Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?
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Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms.Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors.Individual and Contextual Factors Associated with Pre-Kindergarten Teachers' Responsiveness to the MyTeachingPartner Coaching Intervention.Teacher 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.Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten ProgramsThe Effects of Preschool Education: What We Know, How Public Policy Is or Is Not Aligned With the Evidence Base, and What We Need to Know.Structural Equation Modeling of the Effects of Family, Preschool, and Stunting on the Cognitive Development of School Children.Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start ClassroomsDepressive symptoms in third-grade teachers: relations to classroom quality and student achievement.Early Academic Achievement Among American Low-Income Black Students from Immigrant and Non-Immigrant Families.LEARNING-RELATED SOCIAL SKILLS AS A MEDIATOR BETWEEN TEACHER INSTRUCTION AND CHILD ACHIEVEMENT IN HEAD STARTChild-care quality moderates the association between maternal depression and children's behavioural outcome.Teacher-child interactions in Chile and their associations with prekindergarten outcomes.Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom.Confidence Bounds and Power for the Reliability of Observational Measures on the Quality of a Social Setting.Literacy Growth in the Academic Year versus Summer from Preschool through Second Grade: Differential Effects of Schooling across Four Skills.Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program.Child care quality and cognitive development: trajectories leading to better preacademic skills.Quality at the point of service: profiles of practice in after-school settings.HOME VISIT QUALITY VARIATIONS IN TWO EARLY HEAD START PROGRAMS IN RELATION TO PARENTING AND CHILD VOCABULARY OUTCOMES.Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head StartEffects of MyTeachingPartner–Math/Science on Teacher–Child Interactions in Prekindergarten ClassroomsEarly Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging StudentsThe Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk PreschoolersAn Argument Approach to Observation Protocol ValidityPromoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development ResourcesFostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool ProgramImplementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher EducationImplementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons LearnedConsultation for Teachers and Children's Language and Literacy Development during Pre-KindergartenOngoing, Web-Mediated Professional Development Focused on Teacher–Child Interactions: Early Childhood Educators' Usage Rates and Self-Reported SatisfactionQuality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education ClassroomsThe Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social CompetencePredicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and InstructionTeachers' Perceptions of Conflict with Young Students: Looking beyond Problem BehaviorsSocial Relationships and School ReadinessWhy All Teachers Matter: The Relationship Between Long-Term Teacher and Classroom Quality and Children’s Reading AchievementIntroduction to the Special Issue on Data-Based Investigations of the Quality of Preschool and Early Child Care Environments
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Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?
description
article
@en
wetenschappelijk artikel
@nl
наукова стаття, опублікована в липні 2005
@uk
name
Features of Pre-Kindergarten P ...... nd Child-Teacher Interactions?
@en
Features of Pre-Kindergarten P ...... nd Child-Teacher Interactions?
@nl
type
label
Features of Pre-Kindergarten P ...... nd Child-Teacher Interactions?
@en
Features of Pre-Kindergarten P ...... nd Child-Teacher Interactions?
@nl
prefLabel
Features of Pre-Kindergarten P ...... nd Child-Teacher Interactions?
@en
Features of Pre-Kindergarten P ...... nd Child-Teacher Interactions?
@nl
P2093
P2860
P50
P1476
Features of Pre-Kindergarten P ...... nd Child-Teacher Interactions?
@en
P2093
Diane Early
Oscar Barbarin
Richard Clifford
P2860
P304
P356
10.1207/S1532480XADS0903_2
P577
2005-07-01T00:00:00Z