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Emily M. Weiss, Paul A. McDermott, Michael J. Rovine & Jimin Oh. (2022) Latent Growth Trajectories of Peer Context Behavior Problems across Preschool, Kindergarten and First Grade. Early Education and Development 33:6, pages 939-957.
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Maciel M. Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L. Spinrad, Sarah K. Johns, Rebecca H. Berger, Anjolii Diaz, Kassondra M. Silva, Marilyn S. Thompson, Diana E. Gal-Szabo & Jody Southworth. (2022) Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher–Student Conflict in Childhood. Early Education and Development 33:1, pages 1-16.
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Meghan McCormick, Hope White, Parham Horn, Rachel Lacks, Erin O’Connor, Elise Cappella & Sandee McClowry. (2018) Instructional Support and Academic Skills: Impacts of INSIGHTS in Classrooms With Shy Children. Early Education and Development 29:5, pages 691-715.
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Natalia Palacios. (2017) Why All Teachers Matter: The Relationship Between Long-Term Teacher and Classroom Quality and Children’s Reading Achievement. Journal of Research in Childhood Education 31:2, pages 178-198.
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Angela Pyle & Rebecca Luce-Kapler. (2014) Looking beyond the academic and developmental logics in kindergarten education: the role of Schwab's commonplaces in classroom-based research. Early Child Development and Care 184:12, pages 1960-1977.
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Eunjoo Jung. (2014) Examining Differences in Kindergarteners’ Mathematics Learning: A Closer Look at Instruction, Socioeconomic Status, and Race. The Journal of Educational Research 107:6, pages 429-439.
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KarenJ Weston, Dawn Anderson-Butcher & RobertW Burke. (2008) Developing a Comprehensive Curriculum Framework for Teacher Preparation in Expanded School Mental Health. Advances in School Mental Health Promotion 1:4, pages 25-41.
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Articles from other publishers (24)
Emily M. Weiss, Clara-Christina Gerstner, Paul A. McDermott & Michael J. Rovine. (2023) Latent trajectories of learning- and teacher-context behavior problems across the primary school transition. Journal of Applied Developmental Psychology 86, pages 101538.
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Sonya Xinyue Xiao, Tracy L. Spinrad, Jingyi Xu, Nancy Eisenberg, Deborah J. Laible, Gustavo Carlo, Diana E. Gal-Szabo, Rebecca H. Berger & Xiaoye Xu. (2022) Parents' valuing diversity and White children's prosociality toward White and Black peers. Journal of Applied Developmental Psychology 83, pages 101459.
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Longfeng Li, Carlos Valiente, Nancy Eisenberg, Tracy L. Spinrad, Sarah K. Johns, Rebecca H. Berger, Marilyn S. Thompson, Jody Southworth, Armando A. Pina, Maciel M. Hernández & Diana E. Gal-Szabo. (2022) Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement. Journal of School Psychology 94, pages 15-27.
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Jantine L. Spilt & Helma M. Y. Koomen. (2022) Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes. Frontiers in Education 7.
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Longfeng Li, Carlos Valiente, Nancy Eisenberg, Tracy L. Spinrad, Sarah K. Johns, Rebecca H. Berger, Marilyn S. Thompson, Jody Southworth, Armando A. Pina, Maciel M. Hernández & Diana E. Gal-Szabo. (2022) Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement. Early Childhood Research Quarterly 61, pages 25-35.
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Maciel M. Hernández, Carlos Valiente, Nancy Eisenberg, Tracy L. Spinrad, Rebecca H. Berger, Sarah K. Johns, Diana E. Gal-Szabo, Anjolii Diaz, Marilyn S. Thompson, Jody Southworth & Armando A. Pina. (2021) Do peer and child temperament jointly predict student–teacher conflict and closeness?. Journal of Applied Developmental Psychology 76, pages 101319.
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