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The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

Early childhood research quarterly, 2009-01, Vol.24 (3), p.337-349

2009

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Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

The Elementary school journal, 2009-12, Vol.110 (2), p.142-162

2009

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Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

Child development, 2012-07, Vol.83 (4), p.1229-1244

2012

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The Contribution of Children's Self-Regulation and Classroom Quality to Children's Adaptive Behaviors in the Kindergarten Classroom

Developmental psychology, 2009-07, Vol.45 (4), p.958-972

2009

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Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills

Early education and development, 2013-04, Vol.24 (3), p.292-309

2013

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Visuomotor Integration and Inhibitory Control Compensate for Each Other in School Readiness

Developmental psychology, 2015-11, Vol.51 (11), p.1529-1543

2015

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The development of theory of mind: predictors and moderators of improvement in kindergarten

Early child development and care, 2019-10, Vol.189 (12), p.1914-1924

2019

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Theory of mind, directly and indirectly, facilitates kindergarten adjustment via verbal ability, executive function, and emotion knowledge

Psychology in the schools, 2019-02, Vol.56 (2), p.176-193

2019

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Is the Child Really What’s Being Rated? Sources of Variance in Teacher Ratings of Socioemotional Skills

Journal of psychoeducational assessment, 2019-10, Vol.37 (7), p.899-910

2019

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Longitudinal Associations Among Executive Function, Visuomotor Integration, and Achievement in a High‐Risk Sample

Mind, brain and education, 2018-03, Vol.12 (1), p.23-27

2018

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An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior

International journal of behavioral development, 2018-09, Vol.42 (5), p.474-484

2018

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Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten

Early education and development, 2014-07, Vol.25 (5), p.661-680

2014

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The Role of Children's Adaptability in Classrooms Characterized by Low or High Teacher Emotional Support Consistency

School psychology review, 2016-06, Vol.45 (2), p.209-225

2016

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Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach

Journal of school psychology, 2008-04, Vol.46 (2), p.129-149

2008

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Psychometric Properties of the Teacher-Reported Motor Skills Rating Scale

Journal of psychoeducational assessment, 2015-10, Vol.33 (7), p.640-651

2015

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Kindergarten Adjustment Difficulty: The Contribution of Children's Effortful Control and Parental Control

Early education and development, 2009-01, Vol.20 (5), p.775-798

2009

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Preliminary Validation of the Motor Skills Rating Scale

Journal of psychoeducational assessment, 2012-12, Vol.30 (6), p.555-566

2012

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Teacher Engagement Scale for Professional Development

Journal of Educational Issues, 2022-04, Vol.8 (1), p.261

2022

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Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students

Early childhood research quarterly, 2016-01, Vol.36, p.379-390

2016

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Delay of gratification in first grade: The role of instructional context

Learning and individual differences, 2014-01, Vol.29, p.81-88

2014

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Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

The Elementary school journal, 2009-12, Vol.110 (2), p.163

2009

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Assessing the Impact of Teacher Learning

Talent Development in School, 2021, p.261-279

1, 2021

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Consistency in Children’s Classroom Experiences and Implications for Early Childhood Development

Kindergarten Transition and Readiness, p.59-83

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Toxoplasma gondii requires its plant-like heme biosynthesis pathway for infection

PLoS pathogens, 2020-05, Vol.16 (5), p.e1008499-e1008499

2020

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Assessing effects of the fungicide tebuconazole to heterotrophic microbes in aquatic microcosms

The Science of the total environment, 2014-08, Vol.490, p.1002-1011

2014

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The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

The Contribution of Children's Self-Regulation and Classroom Quality to Children's Adaptive Behaviors in the Kindergarten Classroom

Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills

Visuomotor Integration and Inhibitory Control Compensate for Each Other in School Readiness

The development of theory of mind: predictors and moderators of improvement in kindergarten

Theory of mind, directly and indirectly, facilitates kindergarten adjustment via verbal ability, executive function, and emotion knowledge

Is the Child Really What’s Being Rated? Sources of Variance in Teacher Ratings of Socioemotional Skills

Longitudinal Associations Among Executive Function, Visuomotor Integration, and Achievement in a High‐Risk Sample

An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior

Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten

The Role of Children's Adaptability in Classrooms Characterized by Low or High Teacher Emotional Support Consistency

Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach

Psychometric Properties of the Teacher-Reported Motor Skills Rating Scale

Kindergarten Adjustment Difficulty: The Contribution of Children's Effortful Control and Parental Control

Preliminary Validation of the Motor Skills Rating Scale

Teacher Engagement Scale for Professional Development

Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students

Delay of gratification in first grade: The role of instructional context

Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

Assessing the Impact of Teacher Learning

Consistency in Children’s Classroom Experiences and Implications for Early Childhood Development

Toxoplasma gondii requires its plant-like heme biosynthesis pathway for infection

Assessing effects of the fungicide tebuconazole to heterotrophic microbes in aquatic microcosms

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