, Teacher efficacy, Effective teaching, Pre-service teachers

Selected Accomplishments

  • Top Cited Paper, Psychology in the Schools Journal. (2023)
  • Top Cited Paper, Psychology in the Schools Journal. (2022)
  • Best Professional Paper, Eastern Educational Research Association. (2021)
  • Virginia Association of Colleges for Teacher Education Student Impact Award, Virginia Association of Colleges for Teacher Education. (2021)
  • Book, Scholarly-New
    (2024). Teaching Beyond the Pandemic: Supporting K-12 Teachers and Students after COVID-19. Guilford Press.
  • Journal Article, Academic Journal
    (2024). Inner strength amidst pandemic: Teachers' self‐efficacy patterns and perceived personal accomplishments. Psychology in the Schools.
  • Journal Article, Academic Journal
    (2023). Changes in first-year teacher self-efficacy during COVID-19. The Teacher Educator.
  • Journal Article, Academic Journal
    (2023). Teacher Morale and Mental Health Following the COVID-19 Pandemic. Education Sciences. Volume, 13.
  • Journal Article, Academic Journal
    (2023). Why Teachers Leave: It isn't What You Think. Phi Delta Kappan.
  • Journal Article, Academic Journal
    (2023). Rising strong: The interplay between resilience, social support, and post-traumatic growth among teachers post COVID-19.. COVID.
  • Journal Article, Academic Journal
    (2023). Elementary teacher self-efficacy after a year of teaching during COVID-19. Psychology in the Schools. Volume, 60. Issue, 9. Pages, 3284-3297.
  • Journal Article, Academic Journal
    Assessing teacher morale, job satisfaction, and burnout in Israel: Navigating the impact of COVID-19 from intrapersonal and environmental perspectives.
  • Journal Article, Academic Journal
    (2023). Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic. Journal of School Choice.
  • Book, Scholarly-Revised
    (2023). Reading Instruction that Works. Issue, 5.
  • Book, Chapter in Scholarly Book-New
    (2022). Applying Content to Practice: Assessment for Active Learning in Educational Psychology. Volume, 3rd.
  • Journal Article, Academic Journal
    (2022). Teacher exhaustion during COVID-19: Exploring the role of administrators, self-Efficacy, and anxiety. The Teacher Educator Journal. Volume, 57. Issue, 1.
  • Journal Article, Academic Journal
    (2021). Elementary Hybrid and Virtual Teacher Stress during COVID-19. Journal of Research in Education.
  • Journal Article, Academic Journal
    (2021). Teaching during a pandemic: United States teachers' self-efficacy during the COVID-19 pandemic. Teaching and Teacher Education. Volume, 106.
  • Journal Article, Academic Journal
    (2021). Teaching during a Pandemic: Elementary Teachers’ Efficacy during COVID-19. Psychology in the Schools.
  • Journal Article, Academic Journal
    (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher. Volume, 50. Issue, 5.
  • Journal Article, Academic Journal
    (2020). Becoming a Highly Effective Elementary Teacher and How to Support Teachers’ Development. Journal of Educational Leadership in Action. Volume, 7. Issue, 1.
  • Journal Article, Academic Journal
    (2020). Different approaches to classroom environments based on teacher experience and effectiveness. Psychology in the Schools. Pages, 1-21.
  • Journal Article, Academic Journal
    (2018). Effects of Synchronous versus Asynchronous Scheduling of Reading Methods Content and Field Instruction on Preservice Teachers’ Efficacy and Knowledge. Literacy Practice and Research. Volume, 43. Issue, 2. Pages, 5-13.
  • Journal Article, Academic Journal
    (2018). Elementary Teachers'Perceptions of a Reformed Teacher-Evaluation System. The Teacher Educator. Volume, 53. Issue, 1. Pages, 21-43.
  • Journal Article, Professional Journal
    (2017). Teachers and the Test. Virginia Journal of Education. Volume, 110. Issue, 6. Pages, 16-18.
  • Journal Article, Academic Journal
    (2017). Reading instruction efficacy and knowledge of pre-service teachers in field placements: What should practicing teachers know to best support interns?. Reading in Virginia. Volume, 39. Pages, 65-71.
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