A Course on Effective Teacher-Child Interactions

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A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior

Behavioral Exchanges between Teachers and Children Over the Course of a Typical Preschool Day: Testing Bidirectional Associations.

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Children's Engagement within the Preschool Classroom and Their Development of Self-Regulation

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Developmental trajectories of executive functions from preschool to kindergarten

scientific article published on 21 January 2022

Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children

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Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness

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Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms

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Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs

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Home-School Differences in Beliefs, Support, and Control during Public Pre-kindergarten and their Link to Children's Kindergarten Readiness

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How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers.

scientific article published in 2022

Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education

Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned

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Improving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development.

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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

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Individual and Contextual Factors Associated with Pre-Kindergarten Teachers' Responsiveness to the MyTeachingPartner Coaching Intervention

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Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills

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Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

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Partner attachment and interpersonal characteristics.

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Peer effects on children's language achievement during pre-kindergarten

scientific article published in May 2009

Student Teaching Feedback and Evaluation: Results From a Seven-State Survey

Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions

Teacher Characteristics Associated with Responsiveness and Exposure to Consultation and On-line Professional Development Resources

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The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers' Competence in Classroom Interactions

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Understanding how children's engagement and teachers' interactions combine to predict school readiness

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Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice

Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors

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Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade

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