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Mark White, Bridget Maher & Brian Rowan. (2023) A Framework for Addressing Instrumentation Biases When Using Observation Systems as Outcome Measures in Instructional Interventions. Journal of Research on Educational Effectiveness 16:1, pages 162-188.
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Rebecca Dore, Laura Justice, Abigail K. Mills, Mitsu Narui & Kari Welch. (2021) Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts. Early Education and Development 32:6, pages 903-922.
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Amanda J. Moreno, Sheridan Green, Jo Koehn & Sara Sadd. (2019) Behind the curtain of early childhood coaching: a multi-method analysis of 5,000 feedback statements. Journal of Early Childhood Teacher Education 40:4, pages 382-408.
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Bonnie B. Mackintosh & Dana Charles McCoy. (2019) Exploring Social Competence as a Mediator of Head Start’s Impact on Children’s Early Math Skills: Evidence from the Head Start Impact Study. Early Education and Development 30:5, pages 655-677.
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Lauren Stanley. (2019) Is the Preschool PATHS Curriculum Effective? A Review. Journal of Evidence-Based Social Work 16:2, pages 130-143.
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Weipeng Yang, Jesus Alfonso D. Datu, Xunyi Lin, Michelle Marie Lau & Hui Li. (2019) Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects. Early Education and Development 30:1, pages 36-59.
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Stacey Pistorova & Ruslan Slutsky. (2018) There is still nothing better than quality play experiences for young children's learning and development: building the foundation for inquiry in our educational practices. Early Child Development and Care 188:5, pages 495-507.
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Robert Pianta, Bridget Hamre, Jason Downer, Margaret Burchinal, Amanda Williford, Jennifer LoCasale-Crouch, Carollee Howes, Karen La Paro & Catherine Scott-Little. (2017) Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness. Early Education and Development 28:8, pages 956-975.
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Maria S. Poulou. (2017) An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties. International Journal of School & Educational Psychology 5:2, pages 126-136.
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A. Gregory, E. Ruzek, C. A. Hafen, A. Y. Mikami, J. P. Allen & R. C. Pianta. (2017) My Teaching Partner-Secondary: A Video-Based Coaching Model. Theory Into Practice 56:1, pages 38-45.
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Päivi Tynjälä, Anne Virtanen, Ulla Klemola, Emma Kostiainen & Helena Rasku-Puttonen. (2016) Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy. European Journal of Teacher Education 39:3, pages 368-387.
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Joseph P. Allen, Christopher A. Hafen, Anne C. Gregory, Amori Y. Mikami & Robert Pianta. (2015) Enhancing Secondary School Instruction and Student Achievement: Replication and Extension of the My Teaching Partner-Secondary Intervention. Journal of Research on Educational Effectiveness 8:4, pages 475-489.
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Caroline Vancraeyveldt, Karine Verschueren, Sanne Van Craeyevelt, Sofie Wouters & Hilde Colpin. (2015) Teacher-reported effects of the Playing-2-gether intervention on child externalising problem behaviour. Educational Psychology 35:4, pages 466-483.
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Sara A. Schmitt, Brian R. Flay & Kendra Lewis. (2014) A pilot evaluation of the Positive Action prekindergarten lessons. Early Child Development and Care 184:12, pages 1978-1991.
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MeghanP. McCormick, AshleyR. Turbeville, SophieP. Barnes & SandeeG. McClowry. (2014) Challenging Temperament, Teacher–Child Relationships, and Behavior Problems in Urban Low-Income Children: A Longitudinal Examination. Early Education and Development 25:8, pages 1198-1218.
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Çağla Öneren Şendil & Feyza Tantekin Erden. (2014) Peer preference: a way of evaluating social competence and behavioural well-being in early childhood. Early Child Development and Care 184:2, pages 230-246.
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