Eric Common

Assistant Professor

University of Michigan - Flint

United States

Research Interests

Explore related searches

Professors in United States

Contact this professor

Get a free first email built on one of their papers, ready for you to edit and send yourself.

About

Eric Common is an Assistant Professor at the University of Michigan-Flint, United States. His research primarily focuses on professional learning in integrated tiered systems, social validity in treatment integrity, and the working conditions of special educators. His recent publications explore the intersection of teacher self-efficacy, burnout, and effective interventions for students with emotional and behavioral disorders.

Articles (15)

Year:

2024

Year:

2024

Year:

2024

Year:

2024

Year:

2024

Year:

2023

Year:

2023

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

UNITED STATES

View details

Wendy Oakes

Associate Professor

Arizona State University

UNITED STATES

View details

Kathleen Lynne Lane

Professor

University of Kansas

UNITED STATES

View details

Grant Allen

Assistant Professor

University of Wisconsin-Stout

UNITED STATES

View details

Sandra Chafouleas

Board of Trustees Distinguished Professor

University of Connecticut

UNITED STATES

View details

Sarup Rani Mathur

Ryan C. Harris Memorial Professor in Special Education

Arizona State University

UNITED STATES

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Eric Common

Research Interests

Explore related searches

Contact this professor

About

Articles (15)

Data-Informed Professional Learning and Instruction in Integrated Tiered Systems

Enhancing Ci3T Professional Learning: Initial Lessons Learned from Ci3T Implementers

Re-examining the Relation Between Social Validity and Treatment Integrity in Ci3T Models

Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders

Introduction to the Special Issue Teacher Educators for Children with Behavioral Disorders (TECBD) Conference

Active supervision: empowering teachers and families to support students in varied learning contexts

Working Conditions and Burnout of Special Educators of Students With EBD: Longitudinal Outcomes

Burnout of Special Educators Serving Students With Emotional-Behavioral Disorders: A Longitudinal Study

Building Site–Level Capacity for Functional Assessment-Based Interventions: Outcomes of a Professional Learning Series

Ci3T Leadership Team Members’ Perceived Facilitators and Barriers to Implementation

Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties

Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention

Exploring Views and Professional Learning Needs of Comprehensive, Integrated, Three-Tiered (Ci3T) Leadership Teams Related to Universal Behavior Screening Implementation

Introduction to the Special Issue: Teacher Educators for Children with Behavior Disorders (TECBD) Conference

Secondary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models

Collaborators (10)

Mark Buckman

David Royer

Nelson Brunsting

Nathan Allen Lane

Rebecca Sherod Adams

Wendy Oakes

Kathleen Lynne Lane

Grant Allen

Sandra Chafouleas

Sarup Rani Mathur

Make your next move.