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

CLASS–Infant: An Observational Measure for Assessing Teacher–Infant Interactions in Center-Based Child Care

Changing Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors

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Child temperamental regulation and classroom quality in Head Start: Considering the role of cumulative economic risk

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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Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start

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How Lifestyle Factors Affect Cognitive and Executive Function and the Ability to Learn in Children

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

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

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Long-term cognition, achievement, socioemotional, and behavioral development of healthy late-preterm infants

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Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

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Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten

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Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors

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Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

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

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The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence

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The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality

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The Transition to Kindergarten: Fostering Connections for Early School Success

Transition from pediatric to adult medical care

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

Using a standardized video-based assessment in a university teacher education program to examine preservice teachers knowledge related to effective teaching

Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities

Visuomotor integration and inhibitory control compensate for each other in school readiness

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