A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context

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A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens

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A Validation of the Early Childhood Classroom Observation Measure in Finnish and Estonian Kindergartens

A child’s psychological adjustment impacts teachers’ instructional support and affective response

Associations Among Teacher–Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1

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Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade

Child-centered and teacher-directed practices in relation to calculation and word problem solving skills

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Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

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Children evoke similar affective and instructional responses from their teachers and mothers

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Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators

scientific article published on 22 May 2015

Classroom effect on primary school students’ self-concept in literacy and mathematics

Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties

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Classroom organization and teacher stress predict learning motivation in kindergarten children

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Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

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Development of pre-academic skills and motivation in kindergarten: a subgroup analysis between classroom quality profiles

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Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A 4-year follow-up

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Dialogue through the eyes: Exploring teachers’ focus of attention during educational dialogue

Directors' stress in day care centers: related factors and coping strategies

Educational dialogue of preschool teachers experiencing different levels of stress

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Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations

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Family- and classroom-related factors and mother–kindergarten teacher trust in Estonia and Finland

article by Eve Kikas et al published 13 March 2014 in Educational Psychology

Identifying Finnish Children’s Impulsivity Trajectories From Kindergarten to Grade 4: Associations With Academic and Socioemotional Development

Instructional support predicts children's task avoidance in kindergarten

Investigating Bidirectional Links Between the Quality of Teacher-Child Relationships and Children's Interest and Pre-Academic Skills in Literacy and Math

scientific article published on 08 August 2020

Investigating applicability of ratings of indicators of the CLASS Pre-K instrument

scientific article published on 29 September 2022

Investigating quality indicators of early childhood education programs in Kosovo, Ukraine and Finland

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Kindergarten teachers adjust their teaching practices in accordance with children’s academic pre‐skills

Knowledge-building patterns in educational dialogue

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Literacy instruction in first grade: classroom‐level associations between reading skills and literacy instruction activities

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Longitudinal associations between teacher-child interactions and academic skills in elementary school

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Longitudinal associations between third‐grade teaching styles and sixth‐grade reading skills: a 3‐year follow‐up study

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Longitudinal associations of first-grade teaching with reading in early primary school

Maternal homework assistance and children's task-persistent behavior in elementary school

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Mothers’ trust toward teachers in relation to teaching practices

article by Marja-Kristiina Lerkkanen et al published January 2013 in Early Childhood Research Quarterly

Multi-source Assessment of Social Competence Scale--Finnish Version

Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

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Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates

Positive Teacher Affect for the Student Measure

Positive teacher and peer relations combine to predict primary school students' academic skill development

scientific article published on 9 March 2015

Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia

Quality of educational dialogue and association with students’ academic performance

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Scaffolding through dialogic teaching in early school classrooms

School grades as predictors of self-esteem and changes in internalizing problems: A longitudinal study from fourth through seventh grade

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Social Competence Among 6-year-old Children and Classroom Instructional Support and Teacher Stress

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

scientific article published on 27 August 2019

Students' school performance, task-focus, and situation-specific motivation

Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance

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Teacher and student teacher views of agency in feedback

scientific article published in May 2022

Teacher beliefs about student agency in whole-class playing

scientific article published on 11 July 2022

Teacher emotional support in relation to social competence in preschool classrooms

Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection

Teachers’ Focus of Attention in First-grade Classrooms: Exploring Teachers Experiencing Less and More Stress Using Mobile Eye-tracking

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The Role of Parental Beliefs and Practices in Children’s Motivation in a Changing World

article published in 2019

The cross-lagged associations between classroom interactions and children’s achievement behaviors

article published in 2014

The effectiveness of increased support in reading and its relationship to teachers' affect and children's motivation

The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten

Validating the early childhood classroom observation measure in first and third grade classrooms