Communication and Perspectives About COVID-19 and Vaccinations Among Native Americans von Ellenwood, Rachel, Boyd, Amanda D., Higheagle Strong, Zoe

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Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception von Torres, J.T., Higheagle Strong, Zoe, Adesope, Olusola O.

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Individual and Class Norms Differentially Predict Proactive and Reactive Aggression: A Functional Analysis von Frey, Karin S, Higheagle Strong, Zoe, Onyewuenyi, Adaurennaya C

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Ethnically Diverse Adolescents Recount Third-Party Actions That Amplify Their Anger and Calm Their Emotions After Perceived Victimization von Higheagle Strong, Zoe, McMain, Emma M., Frey, Karin S., Wong, Rachel M., Dai, Shenghai, Jin, Gan

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“I Plan to Attend College”: Gender, Parent Education, and Academic Support Differences in American Indian and Alaska Native Educational Aspirations von Strong, Zoe Higheagle, Carbonneau, Kira J, Austin, Bruce W

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Troubling Dominant Understandings of Emotion in Educational Settings: A Critical Reflection on Research and Curriculum von McMain, Emma M, Strong, Zoe Higheagle

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Social Emotional Learning for Social Emotional Justice: A Conceptual Framework for Education in the Midst of Pandemics von Higheagle Strong, McMain, Emma

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How Do Victimized Youth Emotionally and Socially Appraise Common Ways Third-Party Peers Intervene? von Strong, Zoe Higheagle, Frey, Karin S., McMain, Emma M., Pearson, Cynthia R., Chiu, Yawen

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Third‐Party Intervention in Peer Victimization: Self‐Evaluative Emotions and Appraisals of a Diverse Adolescent Sample von Frey, Karin S., Strong, Zoe Higheagle, Onyewuenyi, Adaurennaya C., Pearson, Cynthia R., Eagan, Brendan R.

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“I Plan to Attend College”: Gender, Parent Education, and Academic Support Differences in American Indian and Alaska Native Educational Aspirations von Zoe Higheagle Strong, Kira J. Carbonneau, Bruce W. Austin

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