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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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High quality implementation of 4Rs + MTP increases classroom emotional support and reduces absenteeism

Frontiers in psychology, 2023-04, Vol.14, p.1065749-1065749

2023

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Parent characteristics, economic stress and neighborhood context as predictors of parent involvement in preschool children's education

Journal of school psychology, 2007-12, Vol.45 (6), p.619-636

2007

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Teacher-Child Relationships, Classroom Climate, and Children's Social-Emotional and Academic Development

Journal of educational psychology, 2018-10, Vol.110 (7), p.992-1004

2018

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Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality

Child development, 2018-03, Vol.89 (2), p.556-576

2018

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Developmental trajectories of executive functions from preschool to kindergarten

Developmental science, 2022-09, Vol.25 (5), p.e13236-n/a

2022

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The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

The Elementary school journal, 2005-03, Vol.105 (4), p.377-394

2005

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The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion

Journal of school psychology, 2019-12, Vol.77, p.1-12

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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Reductions in aggressive behavior within the context of a universal, social emotional learning program: Classroom- and student-level mechanisms

Journal of school psychology, 2018-06, Vol.68, p.38-52

2018

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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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Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis

Early education and development, 2013-08, Vol.24 (6), p.898-922

2013

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Peer Effects on Children's Language Achievement During Pre-Kindergarten

Child development, 2009-05, Vol.80 (3), p.686-702

2009

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Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

The Elementary school journal, 2013-06, Vol.113 (4), p.461-487

2013

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Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills

Early education and development, 2016-01, Vol.27 (1), p.18-37

2016

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Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms

Early childhood research quarterly, 2008-01, Vol.23 (4), p.431-451

2008

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Measuring Effective Teacher-Student Interactions From a Student Perspective: A Multi-Level Analysis

The Journal of early adolescence, 2015-06, Vol.35 (5-6), p.722-758

2015

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Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes

Journal of school psychology, 2020-02, Vol.78, p.75-95

2020

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How Does Inhibitory Control Predict Emotion Regulation in Preschool? The Role of Individual Children's Interactions With Teachers and Peers

Developmental psychology, 2022-11, Vol.58 (11), p.2049-2063

2022

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Roles of executive functioning and language in developing low-income preschoolers’ behavior and emotion regulation

Early childhood research quarterly, 2019-01, Vol.49, p.229-240

2019

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Bidirectional associations among teachers' burnout and classroom relational climate across an academic year

Journal of school psychology, 2022-12, Vol.95, p.43-57

2022

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Understanding how children's engagement and teachers' interactions combine to predict school readiness

Journal of applied developmental psychology, 2013-11, Vol.34 (6), p.299-309

2013

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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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Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors

School mental health, 2024-03, Vol.16 (1), p.123-136

2024

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Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

Social development (Oxford, England), 2008-02, Vol.17 (1), p.115-136

2008

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

High quality implementation of 4Rs + MTP increases classroom emotional support and reduces absenteeism

Parent characteristics, economic stress and neighborhood context as predictors of parent involvement in preschool children's education

Teacher-Child Relationships, Classroom Climate, and Children's Social-Emotional and Academic Development

Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality

Developmental trajectories of executive functions from preschool to kindergarten

The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion

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

Reductions in aggressive behavior within the context of a universal, social emotional learning program: Classroom- and student-level mechanisms

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

Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis

Peer Effects on Children's Language Achievement During Pre-Kindergarten

Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills

Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms

Measuring Effective Teacher-Student Interactions From a Student Perspective: A Multi-Level Analysis

Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes

How Does Inhibitory Control Predict Emotion Regulation in Preschool? The Role of Individual Children's Interactions With Teachers and Peers

Roles of executive functioning and language in developing low-income preschoolers’ behavior and emotion regulation

Bidirectional associations among teachers' burnout and classroom relational climate across an academic year

Understanding how children's engagement and teachers' interactions combine to predict school readiness

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

Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors

Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

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