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Gains in teacher-child interaction quality and children's school readiness skills: Does it matter where teachers start?
16 references·0 citing·54 second hopsampled
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References

  • 2016A Guideline of Selecting and Reporting Intraclass Correlation Coefficients for Reliability Research30,008 cited
  • 2007School readiness and later achievement.6,023 cited
  • 2002Professional Development and Teacher Change4,299 cited
  • 2010Peabody Picture Vocabulary Test3,788 cited
  • 2007Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten3,485 cited
  • 2001Individual Differences in Inhibitory Control and Children's Theory of Mind2,216 cited
  • 2007Preschool Program Improves Cognitive Control2,209 cited
  • 2008Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills2,064 cited
  • 2005Attachment and development: A prospective, longitudinal study from birth to adulthood1,923 cited
  • 2007Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.1,755 cited
  • 1986Staff Development and the Process of Teacher Change1,561 cited
  • 2011CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills: Self-Regulation as a Mediating Mechanism764 cited
  • 2009Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs762 cited
  • 2013Teaching through Interactions

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745 cited
  • 2008Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms694 cited
  • 2009The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.666 cited
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