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Qikai Zheng, Xinjun Zheng, Naihua Liu, Fen Wang & Yuwei Zhao. (2023) A meta-analysis of teacher–child interaction and early child outcomes from the perspective of CLASS. Early Child Development and Care 193:15-16, pages 1620-1651.
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Christoph Mischo, Katrin Wolstein & Svenja Peters. (2023) Professional vision of early childhood teachers: relations to knowledge, work experience and teacher child-interaction. Early Years 43:4-5, pages 828-844.
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Eija Pakarinen, Lars-Erik Malmberg, Anna-Maija Poikkeus, Martti Siekkinen & Marja-Kristiina Lerkkanen. (2023) Investigating applicability of ratings of indicators of the CLASS Pre-K instrument. International Journal of Research & Method in Education 46:3, pages 231-247.
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Carlton J. Fong, Jihyun Lee, Megan R. Krou, Meagan A. Hoff, Karen Johnston-Ashton, Cassandra Gonzales & S. Natasha Beretvas. (2023) Meta-Analyzing the Factor Structure of the Learning and Study Strategies Inventory. The Journal of Experimental Education 91:2, pages 380-400.
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Agoestina Mappadang, Khusaini Khusaini, Melan Sinaga & Elizabeth Elizabeth. (2022) Academic interest determines the academic performance of undergraduate accounting students: Multinomial logit evidence. Cogent Business & Management 9:1.
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Bridget E. Hatfield, Jennifer K. Finders, Danielle L. Zandbergen & Hillary Lewis. (2022) Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System. Early Education and Development 33:7, pages 1222-1236.
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Leovani Marcial Guimarães & Renato da Silva Lima. (2021) A systematic literature review of classroom observation protocols and their adequacy for engineering education in active learning environments. European Journal of Engineering Education 46:6, pages 908-930.
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Katrin Wolstein, Jan-Henning Ehm, Svenja Peters & Christoph Mischo. (2021) Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support – do professional vision competencies moderate this relation?. European Early Childhood Education Research Journal 29:4, pages 617-632.
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Sean Kelly, Hadassah Muthoka, Erin Vines, Stephanie Wormington & Sidney D’Mello. Fine-Grained, Nomination Coding in the Support Domain: Promising Teacher Discourse Measures. The Journal of Experimental Education 0:0, pages 1-21.
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Articles from other publishers (16)
Jianhua Zhou, Xue Gong & Xiaofei Li. (2024) Longitudinal relations between teacher support and academic achievement among Chinese children: Disentangling between‑ and within-student associations. Journal of School Psychology 103, pages 101287.
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Lisa Karlsen, Veslemøy Rydland, Elisabet Solheim Buøen, Deborah Lowe Vandell & Ratib Lekhal. (2023) The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers. Journal of Early Childhood Research 22:1, pages 106-121.
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Solveig Giske, Siv M. Gamlem, Marit Kvangarsnes, Bodil J. Landstad, Torstein Hole & Berit Misund Dahl. (2024) Mapping interaction quality for nursing and medical students in primary care placement in municipal emergency care units: a systematic observational study. Frontiers in Medicine 11.
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Yo In'nami, Mike W.‐L. Cheung, Rie Koizumi & Matthew P. Wallace. (2022) Examining Second Language Listening and Metacognitive Awareness: A Meta‐Analytic Structural Equation Modeling Approach. Language Learning 73:3, pages 759-798.
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Kathrin Kohake, Alfred Richartz & Jessica Maier. (2022) Measuring pedagogical quality in children’s sports: validity and reliability of the classroom assessment scoring system K–3 in extracurricular sports trainingPädagogische Qualität im Kindersport messen: Validität und Reliabilität des Classroom Assessment Scoring Systems K–3 im außerschulischen sportlichen Training. German Journal of Exercise and Sport Research 53:1, pages 47-58.
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Stefan Faas & Katharina Kluczniok. (2023) Zwischen Anspruch und Wirklichkeit. Frühe Bildung 12:1, pages 30-38.
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Christina M. Stephens, Danielle A. Crosby, Dilara Yaya-Bryson & Aileen Reid. (2023) Supporting Spanish-English DLLs in Head Start: Peer Language Match, Instructional Language Match, and Emotional Support as Predictors of Approaches to Learning and Social Skills. Early Childhood Research Quarterly 63, pages 121-132.
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Henning Schmidt, Monika Daseking, Caterina Gawrilow, Julia Karbach & Julia Kerner auch Koerner. (2022) Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?. Developmental Science 25:6.
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Peter Sheldon Rankin, Sally Staton, Azhar Hussain Potia, Sandy Houen & Karen Thorpe. (2022) Emotional quality of early education programs improves language learning: A within‐child across context design. Child Development 93:6, pages 1680-1697.
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Zhongtao Fan & Jun Liu. (2022) Correlation Analysis Between Teachers’ Teaching Psychological Behavior and Classroom Development Based on Data Analysis. Frontiers in Psychology 13.
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Iheoma U. Iruka, Susan Sheridan, Natalie Koziol, Rachel Schumacher, Hannah Kerby, Amanda Prokasky & Dong-ho Choi. (2022) Examining Malleable Factors That Explain the End-of-Kindergarten Racial/Ethnic Gaps. The Elementary School Journal 122:3, pages 378-410.
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Lixin Ren, Bi Ying Hu, Huiping Wu, Xiao Zhang, Alexandra N. Davis & Yu-Yu Hsiao. (2022) Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator. Early Childhood Research Quarterly 59, pages 134-147.
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Suzanne Jak, Hongli Li, Laura Kolbe, Hannelies de Jonge & Mike W.‐L. Cheung. (2021)
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Essie Sutton, Joshua L. Brown, Amy E. Lowenstein & Jason T. Downer. (2021) Children’s academic and social-emotional competencies and the quality of classroom interactions in high-needs urban elementary schools. Contemporary Educational Psychology 66, pages 101975.
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David A. Adams, Bridget K. Hamre & Lawrence Farmer. 2021. Handbook of Research on Supporting Social and Emotional Development Through Literacy Education. Handbook of Research on Supporting Social and Emotional Development Through Literacy Education
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Svenja Peters, Katrin Wolstein, Christoph Mischo & Jan-Henning Ehm. (2020) Wissen, Wissensorientierung und die Qualität von Fachkraft-Kind-Interaktionen: Eine Analyse ihrer ZusammenhängeKnowledge, orientation to knowledge and quality of interaction of early childhood teachers and children: an analysis of their relationships. Zeitschrift für Erziehungswissenschaft 23:6, pages 1227-1250.
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