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Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.
This study followed a sample of 179 children from kindergarten through eighth grade to examine the extent to which kindergarten teachers' perceptions of their relationships with students predict a… Expand
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality,… Expand
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified… Expand
Classroom assessment scoring system.
The toddler version of the "CLASS(r)" tool provides early childhood programs with an accurate, reliable way to assess effective classrooms. For use with children from 15 36 months, this standardized… Expand
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial… Expand
La & Classroom assessment scoring system (CLASS) manual: Pre-K. Baltimore: Brookes Publishing Co.
Classroom Assessment Scoring System (CLASS). Manual K-3.
Relationships Between Teachers and Children
Theoretical and empirical work on relationships between teachers and children relies on developmental systems theory as the foundational conceptual model, drawing heavily from basic science work in… Expand
Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms
This is a copy of an article published in the Elementary School Journal © 2013 University of Chicago Press. The final publication is available at University of Chicago Press.
Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.
- R. Pianta, Andrew J. Mashburn, J. Downer, B. Hamre, L. Justice
- Early childhood research quarterly
- 1 October 2008
As the workforce in state-funded pre-kindergarten programs continues to grow in the United States, the promise of these and other early education opportunities (e.g., Head Start) depends in large… Expand