| How can we improve school discipline? D Osher, GG Bear, JR Sprague, W Doyle Educational researcher 39 (1), 48-58, 2010 | 930 | 2010 |
| Relational aggression and peer relations: Gender and developmental issues GS Rys, GG Bear Merrill-Palmer Quarterly (1982-), 87-106, 1997 | 589 | 1997 |
| Teachers' experiences with inclusive classrooms: Implications for special education reform KM Minke, GG Bear, SA Deemer, SM Griffin The Journal of Special Education 30 (2), 152-186, 1996 | 524 | 1996 |
| Delaware School Climate Survey—Student: Its factor structure, concurrent validity, and reliability GG Bear, C Gaskins, J Blank, FF Chen Journal of School Psychology 49 (2), 157-174, 2011 | 462 | 2011 |
| Children’s emotion processing: Relations to emotionality and aggression D Schultz, C Izard, G Bear Children’s emotion processing: Relations to emotionality and aggression. 16 …, 2004 | 424 | 2004 |
| School discipline in the United States: Prevention, correction, and long-term social development GG Bear School psychology review 27 (1), 14-32, 1998 | 364 | 1998 |
| Self-concept of students with learning disabilities: A meta-analysis GG Bear, KM Minke, MA Manning School Psychology Review 31 (3), 405-427, 2002 | 348 | 2002 |
| Multilevel associations between school-wide social–emotional learning approach and student engagement across elementary, middle, and high schools C Yang, GG Bear, H May School Psychology Review 47 (1), 45-61, 2018 | 286 | 2018 |
| School discipline and self-discipline: A practical guide to promoting prosocial student behavior GG Bear Guilford Press, 2010 | 256 | 2010 |
| Self-perceptions of nonhandicapped children and children with learning disabilities in integrated classes GG Bear, A Clever, WA Proctor The Journal of Special Education 24 (4), 409-426, 1991 | 212 | 1991 |
| Attitudes toward computers: Validation of a computer attitudes scale GG Bear, HC Richards, P Lancaster Journal of Educational Computing Research 3 (2), 207-218, 1987 | 201 | 1987 |
| Validation of a brief measure of teachers’ perceptions of school climate: Relations to student achievement and suspensions GG Bear, C Yang, M Pell, C Gaskins Learning Environments Research 17, 339-354, 2014 | 198 | 2014 |
| Discrepancies between competence and importance in self-perceptions of children in integrated classes A Clever, G Bear, J Juvonen The Journal of Special Education 26 (2), 125-138, 1992 | 174 | 1992 |
| Students' perceptions of school climate in the US and China. C Yang, GG Bear, FF Chen, W Zhang, JC Blank, X Huang School Psychology Quarterly 28 (1), 7, 2013 | 172 | 2013 |
| Positive bias in maintenance of self-worth among children with LD GG Bear, KM Minke Learning Disability Quarterly 19 (1), 23-32, 1996 | 162 | 1996 |
| Differences in bullying victimization between students with and without disabilities GG Bear, LS Mantz, JJ Glutting, C Yang, DE Boyer School Psychology Review 44 (1), 98-116, 2015 | 144 | 2015 |
| Impact of a full‐time integrated program on the achievement of nonhandicapped and mildly handicapped children GG Bear, WA Proctor Exceptionality: A Special Education Journal 1 (4), 227-238, 1990 | 136 | 1990 |
| Technical manual for Delaware School Survey: Scales of school climate, bullying victimization, student engagement, and positive, punitive, and social emotional learning techniques G Bear, C Yang, L Mantz, E Pasipanodya, S Hearn, D Boyer Delaware Positive Behavior Support (DE-PBS) and school climate …, 2014 | 135 | 2014 |
| Children's needs III: Development, prevention, and intervention. GG Bear, KM Minke National Association of School Psychologists, 2006 | 135 | 2006 |
| Social adjustment of children with and without learning disabilities in integrated classrooms. J Juvonen, G Bear Journal of educational psychology 84 (3), 322, 1992 | 131 | 1992 |
