Recently Published:

Louick, R.A., Emery, A. (2024). “He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs. Learning Disabilities Research and Practice, 39(2), 70-86. DOI: 10.1177/09388982231225736

Louick, R.A., Emery, A. Muenks, K., O’Grady, M.* (2023). Attending to motivation during vocabulary interventions for students with or at risk for learning disabilities: A review of the literature. Topics in Language Disorders, 43(2), 97-118.  DOI: 10.1097/TLD.0000000000000310

Emery, A. & Louick, R. A., & Sabrowsky, J.* (2022). Moving beyond the ableist roots of educational psychology: Audit of the field and a path forward. Educational Psychology Review, 34, 1517-1540.
https://doi.org/10.1007/s10648-022-09673-6

In Press:

Emery, A., & Anderman, L. H. (2020). Using interpretive phenomenological analysis to advance theory and research in educational psychology. Educational Psychologist, 1-12. Advance online publication. https://doi.org/10.1080/00461520.2020.1787170

Emery, A., von Spiegel, J., Sayers, R., Khandaker, N., & Anderman, L. H. (2020). Parent perspectives on schooling experiences of internationally adopted youth with disabilities. Learning Disabilities: A Multidisciplinary Journal, 25(2), 1-15.

Emery, A., Sanders, M., Anderman, L.H., & Yu, S.L. (2018). When mastery goals meet mastery learning: Administrator, teacher, and student perceptions. Journal of Experimental Education, 86(3), 419-441. doi: 10.1080/00220973.2017.1341863.

Lin, T. J., Justice, L. M., Emery, A. A., Mashburn, A. J., & Pentimonti, J. M. (2017). Impacts of teacher–child managed whole-group language and literacy instruction on the depth of preschoolers’ social interaction. Early Education and Development, 28(4), 457-474. DOI: doi.org/10.1080/10409289.2016.1246287

Green, M., Emery, A., Sanders, M., & Anderman, L.H. (2016). Another path to belonging: A case study of middle school students’ perspectives. The Educational and Developmental Psychologist, 33(1), 85-96. DOI: doi.org/10.1017/edp.2016.4

*indicates student

Handbook Chapters:

Baker, A. R., & Emery, A. (2021). Using case-based instruction to promote preservice teachers’ understanding and application of motivation theory. In D. Meyer & A. Emery (Eds). Teaching motivation for student engagement. Part of M. Yough, J. Voglery, & E. Anderman (Eds) Teaching Educational Psychology Series. Information Age Press.
Buy here: https://www.infoagepub.com/products/Teaching-Motivation-for-Student-Engagement