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La Paro, K.M., Pianta, R.C., & Stuhlman, M. (2004).
Classroom Assessment Scoring System (CLASS): Findings from the pre-k year.
Elementary School Journal, 104(5), 409-426. |
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Pianta, R.C., Howes, C., Burchinal, M., Byrant, D., Clifford, R., Early, C., et al. (2005).
Features of pre-kindegarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?
Applied Developmental Science, 9(3), 144-159. |
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Hamre, B.K., Pianta, R.C., Downer, J.T., Mashburn, A.J., (2008).
Teachers' perceptions of conflict with young students: looking beyond problem behaviors.
Social Development, 17, 115-136. |
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Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., et al. (2008).
Ready to learn? Children's pre-academic achievement in pre-kindergarten programs.
Early Childhood Research Quarterly, 23(1), 27-50. |
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Locasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., Barbarin, O. (2007).
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics.
Early Childhood Research Quarterly, 22(1) 3-17. |
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Mashburn, A.J., Pianta, R., Hamre, B.K., Downer, J.T., Barbarin, O., Bryant, D., Burchinal, M., Clifford, R., Early, D., Howes, C. (2008).
Measures of Classroom Quality in Pre-Kindergarten and Children’s Development of Academic, Language and Social Skills.
Child Development , 79, 732-749. |
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Raver, C.C., Jones, S.M., Li-Grining, C.P., Metzger, M., Smallwood, K., Sardin, L. (2008).
Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings.
Early Childhood Research Quarterly, 23(1) 10-26. |
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Curby, T.W., LoCasale-Crouch, J., Konold, T.R., Pianta, R., Howes, C., Burchinal, M. et al (2009).
The relations of observed pre-k classrooms quality profiles to children's academic achievement and social competence.
Early Education and Development, 20, 346-372. |
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Thomason, A. C. & La Paro, L. M. (2009).
Measuring the quality of teacher-child interactions in toddler child care.
Early Education and Development, 20, 285-304. |
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Rimm-Kaufman, S.E., Curby, T.W., Grimm, K., Nathanson, L., & Brock, L.L. (in press).
The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.
Developmental Psychology. |
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Curby, T.W., Rimm-Kaufman. S.E., & Ponitz, C.C. (in press).
Teacher-child interactions and children’s achievement trajectories across kindergarten and first grade.
Journal of Educational Psychology. |
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Mashburn, A.J., Justice, L. M., Downer, J.T., & Pianta, R. C. (2009).
Peer Effects on Children’s Language Achievement during Kindergarten.
Child Development, 80, 686-702. |
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Ponitz, C.C., Rimm-Kaufman, S.E., Grimm, K.J., & Curby, T.W. (2009).
Kindergarten classroom quality, behavioral engagement, and reading achievement.
School Psychology Review, 38, 102-120. |
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Ponitz, C. C., Rimm-Kaufman, S. E., Brock, L. L., & Nathanson, L. (in press).
Contributions of gender, early school adjustment, and classroom organizational climate to first grade outcomes.
Elementary School Journal. |
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Pianta, R.C., Mashburn, A. J., Downer, J. T., Hamre, B. K. & Justice, L. (2008).
Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms.
Early Childhood Research Quarterly, 23, 431-451. |
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Justice, L., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008).
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils.
Early Childhood Research Quarterly, 23, 51-68. |
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LaParo, K.M., Hamre, B. K., Locasale-Crouch, J., Pianta, R. C., et al., (in press).
Quality in kindergarten classrooms: observational evidence for the need to increase children's learning opportunities in early education classrooms.
Early Education and Development. |
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Downer, J. T., Kraft-Sayre, M., & Pianta, R. C. (2009).
On-going, web-mediated professional development focused on teacher-child interactions: Feasibility of use with early childhood educators.
Early Education & Development, 20(2), 321-245. |
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