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Andrew C. Porter

university of pennsylvania

48H-index
208Paper Count
1.5WCitation Count
Published Papers 20
Publication Date
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Average ages of onset and time to transition between self-injurious thoughts and behaviors: Retrospective evidence from two developmentally distinct samples
errJOURNAL OF AFFECTIVE DISORDERS
IF4.9
err2024-10-01
err1
errOAAI
errTurner, Brianna J.; Porter, Andrew C.; Robillard, Christina L.
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Daily sleepiness magnifies the relation between same-day passive and active suicide ideation
errJOURNAL OF PSYCHIATRIC RESEARCH
IF3.2
err2024-07-01
err1
PREAI
errPorter, Andrew C.; Bishop, Todd M.
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Differences in the relation of binge drinking and prescription drug misuse to suicide ideation and attempts between college-aged adults and adults above the age of 25: Findings from the 2015-2019 National Survey on Drug Use and Health (NSDUH)
errJOURNAL OF PSYCHIATRIC RESEARCH
IF3.2
err2024-05-01
err1
PREAI
errPorter, Andrew C.; Carrasquillo, Kristiana D.; Ashrafioun, Lisham
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errSave
Can either using cognitive science principles or improving teacher content knowledge boost student achievement in middle school science?
errJOURNAL OF RESEARCH IN SCIENCE TEACHING
IF4.5
err2024-01-03
err2
PREAI
errKramer, Steven L.; Scull, Janie; Porter, Andrew; Massey, Christine M.; Merlino, F. Joseph; Baker, John Y.
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Low Levels of Discriminant Validity Between Self-Report Measures of Self-Esteem, Shame, and Self-Criticism: Implications for the Measurement of Self-Evaluation and Creation of the Negative Self-Evaluation Scale
errPSYCHOLOGICAL ASSESSMENT
IF3.3
err2022-10-01
err6
PREAI
errPorter, Andrew C.; Mournet, Annabelle M.; Lachowicz, Mark J.; Zelkowitz, Rachel L.; Cole, David A.; Rogge, Ronald D.; Glenn, Catherine R.
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Curriculum-based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge
errJOURNAL OF RESEARCH IN SCIENCE TEACHING
IF4.5
err2019-11-08
err11
PREAI
errYang, Rui; Porter, Andrew C.; Massey, Christine M.; Merlino, Joseph F.; Desimone, Laura M.
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errSave
Annual Research Review: A meta-analytic review of worldwide suicide rates in adolescents
errJOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY
IF7
err2019-08-01
err208
PREAI
errGlenn, Catherine R.; Kleiman, Evan M.; Kellerman, John; Pollak, Olivia; Cha, Christine B.; Esposito, Erika C.; Porter, Andrew C.; Wyman, Peter A.; Boatman, Anne E.
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errSave
Successes and Challenges of the New College- and Career-Ready Standards: Seven Implementation Trends
errEDUCATIONAL RESEARCHER
IF4.9
err2019-04-16
err60
PREAI
errDesimone, Laura M.; Stornaiuolo, Amy; Flores, Nelson; Pak, Katie; Edgerton, Adam; Nichols, T. Philip; Plummer, Emily C.; Porter, Andrew
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Social exposure and emotion dysregulation: Main effects in relation to nonsuicidal self-injury
errJOURNAL OF ADOLESCENCE
IF3.2
err2017-08-08
err18
errOAAI
errZelkowitz, Rachel L.; Porter, Andrew C.; Heiman, Ellen R.; Cole, David A.
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errSave
Formal and Informal Mentoring: Complementary, Compensatory, or Consistent?
errJOURNAL OF TEACHER EDUCATION
IF4.1
err2013-11-22
err176
PREAI
errDesimone, Laura M.; Hochberg, Eric D.; Porter, Andrew C.; Polikoff, Morgan S.; Schwartz, Robert; Johnson, L. Joy
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Constructing Aligned Assessments Using Automated Test Construction
errEDUCATIONAL RESEARCHER
IF4.9
err2013-11-01
err23
PREAI
errPorter, Andrew; Polikoff, Morgan S.; Barghaus, Katherine M.; Yang, Rui
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errSave
Evidence-Based Standard Setting: Establishing a Validity Framework for Cut Scores
errEDUCATIONAL RESEARCHER
IF4.9
err2013-03-01
err26
PREAI
errMcClarty, Katie Larsen; Way, Walter D.; Porter, Andrew C.; Beimers, Jennifer N.; Miles, Julie A.
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How Well Aligned Are State Assessments of Student Achievement With State Content Standards?
errAMERICAN EDUCATIONAL RESEARCH JOURNAL
IF3.6
err2011-08-01
err114
PREAI
errPolikoff, Morgan S.; Porter, Andrew C.; Smithson, John
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Assessing the Common Core Standards: Opportunities for Improving Measures of Instruction
errEDUCATIONAL RESEARCHER
IF4.9
err2011-05-01
err38
PREAI
errPorter, Andrew; McMaken, Jennifer; Hwang, Jun; Yang, Rui
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Common Core Standards: The New US Intended Curriculum
errEDUCATIONAL RESEARCHER
IF4.9
err2011-04-01
err799
PREAI
errPorter, Andrew; McMaken, Jennifer; Hwang, Jun; Yang, Rui
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What makes professional development effective? Results from a national sample of teachers
errAMERICAN EDUCATIONAL RESEARCH JOURNAL
IF3.6
err2001-01-01
err4.8K
PREAI
errGaret, MS; Porter, AC; Desimone, L; Birman, BF; Yoon, KS
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A TEACHERS BOUNDED RATIONALITY IN MIDDLE SCHOOL SCIENCE
errTEACHING AND TEACHER EDUCATION
IF3.9
err1993-08-01
err7
PREAI
errLEE, O; PORTER, AC
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errSave
BOUNDED RATIONALITY IN CLASSROOM TEACHING
errEDUCATIONAL PSYCHOLOGIST
IF11.4
err1990-03-01
err12
PREAI
errLEE, O; PORTER, AC
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errSave
DO TEXTBOOKS DICTATE THE CONTENT OF MATHEMATICS INSTRUCTION IN ELEMENTARY-SCHOOLS
errAMERICAN EDUCATIONAL RESEARCH JOURNAL
IF3.6
err1989-01-01
err134
PREAI
errFREEMAN, DJ; PORTER, AC
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UNDERSTANDING TEACHING - A MODEL FOR ASSESSMENT
errJOURNAL OF TEACHER EDUCATION
IF4.1
err1988-07-01
err10
PREAI
errPORTER, AC
errShare
errSave

Research Directions

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Co-authors
Cooperation Journals
D
David A. Cole
H-index: 78 · Papers: 328
E
Evan M. Kleiman
H-index: 52 · Papers: 280
O
Okhee Lee
H-index: 52 · Papers: 257
C
Catherine R. Glenn
H-index: 46 · Papers: 112
R
Ronald D. Rogge
H-index: 42 · Papers: 153
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