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Changing Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors

Child development, 2017-09, Vol.88 (5), p.1544-1553

2017

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COVID‐19 pandemic impacts on kindergarteners' mental health: A qualitative study of perspectives of U.S. mothers with low income

Infant and child development, 2024-07, Vol.33 (4), p.n/a

2024

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Kindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory Development

1st ed. 2018., 2018

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Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms

Children and youth services review, 2017-08, Vol.79, p.78-86

2017

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How Lifestyle Factors Affect Cognitive and Executive Function and the Ability to Learn in Children

Nutrients, 2019-08, Vol.11 (8), p.1953

2019

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The importance of community resources for breastfeeding

International breastfeeding journal, 2024-03, Vol.19 (1), p.16-16, Article 16

2024

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Observed Quality and Consistency of Fifth Graders’ Teacher–Student Interactions: Associations With Feelings, Engagement, and Performance in School

SAGE open, 2018-07, Vol.8 (3)

2018

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Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries

Frontiers in education (Lausanne), 2022-11, Vol.7

2022

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Adapting for Scalability: Automating the Video Assessment of Instructional Learning

Online learning (Newburyport, Mass.), 2017-03, Vol.21 (1)

2017

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A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood

Early childhood research quarterly, 2024-01, Vol.67, p.182-190

2024

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Exploring Teachers' Depressive Symptoms, Interaction Quality, and Children's Social-Emotional Development in Head Start

Early education and development, 2016-07, Vol.27 (5), p.642-654

2016

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If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses

International review of research in open and distance learning, 2016-01, Vol.17 (1), p.100-122

2016

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Profiles of young children's home environment and association with their development

Journal of family psychology, 2024-08

2024

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Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools

Children and youth services review, 2020-09, Vol.116, p.105112, Article 105112

2020

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Toward Automated Classroom Observation: Multimodal Machine Learning to Estimate CLASS Positive Climate and Negative Climate

IEEE transactions on affective computing, 2023-01, Vol.14 (1), p.664-679

2023

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Teacher–child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling

Early childhood research quarterly, 2020-01, Vol.51, p.242-255

2020

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Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality

Early childhood research quarterly, 2023-01, Vol.64, p.331-344

2023

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Results from a randomized trial of the effective classroom interactions for toddler educators professional development intervention

Early childhood research quarterly, 2023-01, Vol.65, p.217-226

2023

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Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment

Early childhood research quarterly, 2015, Vol.31, p.78-88

2015

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Sleep Patterns and School Readiness of Pre-Kindergarteners from Racially/Ethnically Diverse, Low-Income Backgrounds: A Secondary Data Analysis

The Journal of pediatrics, 2022-08, Vol.251, p.178-186

2022

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A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice

American educational research journal, 2012-02, Vol.49 (1), p.88-123

2012

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Caregiver ability to notice and enact effective interactions in early care classroom settings

Teaching and teacher education, 2021-01, Vol.97, p.103208, Article 103208

2021

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Global quality profiles in Chinese early care classrooms: Evidence from the Shandong Province

Children and youth services review, 2019-06, Vol.101, p.157-164

2019

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Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children's School Readiness

Early education and development, 2017-11, Vol.28 (8), p.956-975

2017

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Effects of the MMCI course and coaching on pre-service ECE teachers’ beliefs, knowledge, and skill

Early childhood research quarterly, 2022, Vol.61, p.58-69

2022

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Changing Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors

COVID‐19 pandemic impacts on kindergarteners' mental health: A qualitative study of perspectives of U.S. mothers with low income

Kindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory Development

Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms

How Lifestyle Factors Affect Cognitive and Executive Function and the Ability to Learn in Children

The importance of community resources for breastfeeding

Observed Quality and Consistency of Fifth Graders’ Teacher–Student Interactions: Associations With Feelings, Engagement, and Performance in School

Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries

Adapting for Scalability: Automating the Video Assessment of Instructional Learning

A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood

Exploring Teachers' Depressive Symptoms, Interaction Quality, and Children's Social-Emotional Development in Head Start

If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses

Profiles of young children's home environment and association with their development

Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools

Toward Automated Classroom Observation: Multimodal Machine Learning to Estimate CLASS Positive Climate and Negative Climate

Teacher–child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling

Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality

Results from a randomized trial of the effective classroom interactions for toddler educators professional development intervention

Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment

Sleep Patterns and School Readiness of Pre-Kindergarteners from Racially/Ethnically Diverse, Low-Income Backgrounds: A Secondary Data Analysis

A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice

Caregiver ability to notice and enact effective interactions in early care classroom settings

Global quality profiles in Chinese early care classrooms: Evidence from the Shandong Province

Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children's School Readiness

Effects of the MMCI course and coaching on pre-service ECE teachers’ beliefs, knowledge, and skill

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