about
Individual and Contextual Factors Associated with Pre-Kindergarten Teachers' Responsiveness to the MyTeachingPartner Coaching Intervention.Behavioral Exchanges between Teachers and Children Over the Course of a Typical Preschool Day: Testing Bidirectional Associations.Understanding how children's engagement and teachers' interactions combine to predict school readinessHome-School Differences in Beliefs, Support, and Control during Public Pre-kindergarten and their Link to Children's Kindergarten ReadinessVariation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors.Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity SettingsTeacher Characteristics Associated with Responsiveness and Exposure to Consultation and On-line Professional Development Resources.Children's Engagement within the Preschool Classroom and Their Development of Self-Regulation.The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers' Competence in Classroom Interactions.Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten ProgramsImproving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development.Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.Peer effects on children's language achievement during pre-kindergarten.Improving the power of an efficacy study of a social and emotional learning program: application of generalizability theory to the measurement of classroom-level outcomes.Partner attachment and interpersonal characteristics.Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with childrenStudent Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year InstitutionsA cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behaviorStudent Teaching Feedback and Evaluation: Results From a Seven-State SurveyImplementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher EducationWithin-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade
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P50
description
onderzoeker
@nl
researcher
@en
հետազոտող
@hy
name
Jason T Downer
@ast
Jason T Downer
@en
Jason T Downer
@es
Jason T Downer
@nl
type
label
Jason T Downer
@ast
Jason T Downer
@en
Jason T Downer
@es
Jason T Downer
@nl
prefLabel
Jason T Downer
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Jason T Downer
@en
Jason T Downer
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Jason T Downer
@nl
P106
P1153
8407513200
P31
P496
0000-0001-8827-242X