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Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3.
Burton, E. A. (2022). The Benefits of Teaching Empathy: An Empirical Study (Doctoral dissertation, University of Colorado Colorado Springs).
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307-337.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
Demetriou, H., & Nicholl, B. (2022). Empathy is the mother of invention: Emotion and cognition for creativity in the classroom. Improving Schools, 25(1), 4-21.
Gonultas, S., & Mulvey, K.L. (2022). Do adolescents intervene in intergroup bias-based bullying? Bystander judgements and Responses to intergroup bias-based bullying of refugees. Journal of Research on Adolescence, 33(1), 4-23.
Gonultas, S., Mulvey, K.L., Irdam, G., Goff, E., Irvin, M.J., Carlson, R., & DiStefano, C. (2020). The role of social-emotional factors in bystanders' judgements and responses to peer aggression and following retaliation in adolescence. Journal of Emotional and Behavioral Disorders, 28(4), 195-208.
Grueneisen, S., & Warneken, F. (2022). The development of prosocial behavior—from sympathy to strategy. In Current Opinion in Psychology (Vol. 43, pp. 323–328). Elsevier B.V.
Mitra, D., & Serriere, S. C. (2015). Civic education in the elementary grades: Promoting student engagement in an era of accountability. Teachers College Press.
Morales, E. E. (2010). Linking strengths: Identifying and exploring protective factor clusters in academically resilient low-socioeconomic urban students of color. Roeper Review, 32(3), 164-175.
Okonofua, J. A., Paunesku, D., & Walton, G. M. (2016). Brief intervention to encourage empathetic discipline cuts suspension rates in half among adolescents. PNAS, 113(19), 5221-5226.
Spinrad, T.L., & Gal, D.E. (2018). Fostering prosocial behavior and empathy in young children. Current Opinion in Psychology, 20, 40-44.
Todd, A. R., Bodenhausen, G. V., Richeson, J. A., & Galinsky, A. D. (2011). Perspective taking combats automatic expressions of racial bias. Journal of Personality and Social Psychology, 100(6), 1027.
Ukpokodu, O. N. (2004). The impact of shadowing culturally different students on preservice teachers' disposition toward diversity. Multicultural Education, 12(2), 19-28.
Warren, C. A. (2013). The utility of empathy for white female teachers' culturally responsive interactions with Black male students. Interdisciplinary Journal of Teaching and Learning, 3(3), 175-200.
Warren, C.A. (2014). Towards a pedagogy for the application of empathy in culturally diverse classrooms. Urban Review, 46, 395-419.
Weisz, E., Chen, P., Ong, D.C., Carlson, R.W., Clark, M.D., & Zaki, J. (2022). A brief intervention to motivate empathy among middle school students. Journal of Experimental Psychology: General, 151(12), 3144-3153.
Zhang, J., & Pelttari, C. (2014). Exploring the emotions and needs of English language learners: Facilitating pre-service and in-service teachers' recognition of the tasks facing language learners. Journal of Multilingual and Multicultural Development, 35(2), 179-194.