• Publications
  • Influence
Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.
Relational Negativity in kindergarten was related to academic and behavioral outcomes through eighth grade, particularly for children with high levels of behavior problems in kindergarten and for boys generally.
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.
Analysis of prekindergarten programs in 11 states suggests that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness.
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
Analysis of ways in which children's risk of school failure may be moderated by support from teachers found at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers.
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
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
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
Teaching through Interactions
Teaching through Interactions posits that teacher- student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains, and provides evidence that the three-domain structure is the best-fitting model across multiple data sets.