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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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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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Preschool Teachers' Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions

Early education and development, 2022-01, Vol.33 (1), p.107-120

2022

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Executive functions and approaches to learning in predicting school readiness

Journal of applied developmental psychology, 2017-11, Vol.53, p.1-9

2017

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Differences between Pre-K and Kindergarten classroom experiences: do they predict children's social-emotional skills and self-regulation across the transition to kindergarten?

Early childhood research quarterly, 2022-01, Vol.59, p.287-299

2022

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The classroom relational environment and children’s early development in preschool

Social development (Oxford, England), 2020-11, Vol.29 (4), p.1071-1091

2020

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Identifying Teacher Beliefs and Experiences Associated with Curriculum Implementation Fidelity in Early Childhood Education

Prevention science, 2023-01, Vol.24 (1), p.27-38

2023

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Development and Testing of the Curiosity in Classrooms Framework and Coding Protocol

Frontiers in psychology, 2022-04, Vol.13, p.875161-875161

2022

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Differences between pre-k and kindergarten contexts and achievement across the kindergarten transition

Journal of applied developmental psychology, 2022-05, Vol.80, p.101396, Article 101396

2022

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Alignment and misalignment of classroom experiences from Pre-K to kindergarten

Early childhood research quarterly, 2020-01, Vol.52, p.44-56

2020

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Classroom skill compositions and preschoolers’ early academic and executive function outcomes

Early childhood research quarterly, 2023-01, Vol.64, p.290-301

2023

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Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors

Early childhood research quarterly, 2012, Vol.27 (2), p.210-220

2012

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The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups

American educational research journal, 2023-12, Vol.60 (6), p.1139-1173

2023

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Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3

American educational research journal, 2019-08, Vol.56 (4), p.1495-1523

2019

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Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

Early education and development, 2012-07, Vol.23 (4), p.517-538

2012

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Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation

Early education and development, 2013-02, Vol.24 (2), p.162-187

2013

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Chinese Preschool Teachers' Use of Concept Development Strategies to Elicit Children's Higher-Order Thinking During Whole-Group Science Teaching

Early education and development, 2023-08, Vol.34 (6), p.1376-1397

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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Fostering Early Motivation: The Influence of Teacher-Child Relationships and Interactions on Motivation in the Kindergarten Classroom

Early education and development, 2023-04, Vol.34 (3), p.648-665

2023

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Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children

Early education and development, 2011-05, Vol.22 (3), p.388-410

2011

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Who's in Charge? Child Behavior Predicts Teacher Subsequent Classroom Management Practice for Preschoolers Reported to Display Disruptive Behavior

School psychology, 2020-09, Vol.35 (5), p.299-310

2020

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Using Data-Driven, Video-Based Early Childhood Consultation with Teachers to Reduce Children’s Challenging Behaviors and Improve Engagement in Preschool Classrooms

School mental health, 2018-09, Vol.10 (3), p.226-242

2018

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Reliability and Validity of the Preschool Science Observation Measure

Early education and development, 2019-02, Vol.30 (2), p.196-215

2019

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A Longitudinal Examination of Young Children's Learning Behavior: Child-Level and Classroom-Level Predictors of Change Throughout the Preschool Year

School psychology review, 2010-03, Vol.39 (1), p.29-47

2010

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Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool

Early education and development, 2018-02, Vol.29 (2), p.266-287

2018

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The association between and development of school enjoyment and general knowledge

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

Preschool Teachers' Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions

Executive functions and approaches to learning in predicting school readiness

Differences between Pre-K and Kindergarten classroom experiences: do they predict children's social-emotional skills and self-regulation across the transition to kindergarten?

The classroom relational environment and children’s early development in preschool

Identifying Teacher Beliefs and Experiences Associated with Curriculum Implementation Fidelity in Early Childhood Education

Development and Testing of the Curiosity in Classrooms Framework and Coding Protocol

Differences between pre-k and kindergarten contexts and achievement across the kindergarten transition

Alignment and misalignment of classroom experiences from Pre-K to kindergarten

Classroom skill compositions and preschoolers’ early academic and executive function outcomes

Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors

The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups

Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation

Chinese Preschool Teachers' Use of Concept Development Strategies to Elicit Children's Higher-Order Thinking During Whole-Group Science Teaching

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

Fostering Early Motivation: The Influence of Teacher-Child Relationships and Interactions on Motivation in the Kindergarten Classroom

Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children

Who's in Charge? Child Behavior Predicts Teacher Subsequent Classroom Management Practice for Preschoolers Reported to Display Disruptive Behavior

Using Data-Driven, Video-Based Early Childhood Consultation with Teachers to Reduce Children’s Challenging Behaviors and Improve Engagement in Preschool Classrooms

Reliability and Validity of the Preschool Science Observation Measure

A Longitudinal Examination of Young Children's Learning Behavior: Child-Level and Classroom-Level Predictors of Change Throughout the Preschool Year

Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool

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