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The language and literacy development of young dual language learners: A critical review

Early childhood research quarterly, 2014-01, Vol.29 (4), p.715-733

2014

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English Language Learners, Self-efficacy, and the Achievement Gap: Understanding the Relationship between Academic and Social-Emotional Growth

Journal of education for students placed at risk, 2021-01, Vol.26 (1), p.20-44

2021

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Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?

Early childhood research quarterly, 2018-01, Vol.42, p.280-290

2018

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Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover

Exceptional children, 2022-07, Vol.88 (4), p.401-420

2022

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Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth

Child development, 2017-07, Vol.88 (4), p.1321-1337

2017

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Does Teaching Quality Cross Subjects? Exploring Consistency in Elementary Teacher Practice Across Subjects

AERA open, 2018-07, Vol.4 (3)

2018

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Social–Emotional Learning for Whom? Implications of a Universal SEL Program and Teacher Well-being for Teachers’ Interactions with Students

School mental health, 2023-03, Vol.15 (1), p.190-201

2023

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Preschoolers' school readiness profiles and the teacher-child relationship: A latent transition approach

Journal of applied developmental psychology, 2019-05, Vol.62, p.185-198

2019

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Relations Among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

Early education and development, 2016-05, Vol.27 (4), p.478-494

2016

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Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms

Early education and development, 2015-11, Vol.26 (8), p.1111-1127

2015

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‘So many books they don’t even all fit on the bookshelf’: An examination of low-income mothers’ home literacy practices, beliefs and influencing factors

Journal of early childhood literacy, 2018-09, Vol.18 (3), p.338-372

2018

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Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System (CLASS K-3)

Early education and development, 2014-01, Vol.25 (6), p.894-914

2014

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The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career

Journal of school psychology, 2023-08, Vol.99, p.101213-101213, Article 101213

2023

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Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary

Early childhood research quarterly, 2025, Vol.70, p.211-221

2025

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Schoolwork With Purpose: A Mixed Methods Study on Youths’ Perspective on What Makes Learning Meaningful

Journal of adolescent research, 2024-09

2024

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Leading Together: Strengthening Relational Trust in the Adult School Community

Journal of school leadership, 2017-11, Vol.27 (6), p.831-859

2017

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Analysis of Bilingual Children's Performance on the English and Spanish Versions of the Woodcock-Muñoz Language Survey-R (WMLS-R)

Language assessment quarterly, 2015-10, Vol.12 (4), p.386-408

2015

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Toward a Coherent and Comprehensive Approach to Teacher Well-Being: A Synthesis of Theory and Review of Intervention Research

Review of research in education, 2023-03, Vol.47 (1), p.274-310

2023

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“They’re Going Through Something, Too”: The Challenges and Opportunities of Empathy and Prosocial Behavior in Middle School

The Journal of early adolescence, 2024-10

2024

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Teacher language quality in preschool classrooms: Examining associations with DLLs' oral language skills

Early childhood research quarterly, 2023-01, Vol.63, p.352-361

2023

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41 Teachers, 41 Different Ways

The Elementary school journal, 2023-09, Vol.124 (1), p.157-192

2023

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41 Teachers, 41 Different Ways: Exploring Teacher Implementation of a Universal Social-Emotional Learning Program under Routine Conditions

The Elementary school journal, 2023-09, Vol.124 (1), p.157-192

2023

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Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies

Learning and individual differences, 2016-08, Vol.50, p.308-317

2016

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Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse

Early education and development, 2018-04, Vol.29 (3), p.398-416

2018

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Structural Validity of CLASS K-3 in Primary Grades: Testing Alternative Models

School psychology quarterly, 2017-06, Vol.32 (2), p.226-239

2017

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The language and literacy development of young dual language learners: A critical review

English Language Learners, Self-efficacy, and the Achievement Gap: Understanding the Relationship between Academic and Social-Emotional Growth

Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?

Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover

Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth

Does Teaching Quality Cross Subjects? Exploring Consistency in Elementary Teacher Practice Across Subjects

Social–Emotional Learning for Whom? Implications of a Universal SEL Program and Teacher Well-being for Teachers’ Interactions with Students

Preschoolers' school readiness profiles and the teacher-child relationship: A latent transition approach

Relations Among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms

‘So many books they don’t even all fit on the bookshelf’: An examination of low-income mothers’ home literacy practices, beliefs and influencing factors

Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System (CLASS K-3)

The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career

Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary

Schoolwork With Purpose: A Mixed Methods Study on Youths’ Perspective on What Makes Learning Meaningful

Leading Together: Strengthening Relational Trust in the Adult School Community

Analysis of Bilingual Children's Performance on the English and Spanish Versions of the Woodcock-Muñoz Language Survey-R (WMLS-R)

Toward a Coherent and Comprehensive Approach to Teacher Well-Being: A Synthesis of Theory and Review of Intervention Research

“They’re Going Through Something, Too”: The Challenges and Opportunities of Empathy and Prosocial Behavior in Middle School

Teacher language quality in preschool classrooms: Examining associations with DLLs' oral language skills

41 Teachers, 41 Different Ways

41 Teachers, 41 Different Ways: Exploring Teacher Implementation of a Universal Social-Emotional Learning Program under Routine Conditions

Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies

Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse

Structural Validity of CLASS K-3 in Primary Grades: Testing Alternative Models

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