Amy LucknerAmy E. Luckner, Ph.D.
Assistant Professor of Psychology

Phone: (815) 753-0098
Fax: (815) 753-8088
aluckner@niu.edu
Office: PM 359

EDUCATION

Ph.D.: University of Minnesota, 2007

RESEARCH INTERESTS

My research focuses on social processes in the school environment, such as student-teacher and peer relationships, and how they relate to students’ achievement and engagement. In particular, I am interested in how teachers facilitate peer relationships in the classroom. My research also focuses on distinguishing aggressive and playful relational behaviors and investigating their differential relations with adjustment.

 

REPRESENTATIVE PUBLICATIONS

  • Luckner, A. E., & Pianta, R. (2011). Teacher-student interactions in fifth grade classrooms: Relations with children’s peer behavior. Journal of Applied Developmental Psychology, 32, 257-266.
  • Luckner, A. E., & Pianta, R. (2010). Teacher-student interaction quality in the classroom:
    Relations with children's peer behavior.
    Manuscript submitted for publication.
  • Marks, P. E. L., Luckner, A. E., & Crick, N. R. (2010). Deconstructing overt aggression: The
    distinct contributions of physical and verbal aggression to peer group outcomes.
    Manuscript submitted for publication.
  • Englund, M. M., Luckner, A. E., Egeland, B., & Collins, W. A. (2010). Interpersonal and
    individual processes linking maternal education and early adult educational attainment.
    Manuscript submitted for publication.
  • Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C. (2010). The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers' competence in classroom interactions. Early Childhood Research Quarterly, 25, 1-16.
  • Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s
    achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96, 723-730.