Citations (40)
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Viola Penttinen, Eija Pakarinen, Antje von Suchodoletz & Marja-Kristiina Lerkkanen. (2023) The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens: A Person-centered Approach. Early Education and Development 34:7, pages 1506-1527.
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Xiumin Hong, Sijie Zhao & Qiongyi Shan. (2023) Adaptive Caregiving Beliefs and Professional Competence Among Chinese Childcare Center Teachers: A Moderated Mediation Model. Early Education and Development 0:0, pages 1-19.
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Maude Roy-Vallières, Julie Lachapelle, Lise Lemay, Caroline Bouchard & Nathalie Bigras. (2022) Children’s engagement in Quebec childcare centres: progression from 3 to 5 years old and predictor variables. Early Child Development and Care 192:16, pages 2629-2645.
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Elisa Torres, Marigen Narea & Susana Mendive. (2022) Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional). Journal for the Study of Education and Development 45:1, pages 220-243.
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Shuang Wang, Bi Ying Hu, Timothy Curby & Xitao Fan. (2021) Multiple Approaches for Assessing Within-Day Stability in Teacher-Child Interactions. Early Education and Development 32:4, pages 553-571.
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Bryant Jensen, María Guadalupe Pérez Martínez, Adán Moisés García Medina, José Felipe Martínez, Carolina Benito Cox & Ross Larsen. (2020) An ecological analysis of the Classroom Assessment Scoring System in K-1 Mexican classrooms. Early Years 40:4-5, pages 514-533.
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Panagiota Nasiopoulou. (2020) Decision-making factors for group organising in Swedish preschools. International Journal of Early Years Education 0:0, pages 1-16.
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Panagiota Nasiopoulou, Pia Williams, Sonja Sheridan & Kajsa Yang Hansen. (2019) Exploring preschool teachers’ professional profiles in Swedish preschool: a latent class analysis. Early Child Development and Care 189:8, pages 1306-1324.
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Jenni Salminen, Eija Pakarinen, Anna-Maija Poikkeus & Marja-Kristiina Lerkkanen. (2018) Development of pre-academic skills and motivation in kindergarten: a subgroup analysis between classroom quality profiles. Research Papers in Education 33:4, pages 515-543.
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Bi Ying Hu, Liang Chen & Xitao Fan. (2018) Profiles of teacher-child interaction quality in preschool classrooms and teachers’ professional competence features. Educational Psychology 38:3, pages 264-285.
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Giulia Pastori & Valentina Pagani. (2017) Is validation always valid? Cross-cultural complexities of standard-based instruments migrating out of their context. European Early Childhood Education Research Journal 25:5, pages 682-697.
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Xin Tang, Eija Pakarinen, Marja-Kristiina Lerkkanen, Eve Kikas, Joona Muotka & Jari-Erik Nurmi. (2017) Validating the early childhood classroom observation measure in first and third grade classrooms. Scandinavian Journal of Educational Research 61:3, pages 275-294.
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Lieny Jeon, Cynthia K. Buettner & Eunhye Hur. (2016) Preschool Teachers’ Professional Background, Process Quality, and Job Attitudes: A Person-Centered Approach. Early Education and Development 27:4, pages 551-571.
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Jenni Salminen, Maritta Hännikäinen, Pirjo-Liisa Poikonen & Helena Rasku-Puttonen. (2014) Teachers' contribution to the social life in Finnish preschool classrooms during structured learning sessions. Early Child Development and Care 184:3, pages 416-433.
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Articles from other publishers (26)
Samuli Ranta, Jonna Kangas, Heidi Harju-Luukkainen, Tuulikki Ukkonen-Mikkola, Marita Neitola, Jarmo Kinos, Nina Sajaniemi & Arniika Kuusisto. (2023) Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review. Education Sciences 13:8, pages 791.
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Karen Thorpe, Sandy Houen, Peter Rankin, Cassandra Pattinson & Sally Staton. (2022) Do the numbers add up? Questioning measurement that places Australian ECEC teaching as ‘low quality’. The Australian Educational Researcher 50:3, pages 781-800.
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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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Alyson L. Lavigne, Lotte Henrichs, Jorge Americo Acosta Feliz & Shiquan Shao. (2022) Cultural responsivity and common conceptualizations of “good” teaching in culturally and linguistically diverse elementary classrooms in the U.S. and the Netherlands. Teaching and Teacher Education 118, pages 103812.
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Nani Teig & Trude Nilsen. (2022) Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science. Studies in Educational Evaluation 74, pages 101170.
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Daniel A. Camacho, Stephanie A. Moore, Elise T. Pas & Catherine P. Bradshaw. (2022) Interactional quality in middle schools: Latent profiles and their associations with teacher, classroom, and school compositional factors. Journal of School Psychology 93, pages 79-97.
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Lauren Houben, Caroline Bouchard, Rochana Mroué & Christelle Maillart. (2022) Portrait de la qualité des interactions pour soutenir l’oral des enfants dans des classes de maternelle en BelgiquePortrait of the quality of interactions supporting oral communication skills of children in Belgian kindergarten classesDescripción de la calidad de las interacciones para apoyar lo oral de los niños en las clases de jardín de la infancia en Bélgica. Éducation et francophonie 50:1.
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Maude Roy-Vallières, Nathalie Bigras, Annie Charron, Caroline Bouchard, Andréanne Gagné & Philippe Dessus. (2021) Profiles of teacher–child interaction quality in groups of 3-year-old children in Quebec and France. SN Social Sciences 1:11.
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Haesung Im, Kyong-Ah Kwon, Hyun-Joo Jeon & Patrick McGuire. (2020) The school-level standardized testing policy and math achievement in primary grades: The mediational role of math instructional approach. Studies in Educational Evaluation 66, pages 100877.
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Franziska Egert, Verena Dederer & Ruben G. Fukkink. (2020) The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis. Educational Research Review 29, pages 100309.
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Doris Holzberger, Anna-Katharina Praetorius, Tina Seidel & Mareike Kunter. (2019) Identifying effective teachers: The relation between teaching profiles and students’ development in achievement and enjoyment. European Journal of Psychology of Education 34:4, pages 801-823.
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Nhi Hoang, Leena Holopainen & Martti Siekkinen. (2018) Classroom quality profiles and associations with children’s classroom engagement in Vietnamese kindergartens. Learning Environments Research 22:2, pages 193-208.
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Eve Kikas & Xin Tang. (2018) Child-perceived teacher emotional support, its relations with teaching practices, and task persistence. European Journal of Psychology of Education 34:2, pages 359-374.
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Tuomo Erkki Virtanen, Grete Sørensen Vaaland & Sigrun Karin Ertesvåg. (2019) Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school. Teaching and Teacher Education 77, pages 240-252.
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Lise Lemay, Joanne Lehrer & Marlyne Naud. (2017) Le CLASS pour mesurer la qualité des interactions en contextes culturels variés. Les dossiers des sciences de l'éducation:37, pages 15-34.
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Bi Ying Hu, Xitao Fan, Yi Yang & Jennifer Neitzel. (2017) Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children. Teaching and Teacher Education 63, pages 137-147.
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Heli Muhonen, Helena Rasku-Puttonen, Eija Pakarinen, Anna-Maija Poikkeus & Marja-Kristiina Lerkkanen. (2017) Knowledge-building patterns in educational dialogue. International Journal of Educational Research 81, pages 25-37.
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Bi Ying Hu, Lisa Dieker, Yi Yang & Ning Yang. (2016) The quality of classroom experiences in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation. Teaching and Teacher Education 57, pages 39-50.
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Bi Ying Hu, Xitao Fan, Jennifer LoCasale-Crouch, Liang Chen & Ning Yang. (2016) Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features. Early Childhood Research Quarterly 37, pages 58-68.
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Marja-Kristiina Lerkkanen, Noona Kiuru, Eija Pakarinen, Anna-Maija Poikkeus, Helena Rasku-Puttonen, Martti Siekkinen & Jari-Erik Nurmi. (2016) Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school. Early Childhood Research Quarterly 36, pages 145-156.
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Donna Kotsopoulos, Samantha Makosz, Joanna Zambrzycka & Katharine McCarthy. (2015) The Effects of Different Pedagogical Approaches on the Learning of Length Measurement in Kindergarten. Early Childhood Education Journal 43:6, pages 531-539.
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Jari-Erik Nurmi & Noona Kiuru. (2015) Students’ evocative impact on teacher instruction and teacher–child relationships. International Journal of Behavioral Development 39:5, pages 445-457.
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이경숙 & 조숙인. (2015) The Classroom Assessment Scoring System (CLASS™), Pre-K in USA and Finland: a meta-analysis. Korean Journal of Early Childhood Education 35:2, pages 293-317.
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