Directory



Timothy Pressley

Department of Psychology


Timothy Pressley

Assistant 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

  • Virginia Association of Colleges for Teacher Education Student Impact Award, Virginia Association of Colleges for Teacher Education. (2021)
  • Journal Article, Academic Journal
    (2021). Teacher Exhaustion During COVID-19: Exploring the Role of Administrators, Self-Efficacy, and Anxiety. Teacher Educator.
  • Journal Article, Academic Journal
    (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher. Volume, 50. Issue, 5.
  • Journal Article, Academic Journal
    (2021). Teacher stress and anxiety during COVID-19: An empirical study. School Psychology.
  • Journal Article, Academic Journal
    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
    (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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