| Elaborations in expository text impose a substantial time cost but do not enhance learning N Daley, KA Rawson Educational Psychology Review 31, 197-222, 2019 | 12 | 2019 |
| Navigating the spectrum of conventionality: Toward a new model of creative thinking K Lansing-Stoeffler, N Daley Journal of Intelligence 11 (2), 21, 2023 | 4 | 2023 |
| Examining the Relationship between Social and Emotional Skills and ACT Composite Scores in Students with Disabilities. ACT Research. Data Byte. J McVey, N Daley, C Anguiano-Carrasco ACT, Inc., 2023 | | 2023 |
| Parents and Caregivers Support Social and Emotional Learning at Home and in Schools. ACT Research. Issue Brief. N Daley, D Murano, KE Walton, J Burrus ACT, Inc., 2023 | | 2023 |
| Do the Views of Students' Caregivers Align with Research on the Benefits of Social and Emotional Skills? ACT Research. Data Byte. N Daley, A Casillas, KE Walton, J Burrus ACT, Inc., 2023 | | 2023 |
| Cross-Cutting Capabilities: Support and Knowledge among Parents/Caregivers. ACT Research. Issue Brief. N Daley, D Murano, J Burrus ACT, Inc., 2022 | | 2022 |
| What Skills Are Most Important for Student Success? Student and Parent/Caregiver Perspectives. Research Report. D Murano, N Daley, J Burrus, J Way ACT, Inc., 2022 | | 2022 |
| Knowledge of and Support for Social and Emotional Learning Programs: Perspectives of Parents and Caregivers. ACT Research Report. 2022-09. N Daley, D Murano, J Burrus ACT, Inc., 2022 | | 2022 |
| Exploring the Utility of" Durable Skills" as a Label for SEL-Related Programming. ACT Research. Data Byte. D Murano, N Daley, J Burrus ACT, Inc., 2022 | | 2022 |
| Cross-Cutting Capabilities: Transferable Skills for the 21st Century. ACT Research Report. 2022-07. K Lansing-Stoeffler, N Daley ACT, Inc., 2022 | | 2022 |
| Parent and Caregiver Support for Social-Emotional Learning Programs. ACT Research. Data Byte. N Daley, D Murano, J Burrus ACT, Inc., 2022 | | 2022 |
| Parent and Caregiver Conceptualizations of Social and Emotional Skill Programs. ACT Research. Data Byte. D Murano, N Daley, J Burrus ACT, Inc., 2022 | | 2022 |
| What Does the Research Say on SEL and Equity? Knowns and Unknowns in Meeting the Needs of Students from Historically Underserved Populations. Research Report. J Burrus, A Casillas, N Daley, J McVey, D Murano ACT, Inc., 2022 | | 2022 |
| What skills are most important for student success?: student and parent/caregiver perspectives D Murano, N Daley, J Burrus ACT, Iowa City, Iowa, 2022 | | 2022 |
| Effects of Elaborations Included in Textbooks: Large Time Cost, Reduced Attention, and Lower Memory for Main Ideas N Daley, KA Rawson Educational Psychology Review 33, 1165-1189, 2021 | | 2021 |
| Social and Emotional Learning Implementation with Latinx Learners: Executive Summary. D Murano, N Daley, A Casillas ACT, Inc., 2021 | | 2021 |
| Social and Emotional Learning Implementation with Latinx Learners. Brief 3: Relationships between Social and Emotional Skill Building Lessons and Student Outcomes. N Daley, D Murano, A Casillas ACT, Inc., 2021 | | 2021 |
| Social and Emotional Learning Implementation with Latinx Learners. Brief 2: Student Reactions and Perceived Gains to Social and Emotional Learning Lessons. N Daley, D Murano, A Casillas ACT, Inc., 2021 | | 2021 |
| Social and Emotional Learning Implementation with Latinx Learners. Brief 5: Family Knowledge and Engagement. N Daley, D Murano, A Casillas ACT, Inc., 2021 | | 2021 |
| Does Bolding Main Ideas Enhance the Efficacy of Textbook Elaborations NM Daley Kent State University, 2021 | | 2021 |
