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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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Family risks and protective factors: Pathways to Early Head Start toddlers’ social–emotional functioning

Early childhood research quarterly, 2011, Vol.26 (1), p.74-86

2011

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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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Effects of MyTeachingPartner-Math/Science on Teacher-Child Interactions in Prekindergarten Classrooms

Early education and development, 2016-01, Vol.27 (1), p.110-127

2016

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Beyond ABCs and 123s: Enhancing Teacher-Child Relationship Quality to Promote Children's Behavioral Development

NHSA dialog, 2010-07, Vol.13 (3), p.185-191

2010

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Teacher-Child Relationships and Children's Externalizing Behaviors in Head Start

NHSA dialog, 2010-07, Vol.13 (3), p.141-167

2010

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Physical Discipline Use and Child Behavior Problems in Low-Income, High-Risk African American Families

Early education and development, 2013-08, Vol.24 (6), p.923-945

2013

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Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations

Journal of applied developmental psychology, 2016-07, Vol.45, p.19-41

2016

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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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Using self report surveys to measure PreK children’s academic orientations: A psychometric evaluation

Early childhood research quarterly, 2020-01, Vol.50, p.55-66

2020

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The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose

Early childhood research quarterly, 2014-01, Vol.29 (4), p.734-749

2014

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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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The early home environment and developmental outcomes for young children in the child welfare system

Children and youth services review, 2011-08, Vol.33 (8), p.1392-1403

2011

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Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors

Prevention science, 2015-11, Vol.16 (8), p.1054-1063

2015

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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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Impact of online support for teachers’ open-ended questioning in pre-k science activities

Teaching and teacher education, 2012-05, Vol.28 (4), p.568-577

2012

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Good Thinking!: Fostering Children's Reasoning and Problem Solving

YC young children, 2014-07, Vol.69 (3), p.80

Whittaker, Jessica Vick

2014

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Research on Curricular Development for Pre-Kindergarten Mathematics and Science

Teachers College record (1970), 2015-07, Vol.117 (7), p.1-40

2015

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MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning

Early childhood research quarterly, 2014, Vol.29 (4), p.586-599

2014

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Preschool: Good Thinking! Fostering Children’s Reasoning and Problem Solving

YC young children, 2014-07, Vol.69 (3), p.80-89

2014

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Physical Discipline Use and Child Behavior Problems in Low-Income, High-Risk African American Families

Early education and development, 2012-11, Vol.23 (6), p.877-899

2012

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Assessing Early Childhood Classrooms

Handbook of Family Literacy, 2012, p.401-413

2, 2012

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

Family risks and protective factors: Pathways to Early Head Start toddlers’ social–emotional functioning

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

Effects of MyTeachingPartner-Math/Science on Teacher-Child Interactions in Prekindergarten Classrooms

Beyond ABCs and 123s: Enhancing Teacher-Child Relationship Quality to Promote Children's Behavioral Development

Teacher-Child Relationships and Children's Externalizing Behaviors in Head Start

Physical Discipline Use and Child Behavior Problems in Low-Income, High-Risk African American Families

Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations

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

Using self report surveys to measure PreK children’s academic orientations: A psychometric evaluation

The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose

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

The early home environment and developmental outcomes for young children in the child welfare system

Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors

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

Impact of online support for teachers’ open-ended questioning in pre-k science activities

Good Thinking!: Fostering Children's Reasoning and Problem Solving

Research on Curricular Development for Pre-Kindergarten Mathematics and Science

MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning

Preschool: Good Thinking! Fostering Children’s Reasoning and Problem Solving

Physical Discipline Use and Child Behavior Problems in Low-Income, High-Risk African American Families

Assessing Early Childhood Classrooms

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