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Christina N. Wood, Patricia H. Manz, Brook E. Sawyer & Qiong Fu. (2024) The influence of student language and student-teacher relationships on student-specific teacher self-efficacy in early childhood. Bilingual Research Journal 0:0, pages 1-15.
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Xiaofeng Du, Lu Yuan & Jian Liu. (2023) The link between teacher-student relationships and non-routine problem solving in ninth-grade mathematics: a moderated mediation model. Educational Psychology 43:9, pages 1044-1064.
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Betül Yanık Özger. (2023) Experiences of the disadvantaged children receiving family and school support in transition to preschool: ‘Mom! Leave my backpack and turn back home!’. Education 3-13 51:2, pages 349-363.
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R. G. Fukkink. (2022) Caregiver–child relationships in after-school care: the role of gender and the gender match. Early Child Development and Care 192:16, pages 2665-2678.
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Sakire Ocak Karabay & Derya Asi. (2022) Are They Different in Their Relationship Perceptions? Cross-Cultural Comparison between U.S. and Turkish Preschoolers. Journal of Research in Childhood Education 36:2, pages 255-271.
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Angel Urbina-Garcia, Divya Jindal-Snape, Angela Lindsay, Lauren Boath, Elizabeth F. S. Hannah, Alexia Barrable & Anna K. Touloumakos. (2022) Voices of young children aged 3–7 years in educational research: an international systematic literature review. European Early Childhood Education Research Journal 30:1, pages 8-31.
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Timothy Page, Danielle Eugene & Christine Morgan. (2021) Children’s narrative representations of peers and teachers in 3 new classroom scenarios. Early Child Development and Care 191:5, pages 685-698.
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Elif Dede Yildirim, Cynthia A. Frosch, António J. Santos, Manuela Veríssimo, Kristen Bub & Brian E. Vaughn. (2023) Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child‐driven effects. Child Development 95:3, pages 679-698.
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Lucia Herrera & Alba Lorenzo. 2024. Modern Early Childhood Teacher Education. Modern Early Childhood Teacher Education
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Yucheng Cao, Young-Suk Grace Kim & Minkyung Cho. (2022) Are Observed Classroom Practices Related to Student Language/Literacy Achievement?. Review of Educational Research 93:5, pages 679-717.
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Zhijun Zheng, Sheila Degotardi, Naomi Sweller & Emilia Djonov. (2023) Effects of multilingualism on Australian infants’ language environments in early childhood education centers. Infant Behavior and Development 70, pages 101799.
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Donna Koller & Ellie Murphy. (2022) Dolls as a Rights-Affirming Early Childhood Research Method. The International Journal of Children’s Rights 30:4, pages 922-956.
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Chaehyun Lim, Kyong-Ah Kwon & Gary Eldon Bingham. (2021) Teachers’ and Children’s Differing Views on Relationships and Their Associations with Academic Outcomes. Early Childhood Education Journal 50:7, pages 1157-1167.
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Athanasios Gregoriadis, Anastasia Vatou, Nikolaos Tsigilis & Vasilis Grammatikopoulos. (2022) Examining the Reciprocity in Dyadic Teacher-Child Relationships: One-With-Many Multilevel Design. Frontiers in Education 6.
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Cynthia F. DiCarlo, Carrie Ota & Aaron Deris. (2020) An Ecobehavioral Analysis of Social Behavior Across Learning Contexts in Kindergarten. Early Childhood Education Journal 49:4, pages 657-668.
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Danielle S. Roubinov, W. Thomas Boyce & Nicole R. Bush. (2018) Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten. Development and Psychopathology 32:1, pages 163-174.
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Erik Ruzek, Jamie Jirout, Katerina Schenke, Virginia Vitiello, Jessica Vick Whittaker & Robert Pianta. (2020) Using self report surveys to measure PreK children’s academic orientations: A psychometric evaluation. Early Childhood Research Quarterly 50, pages 55-66.
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Benjamin Klein & Olaf Kraus de Camargo. (2018) A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour. Frontiers in Education 3.
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C. Longobardi, F.G.M. Gastaldi, L.E. Prino, T. Pasta & M. Settanni. (2016) Examining Student-teacher Relationship from Students’ Point of View: Italian Adaptation and Validation of the Young Children’s Appraisal of Teacher Support Questionnaire. The Open Psychology Journal 9:1, pages 176-187.
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