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Early Education and Development Volume 25, 2014 - Issue 7
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ARTICLES

Reliability and Validity of a Measure of Preschool Teachers' Attributions for Disruptive Behavior

Lauren M. Carter Programs in Clinical and School Psychology, University of VirginiaCorrespondence[email protected]
,
Amanda P. Williford Center for Advanced Study of Teaching and Learning, University of Virginia
&
Jennifer LoCasale-Crouch Center for Advanced Study of Teaching and Learning, University of Virginia
Pages 949-972 | Published online: 01 Apr 2014

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Read on this site (3)

Pramesti Pradna Paramita, Umesh Sharma, Angelika Anderson & Stella Laletas. (2021) Factors influencing Indonesian teachers’ use of proactive classroom management strategies. International Journal of Inclusive Education 0:0, pages 1-19.
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Kira J. Carbonneau, Dustin S. J. Van Orman, Matthew E. Lemberger-Truelove & David J. Atencio. (2020) Leveraging the Power of Observations: Locating the Sources of Error in the Individualized Classroom Assessment Scoring System. Early Education and Development 31:1, pages 84-99.
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Michelle L. Yoder & Amanda P. Williford. (2019) Teacher Perception of Preschool Disruptive Behavior: Prevalence and Contributing Factors. Early Education and Development 30:7, pages 835-853.
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Articles from other publishers (12)

Irina Rosa Kumschick, Loredana Torchetti, Luciano Gasser & Annette Tettenborn. (2023) How controllable versus uncontrollable cognitions affect emotion processing during classroom disruptions. Teaching and Teacher Education 135, pages 104317.
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Pilar Alamos & Amanda P. Williford. (2023) A conceptual model to understand and address racial disparities in exclusionary discipline through teacher-child relationships. Early Childhood Research Quarterly 65, pages 363-373.
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Sandra L. Soliday Hong, Kamilah B. Legette, Laura Kuhn, Eleni Zgourou, Kirsten Kainz, Noreen Yazejian & Iheoma U. Iruka. (2023) Lead teacher, assistant teacher, and peer racial/ethnic match and child outcomes for Black children enrolled in enhanced high-quality early care and education programs. Early Childhood Research Quarterly 64, pages 186-198.
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Raquel Barragán-Sánchez, Rosalía Romero-Tena & Miriam García-López. (2022) Educational Robotics to Address Behavioral Problems in Early Childhood. Education Sciences 13:1, pages 22.
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Odete Conceicao Cadete, Célia Oliveira & João Lopes. (2022) Gestão da sala de aula e perceção de indisciplina: Um estudo com professores angolanos. Revista de Estudios e Investigación en Psicología y Educación 9, pages 45-60.
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Shannon Nemer McCullough, Kristen L. Granger, Kevin S. Sutherland, Maureen A. Conroy & Toshna Pandey. (2021) A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions. Behavioral Disorders 47:2, pages 84-94.
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Rachel E. Robertson, Kristen Buonomo, Haya Abdellatif & Sarah DeMaria. (2021) Results of a “Psychologically Wise” professional development to increase teacher use of proactive behavior management strategies. Psychology in the Schools 58:9, pages 1724-1740.
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Hui Wang & Nathan C. Hall. (2018) A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences. Frontiers in Psychology 9.
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Jason T. Downer, Amanda P. Williford, Rebecca J. Bulotsky-Shearer, Virginia E. Vitiello, Johayra Bouza, Shannon Reilly & Ann Lhospital. (2017) Using Data-Driven, Video-Based Early Childhood Consultation with Teachers to Reduce Children’s Challenging Behaviors and Improve Engagement in Preschool Classrooms. School Mental Health 10:3, pages 226-242.
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Amanda P. Williford, Rebecca Bulotsky-Shearer, Krystal Bichay, Shannon Reilly & Jason T. Downer. (2018) Adapting assessments of child engagement to develop an early childhood consultation model. Journal of Applied Developmental Psychology 56, pages 67-78.
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Eunhye Hur, Lieny Jeon & Cynthia K. Buettner. (2015) Preschool Teachers’ Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing. Child & Youth Care Forum 45:3, pages 451-465.
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Amanda P. Williford, Catherine Sanger Wolcott, Jessica Vick Whittaker & Jennifer Locasale-Crouch. (2015) Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors. Prevention Science 16:8, pages 1054-1063.
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