PAMELA BUCKLEY

University of Colorado Boulder

United States

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Articles (12)

Year:

2024

Year:

2024

Year:

2023

Year:

2023

Year:

2023

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2023

Year:

2023

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2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Collaborators (8)

Whitney DeCamp

Professor of Sociology

Western Michigan University

UNITED STATES

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Laura Michaelson

American Institutes for Research

UNITED STATES

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DAVID PYROOZ

University of Colorado Boulder

UNITED STATES

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Sondra M. Stegenga

University of Utah

UNITED STATES

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MARION LAIN

Project Director (Senior Professional Research Assistant)

University of Colorado Boulder

UNITED STATES

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Frances Gardner

Professor

University of Oxford

UNITED KINGDOM

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Velma Murry

Lois Autrey Betts Chair and Joe B. Wyatt Distinguished University Professor

Vanderbilt University

UNITED STATES

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Christine Steeger

University of Colorado Boulder

UNITED STATES

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PAMELA BUCKLEY

Research Interests

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Articles (12)

Correction: Racial and Ethnic Representation in Preventive Intervention Research: a Methodological Study

Validity Evidence for an Observational Fidelity Measure to Inform Scale-Up of Evidence-Based Interventions

The influence of evidence-based program registry websites for dissemination of evidence-based interventions in behavioral healthcare

Improving the livelihoods of justice-involved youth: Study protocol for a replication and extension of Functional Family Therapy-Gangs

Champions of Transparency in Education: What Journal Reviewers Can Do to Encourage Open Science Practices

Racial and Ethnic Representation in Preventive Intervention Research: a Methodological Study

Substance use prevention during adolescence: Study protocol for a large-scale cluster randomized trial of Botvin High School LifeSkills Training

Visitors’ Assessment and Utilization of Evidence-Based Program Resources (EBPR) Websites

Implementing Evidence-Based Preventive Interventions During a Pandemic

The Role of Clearinghouses in Promoting Transparent Research: A Methodological Study of Transparency Practices for Preventive Interventions

Influence of Classroom-Level Factors on Implementation Fidelity During Scale-up of Evidence-Based Interventions

Does dual enrollment improve progression through college and earnings and do outcomes differ by sociodemographic characteristics or achievement levels? A quasi-experimental analysis of Colorado students

Collaborators (8)

Whitney DeCamp

Laura Michaelson

DAVID PYROOZ

Sondra M. Stegenga

MARION LAIN

Frances Gardner

Velma Murry

Christine Steeger

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