The DOI matches its Crossref record; 51 of the 51 references it cites were found in a registry or an index.
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development
Abstract
This study evaluates a model for considering domain-general and domain-specific associations between teacher–child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher–child interaction (responsive teaching) and domain-specific elements related to positive management and routines and cognitive facilitation. Among a diverse population of 4-year-old children (n = 1,407) responsive teaching was modestly associated with development across social and cognitive domains, whereas positive management and routines was modestly associated with increases in inhibitory control and cognitive facilitation was associated with gains in early language and literacy skills. The conceptual and methodological contributions and challenges of this approach are discussed.
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Cites
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Cited by
Teacher and Teaching Effects on Students’ Attitudes and Behaviors
Blazar, D., & Kraft, M. A. (2017) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373716670260 · Cited by 591
Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020) · Developmental Review · doi:10.1016/j.dr.2020.100912 · Cited by 470
How Are Motor Skills Linked to Children's School Performance and Academic Achievement?
Cameron, C. E., Cottone, E. A., Murrah, W. M., & Grissmer, D. W. (2016) · Child Development Perspectives · doi:10.1111/cdep.12168 · Cited by 284
Do teachers’ years of experience make a difference in the quality of teaching?
Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103190 · Cited by 246
Self-citationMeasuring Effective Teacher-Student Interactions From a Student Perspective: A Multi-Level Analysis
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Obradović, J. (2016) · Child Development Perspectives · doi:10.1111/cdep.12164 · Cited by 84
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Metadata
- Authors
- Hamre, B., Hatfield, B., Pianta, R., & Jamil, F.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2014-05-01
- Volume
- 85
- Issue
- 3
- Pages
- 1257-1274
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2022384642
- Cited by
- 592
- References
- 51
- FWCI
- 140.47
- Type
- journal article
- Language
- en
- Open access
- closed
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