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Coaching Teachers to Improve Students’ School Readiness Skills: Indirect Effects of Teacher–Student Interaction

Child development, 2021-11, Vol.92 (6), p.2509-2528

2021

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An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

Science (American Association for the Advancement of Science), 2011-08, Vol.333 (6045), p.1034-1037

2011

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Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School

Developmental psychology, 2018-10, Vol.54 (10), p.1854-1867

2018

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Defining early education quality using CLASS-observed teacher-student interaction

Frontiers in psychology, 2023-07, Vol.14, p.1110419-1110419

2023

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School absenteeism in the first decade of education and outcomes in adolescence

Journal of school psychology, 2019-10, Vol.76, p.48-61

2019

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Recent trends in research on teacher-child relationships

Attachment & human development, 2012-05, Vol.14 (3), p.213-231

2012

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Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?

Child development, 2005-09, Vol.76 (5), p.949-967

2005

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Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction

Journal of school psychology, 2022-04, Vol.91, p.65-80

2022

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Teacher-student relationships across the first seven years of education and adolescent outcomes

Journal of applied developmental psychology, 2020-11, Vol.71, p.101200, Article 101200

2020

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The role of elementary school quality in the persistence of preschool effects

Children and youth services review, 2018-02, Vol.86, p.120-127

2018

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How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

Learning and instruction, 2016-04, Vol.42, p.95-103

2016

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Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

Educational researcher, 2009-03, Vol.38 (2), p.109-119

2009

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Teacher-Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness

Early education and development, 2017-11, Vol.28 (8), p.1035-1051

2017

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Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood

Child development, 2010-05, Vol.81 (3), p.972-987

2010

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A Dean's Perspective

The Future of children, 2021-03, Vol.31 (1), p.151-156

Pianta, Robert C.

2021

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Absenteeism in the First Decade of Education Forecasts Civic Engagement and Educational and Socioeconomic Prospects in Young Adulthood

Journal of youth and adolescence, 2020-09, Vol.49 (9), p.1835-1848

2020

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Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills

Child development, 2008-05, Vol.79 (3), p.732-749

2008

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Patterns of School Readiness Forecast Achievement and Socioemotional Development at the End of Elementary School

Child development, 2012-01, Vol.83 (1), p.282-299

2012

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The association between and development of school enjoyment and general knowledge

Child development, 2023-03, Vol.94 (2), p.e119-e127

2023

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Does Attendance in Private Schools Predict Student Outcomes at Age 15? Evidence From a Longitudinal Study

Educational researcher, 2018-10, Vol.47 (7), p.419-434

2018

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Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Early childhood research quarterly, 2008-01, Vol.23 (1), p.51-68

2008

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Teacher-child interaction quality as a function of classroom age diversity and teachers' beliefs and qualifications

Applied developmental science, 2019-07, Vol.23 (3), p.294-304

2019

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Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment

Early childhood research quarterly, 2016-01, Vol.37, p.26-38

2016

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Teacher-Child Relationships and Children's Success in the First Years of School

School psychology review, 2004-09, Vol.33 (3), p.444-458

2004

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Persistence and Convergence: The End of Kindergarten Outcomes of Pre-K Graduates and Their Nonattending Peers

Developmental psychology, 2020-11, Vol.56 (11), p.2027-2039

2020

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Coaching Teachers to Improve Students’ School Readiness Skills: Indirect Effects of Teacher–Student Interaction

An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School

Defining early education quality using CLASS-observed teacher-student interaction

School absenteeism in the first decade of education and outcomes in adolescence

Recent trends in research on teacher-child relationships

Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?

Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction

Teacher-student relationships across the first seven years of education and adolescent outcomes

The role of elementary school quality in the persistence of preschool effects

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

Teacher-Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness

Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood

A Dean's Perspective

Absenteeism in the First Decade of Education Forecasts Civic Engagement and Educational and Socioeconomic Prospects in Young Adulthood

Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills

Patterns of School Readiness Forecast Achievement and Socioemotional Development at the End of Elementary School

The association between and development of school enjoyment and general knowledge

Does Attendance in Private Schools Predict Student Outcomes at Age 15? Evidence From a Longitudinal Study

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Teacher-child interaction quality as a function of classroom age diversity and teachers' beliefs and qualifications

Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment

Teacher-Child Relationships and Children's Success in the First Years of School

Persistence and Convergence: The End of Kindergarten Outcomes of Pre-K Graduates and Their Nonattending Peers

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