Citations (64)
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Read on this site (18)
Heike Wadepohl & Cathleen Bethke. (2023) Activity settings and attributed social disadvantage as influencing factors on teacher–child interaction quality in central Germany. Early Child Development and Care 193:11-12, pages 1273-1286.
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Franka Baron, Anja Linberg & Susanne Kuger. (2023) Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Reseach. European Early Childhood Education Research Journal 31:4, pages 640-659.
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Eija Pakarinen, Lars-Erik Malmberg, Anna-Maija Poikkeus, Martti Siekkinen & Marja-Kristiina Lerkkanen. (2023) Investigating applicability of ratings of indicators of the CLASS Pre-K instrument. International Journal of Research & Method in Education 46:3, pages 231-247.
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Shuang Wang, Xiaolong Wang, Luyao Liang & Hongbin Xie. (2022) Teacher-Child Interaction Domains Measured by the CLASS and Children’s Pre-Literacy Skills: A Systematic Review and Meta-Analysis. Early Education and Development 0:0, pages 1-23.
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Bi Ying Hu, Shuang Wang, Yingquan Song & Sherron Killingsworth Roberts. (2022) Profiles of Provision for Learning in Preschool Classrooms in Rural China: Associated Quality of Teacher-child Interactions and Teacher Characteristics. Early Education and Development 33:1, pages 121-138.
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He Sun & Ee Lynn Ng. (2021) Home and school factors in early English language development. Asia Pacific Journal of Education 41:4, pages 657-672.
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Bi Ying Hu, Zhongling Wu, Adam Winsler, Yan Wu & Xitao Fan. (2021) Teacher–child Interaction and Preschoolers’ Learning Behavior in China: A Piecewise Growth Model. Early Education and Development 32:5, pages 677-694.
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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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X. Christine Wang, Wei Dai, Biying Hu & Zhanmei Song. (2021) ‘Good job!’: unpacking praise practices of high- and low-quality early childhood teachers in China. Early Child Development and Care 191:2, pages 266-280.
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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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Claire Blewitt, Heather Morris, Andrea Nolan, Kylie Jackson, Helen Barrett & Helen Skouteris. (2020) Strengthening the quality of educator-child interactions in early childhood education and care settings: a conceptual model to improve mental health outcomes for preschoolers. Early Child Development and Care 190:7, pages 991-1004.
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Hongli Li, Jingxuan Liu & Charles Vincent Hunter. (2020) A Meta-Analysis of the Factor Structure of the Classroom Assessment Scoring System (CLASS). The Journal of Experimental Education 88:2, pages 265-287.
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Antje von Suchodoletz, Lydia Barza & Ross A. A. Larsen. (2020) Examination of teacher–child interactions in early childhood education programmes in the United Arab Emirates. International Journal of Early Years Education 28:1, pages 6-21.
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Claudio Longobardi, Tiziana Pasta, Davide Marengo, Laura Elvira Prino & Michele Settanni. (2020) Measuring Quality of Classroom Interactions in Italian Primary School: Structural Validity of the CLASS K–3. The Journal of Experimental Education 88:1, pages 103-122.
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Bi Ying Hu, Xitao Fan, Yan Wu, Jennifer LoCasale-Crouch & Zhanmei Song. (2019) Contributions of Teacher–Child Interaction Quality to Chinese Children’s Development in the Early Childhood Years. Early Education and Development 30:2, pages 159-177.
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Nhi Hoang, Leena Holopainen & Martti Siekkinen. (2018) Quality of teacher–child interactions and its relations to children’s classroom engagement and disaffection in Vietnamese kindergartens. International Journal of Early Years Education 26:4, pages 387-402.
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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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Eija Pakarinen, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Helena Rasku-Puttonen, Sirpa Eskelä-Haapanen, Martti Siekkinen & Jari-Erik Nurmi. (2017) Associations Among Teacher–Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1. Early Education and Development 28:7, pages 858-879.
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Articles from other publishers (46)
Birgit Heppt, Sofie Henschel, Ilonca Hardy & Katrin Gabler. (2022) Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?. European Journal of Psychology of Education 38:4, pages 1377-1401.
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Robert C. Pianta & Tara Hofkens. (2023) Defining early education quality using CLASS-observed teacher-student interaction. Frontiers in Psychology 14.
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Runke Huang & Iram Siraj. (2023) Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach. Child Development 94:4, pages 1002-1016.
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Bi Ying Hu, Lin Guan, Jennifer LoCasale-Crouch, Zhanmei Song, Lili Dou, Shujing Li, Sihui Chen, Peishan Huang, Qiong Wu, Ping Meng, Xiaofei Wang, Xiaomei Zhang & Xiaomei Zhang. (2023) Effects of using video-based coaching to promote preservice teachers’ interactional skills in Chinese preschool classrooms. Early Childhood Research Quarterly 65, pages 284-294.
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Wilfried Smidt & Eva-Maria Embacher. 2023. Handbuch Qualität in pädagogischen Feldern. Handbuch Qualität in pädagogischen Feldern
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Tara Hofkens, Robert C. Pianta & Bridget Hamre. 2023. Effective Teaching Around the World. Effective Teaching Around the World
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Samuel L. Odom, Ann M. Sam, Brianne Tomaszewski & Ann W. Cox. (2022) Quality of Educational Programs for Elementary School-Age Students With Autism. American Journal on Intellectual and Developmental Disabilities 127:1, pages 29-41.
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Lixin Ren, Bi Ying Hu, Huiping Wu, Xiao Zhang, Alexandra N. Davis & Yu-Yu Hsiao. (2022) Differential associations between extracurricular participation and Chinese children's academic readiness: Preschool teacher–child interactions as a moderator. Early Childhood Research Quarterly 59, pages 134-147.
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Karyn A. Allee-Herndon, Sherron Killingsworth Roberts, BiYing Hu, M. H. Clark & Martha Lue Stewart. (2021) Let’s Talk Play! Exploring the Possible Benefits of Play-Based Pedagogy on Language and Literacy Learning in Two Title I Kindergarten Classrooms. Early Childhood Education Journal 50:1, pages 119-132.
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Rhiannon Moore, Caine Rolleston & Ana Grijalva. (2021) Unlocking the Black Box: To What Extent Are Interactive Classrooms Effective Classrooms in Andhra Pradesh and Telangana, India?. Comparative Education Review 65:4, pages 667-690.
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Shuang Wang, Bi Ying Hu, Jeniffer LoCasale-Crouch & Juan Li. (2021) Supportive parenting and social and behavioral development: Does classroom emotional support moderate?. Journal of Applied Developmental Psychology 77, pages 101331.
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Ning Yang, Yanan Qi, Jinjin Lu, Jiangbo Hu & Yonggang Ren. (2021) Teacher-child relationships, self-concept, resilience, and social withdrawal among Chinese left-behind children: A moderated mediation model. Children and Youth Services Review 129, pages 106182.
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Bi Ying Hu, Yuanfang Guo, Shuang Wang & Virginia E. Vitiello. (2021) The associations between teacher-child relationships and academic skills: A longitudinal study among Chinese preschool children. Contemporary Educational Psychology 67, pages 102020.
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Ee Lynn Ng, Rebecca Bull, Alfredo Bautista & Kenneth Poon. (2021) A Bifactor Model of the Classroom Assessment Scoring System in Preschool and Early Intervention Classrooms in Singapore. International Journal of Early Childhood 53:2, pages 197-218.
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Ning Yang, Jiuqian Shi, Jinjin Lu & Yi Huang. (2021) Language Development in Early Childhood: Quality of Teacher-Child Interaction and Children’s Receptive Vocabulary Competency. Frontiers in Psychology 12.
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文洁 张. (2021) Classroom Interaction Quality Evaluation of Xinjiang Bilingual Kindergarten Group Activities Based on CLASS. Advances in Education 11:03, pages 773-782.
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Bi Ying Hu, Yuanhua Li, Chuang Wang, Huiping Wu & Ginny Vitiello. (2021) Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis. Early Childhood Research Quarterly 55, pages 242-251.
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Yan Zhang & Susanne Garvis. 2021. Quality Improvement in Early Childhood Education. Quality Improvement in Early Childhood Education
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Noémie Montminy, Stéphanie Duval & Caroline Bouchard. (2020) Le lien entre les habiletés d'autorégulation observées chez l'enfant âgé de 5 ans et la qualité des interactions en classe d’éducation préscolaire. Neuroeducation 6:1, pages 6-23.
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Heli Muhonen, Eija Pakarinen, Marja-Kristiina Lerkkanen, Lydia Barza & Antje von Suchodoletz. (2020) Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates. Learning, Culture and Social Interaction 25, pages 100264.
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Emily C. Hanno, Kathryn E. Gonzalez, Rebecca Blazar Lebowitz, Dana Charles McCoy, Armida Lizárraga & Camilla Korder Fort. (2020) Structural and process quality features in Peruvian early childhood education settings. Journal of Applied Developmental Psychology 67, pages 101105.
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敏芳 赵. (2020) A View of Teacher-Child Interactions in Pre-School Education in China from Comparisons of the Classroom Assessment Scoring System (CLASS) Results between China and America. Advances in Education 10:05, pages 814-822.
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Abbie Raikes, Natalie Koziol, Dawn Davis & Anna Burton. (2020) Measuring quality of preprimary education in sub-Saharan Africa: Evaluation of the Measuring Early Learning Environments scale. Early Childhood Research Quarterly 53, pages 571-585.
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Rachel A. Gordon & Fang Peng. (2020) Evidence regarding the domains of the CLASS PreK in Head Start classrooms. Early Childhood Research Quarterly 53, pages 23-39.
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Bi Ying Hu, Xitao Fan, Yan Wu, Jennifer LoCasale-Crouch & Zhanmei Song. (2020) Teacher–child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling. Early Childhood Research Quarterly 51, pages 242-255.
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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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Bi Ying Hu, Zanmei Song, Shuang Wang & Jennifer LoCasale-Crouch. (2019) Global quality profiles in Chinese early care classrooms: Evidence from the Shandong Province. Children and Youth Services Review 101, pages 157-164.
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Yi Yang & Bi Ying Hu. (2019) Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis. Teaching and Teacher Education 80, pages 1-12.
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Sharon Kim, Mahjabeen Raza & Edward Seidman. (2019) Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education 14:1, pages 99-117.
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Katharina Kohl, Jessica A. Willard, Alexandru Agache, Lilly-Marlen Bihler & Birgit Leyendecker. (2019) Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary. AERA Open 5:1, pages 233285841983251.
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Bi Ying Hu, Huiping Wu, Timothy W. Curby, Zhongling Wu & Xiao Zhang. (2018) Teacher–child interaction quality, attitudes toward reading, and literacy achievement of Chinese preschool children: Mediation and moderation analysis. Learning and Individual Differences 68, pages 1-11.
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Yi Yang, Bi Ying Hu, Shulin Yu, Sherron Killingsworth Roberts & Sylvia S.L. Ieong. (2018) A qualitative case study of Instructional Support practices in Chinese preschool classrooms. Learning, Culture and Social Interaction 18, pages 133-144.
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Lilly-Marlen Bihler, Alexandru Agache, Katharina Kohl, Jessica A. Willard & Birgit Leyendecker. (2018) Factor Analysis of the Classroom Assessment Scoring System Replicates the Three Domain Structure and Reveals no Support for the Bifactor Model in German Preschools. Frontiers in Psychology 9.
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Bi Ying Hu, Yi Yang, Huiping Wu, Zhanmei Song & Jeniffer Neitzel. (2018) Structural and process predictors of Chinese parental satisfaction toward early childhood education services. Children and Youth Services Review 89, pages 179-187.
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Rebekah Berlin & Julie Cohen. (2018) Understanding Instructional Quality Through a Relational Lens. ZDM 50:3, pages 367-379.
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Edward Seidman, Sharon Kim, Mahjabeen Raza, Miyabi Ishihara & Peter F. Halpin. (2018) Assessment of pedagogical practices and processes in low and middle income countries: Findings from secondary school classrooms in Uganda. Teaching and Teacher Education 71, pages 283-296.
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Bi Ying Hu, Juan Ren, Jennifer LoCasale-Crouch, Sherron Killingsworth Roberts, Yi Yang & Keang-Ieng Peggy Vong. (2018) Chinese kindergarten teachers' use of instructional support strategies during whole-group language lessons. Teaching and Teacher Education 70, pages 34-46.
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Sharon Wolf, Mahjabeen Raza, Sharon Kim, J. Lawrence Aber, Jere Behrman & Edward Seidman. (2018) Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS). Early Childhood Research Quarterly 45, pages 18-30.
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Bi Ying Hu, Xitao Fan, Zhongling Wu, Jennifer LoCasale-Crouch, Ning Yang & Juan Zhang. (2017) Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms. Children and Youth Services Review 79, pages 78-86.
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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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Bi Ying Hu, Timothy Teo, Youyan Nie & Zhongling Wu. (2017) Classroom quality and Chinese preschool Children's approaches to learning. Learning and Individual Differences 54, pages 51-59.
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Bi Ying Hu, Yisu Zhou, Liang Chen, Xitao Fan & Adam Winsler. (2017) Preschool expenditures and Chinese children’s academic performance: The mediating effect of teacher-child interaction quality. Early Childhood Research Quarterly 41, pages 37-49.
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Bi Ying Hu, Xitao Fan, Yan Wu & Ning Yang. (2017) Are structural quality indicators associated with preschool process quality in China? An exploration of threshold effects. Early Childhood Research Quarterly 40, pages 163-173.
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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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