Fostering high-quality teaching with an enriched curriculum and professional development support: the head start REDI program

Statistical Power Analysis for the Behavioral Sciences

Muller, K. E., & Cohen, J. (1989) · Technometrics · doi:10.2307/1270020 · Cited by 99,588 · see citing works

Statistical power analysis for the behavioral sciences

Cohen, J. (1990) · Computers Environment and Urban Systems · doi:10.1016/0198-9715(90)90050-4 · Cited by 65,406 · see citing works

Statistical Power Analysis for the Behavioral Sciences (2nd ed.).

Lachenbruch, P. A., & Cohen, J. (1989) · Journal of the American Statistical Association · doi:10.2307/2290095 · Cited by 37,385 · see citing works

Meaningful Differences in the Everyday Experience of Young American Children

Panagos, R. J. (1998) · Remedial and Special Education · doi:10.1177/074193259801900609 · Cited by 4,183 · see citing works

Meaningful Differences in the Everyday Experience of Young American Children

(1996) · Choice Reviews Online · doi:10.5860/choice.33-3435 · Cited by 4,103 · see citing works

Relation of the therapeutic alliance with outcome and other variables: a meta-analytic review

Martin, D. J., Garske, J. P., & Davis, M. K. (2000) · Journal of Consulting and Clinical Psychology · doi:10.1037//0022-006x.68.3.438 · Cited by 3,355 · see citing works

What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?

Putnam, R. T., & Borko, H. (2000) · Educational Researcher · doi:10.3102/0013189x029001004 · Cited by 3,121 · see citing works

National Association for the Education of Young Children

Jacobs, G. (2016) · The SAGE Encyclopedia of Contemporary Early Childhood Education · doi:10.4135/9781483340333.n266 · Cited by 2,253 · see citing works

School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

Blair, C. (2002) · American Psychologist · doi:10.1037//0003-066x.57.2.111 · Cited by 1,893 · see citing works

School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

Blair, C. (2002) · American Psychologist · doi:10.1037/0003-066x.57.2.111 · Cited by 1,874 · see citing works

The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade

Peisner-Feinberg, E. S., Burchinal, M., Clifford, R. M., Culkin, M. L., Howes, C. H., Kagan, S. L., & Yazejian, N. (2001) · Child Development · doi:10.1111/1467-8624.00364 · Cited by 1,161 · see citing works

Children's social and scholastic lives in kindergarten: related spheres of influence?

Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999) · Child Development · doi:10.1111/1467-8624.00101 · Cited by 1,136 · see citing works

Eager to learn: educating our preschoolers

(2001) · Choice Reviews Online · doi:10.5860/choice.39-1702 · Cited by 1,046 · see citing works

Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

Howes, C. H., Burchinal, M., Pianta, R. C., Bryant, D., Early, D. M., Clifford, R. M., & Barbarin, O. A. (2007) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2007.05.002 · Cited by 1,035 · see citing works

A picture book reading intervention in day care and home for children from low-income families.

Whitehurst, G. J. “., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994) · Developmental Psychology · doi:10.1037/0012-1649.30.5.679 · Cited by 1,012 · see citing works

Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01227.x · Cited by 884 · see citing works

Preventing Conduct Problems, Promoting Social Competence: A Parent and Teacher Training Partnership in Head Start

Webster-Stratton, C. H., Reid, M. J., & Hammond, M. A. (2001) · Journal of Clinical Child & Adolescent Psychology · doi:10.1207/s15374424jccp3003_2 · Cited by 852 · see citing works

What Makes Professional Development Effective?

Guskey, T. R. (2003) · Phi Delta Kappan · doi:10.1177/003172170308401007 · Cited by 849 · see citing works

Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

Burchinal, M., Peisner-Feinberg, E. S., Pianta, R. C., & Howes, C. H. (2002) · Journal of School Psychology · doi:10.1016/s0022-4405(02)00107-3 · Cited by 718 · see citing works

Beyond the pages of a book: Interactive book reading and language development in preschool classrooms.

Wasik, B. A., & Bond, M. A. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.243 · Cited by 691 · see citing works

Beginning Literacy with Language: Young Children Learning at Home and School

Mendelsohn, A. L. (2002) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/00004703-200206000-00013 · Cited by 685 · see citing works

The effects of a language and literacy intervention on Head Start children and teachers.

Wasik, B. A., Bond, M. A., & Hindman, A. H. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.63 · Cited by 677 · see citing works

Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension

Dickinson, D. K., & Smith, M. W. (1994) · Reading Research Quarterly · doi:10.2307/747807 · Cited by 665 · see citing works

The Classroom Assessment Scoring System: Findings from the Prekindergarten Year

Paro, K. M. L., Pianta, R. C., & Stuhlman, M. W. (2004) · The Elementary School Journal · doi:10.1086/499760 · Cited by 653 · see citing works

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2007.09.004 · Cited by 642 · see citing works

Untitled work

(2001) · doi:10.14507/er.v0.226 · Cited by 617 · see citing works

Classroom Assessment Scoring System

Paro, K. M. L. (2016) · The SAGE Encyclopedia of Contemporary Early Childhood Education · doi:10.4135/9781483340333.n68 · Cited by 545 · see citing works

The Relation of Child Care to Cognitive and Language Development

National Institute of Child Health and Human Development Early Child Care Research Network (2000) · Child Development · doi:10.1111/1467-8624.00202 · Cited by 530 · see citing works

Bridging the gap between standards and achievement the imperative for professional development in education

Elmore, R. F. (2002) · Cited by 480 · see citing works

Peer rejection: developmental processes and intervention strategies

Bierman, K. L. (2004) · Choice Reviews Online · doi:10.5860/choice.42-1238 · Cited by 473 · see citing works

Child Care Quality: Does It Matter and Does It Need to be Improved?

Vandell, D. L., & Wolfe, B. L. (2000) · PsycEXTRA Dataset · doi:10.1037/e305862003-001 · Cited by 443 · see citing works

Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings

Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M. W., Champion, K. M., & Sardin, L. (2007) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2007.09.001 · Cited by 441 · see citing works

Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

LoCasale‐Crouch, J., Konold, T. R., Pianta, R. C., Howes, C. H., Burchinal, M., Bryant, D., Clifford, R. M., Early, D. M., & Barbarin, O. A. (2006) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2006.05.001 · Cited by 405 · see citing works

Who cares? Child care teachers and the quality of care in America

Whitebook, M., Howes, C. H., Phillips, D. A., & Pemberton, C. (1989) · Young children · Cited by 390 · see citing works

Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?

Early, D. M., Bryant, D., Pianta, R. C., Clifford, R. M., Burchinal, M., Ritchie, S., Howes, C. H., & Barbarin, O. A. (2006) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2006.04.004 · Cited by 386 · see citing works

Preventing Childhood Disorders, Substance Abuse, and Delinquency

Peters, R. D., & McMahon, R. J. (1996) · Sage eBooks · doi:10.4135/9781483327679 · Cited by 335 · see citing works

Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care

Howes, C. H., & Smith, E. W. (1995) · Early Childhood Research Quarterly · doi:10.1016/0885-2006(95)90013-6 · Cited by 327 · see citing works

Characteristics and Quality of Child Care for Toddlers and Preschoolers

National Institute of Child Health (2000) · Applied Developmental Science · doi:10.1207/s1532480xads0403_2 · Cited by 323 · see citing works

Social Relationships and School Readiness

Mashburn, A. J., & Pianta, R. C. (2006) · Early Education & Development · doi:10.1207/s15566935eed1701_7 · Cited by 312 · see citing works

Opportunities to Learn in America's Elementary Classrooms

Pianta, R. C., Belsky, J., Houts, R., & Morrison, F. J. (2007) · Science · doi:10.1126/science.1139719 · Cited by 306 · see citing works

Eager to Learn: Educating Our Preschoolers

Grossman, L. S. (2001) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/00004703-200112000-00014 · Cited by 300 · see citing works

Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention.

Aber, J. L., Brown, J. L., & Jones, S. (2003) · Developmental Psychology · doi:10.1037//0012-1649.39.2.324 · Cited by 257 · see citing works

Enhancing Early Literacy Skills for Preschool Children

Landry, S. H., Swank, P. R., Smith, K. E., Assel, M., & Gunnewig, S. B. (2006) · Journal of Learning Disabilities · doi:10.1177/00222194060390040501 · Cited by 227 · see citing works

Roles, Responsibilities, and Relationships in Mentoring: A Literature Review and Agenda for Research

Hawkey, K. (1997) · Journal of Teacher Education · doi:10.1177/0022487197048005002 · Cited by 226 · see citing works

Social and Emotional Prevention and Intervention Programming for Preschoolers

Denham, S. A., & Burton, R. (2003) · Springer eBooks · doi:10.1007/978-1-4615-0055-1 · Cited by 213 · see citing works

Phonemic Awareness in Young Children : A Classroom Curriculum

Adams, M. J. (1997) · Cited by 203 · see citing works

Language Development Subcontexts in Head Start Classrooms: Distinctive Patterns of Teacher Talk During Free Play, Mealtime, and Book Reading

Gest, S. D., Holland-Coviello, R., Welsh, J. A., Eicher-Catt, D., & Gill, S. (2006) · Early Education and Development · doi:10.1207/s15566935eed1702_5 · Cited by 194 · see citing works

Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention.

Aber, J. L., Brown, J. L., & Jones, S. (2003) · Developmental Psychology · doi:10.1037/0012-1649.39.2.324 · Cited by 163 · see citing works

Pathways to effective teaching

Howes, C. H., James, J., & Ritchie, S. (2003) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(03)00008-5 · Cited by 149 · see citing works

Influences on children's competence in early childhood classrooms

Kontos, S., & Wilcox-Herzog, A. S. (1997) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(97)90002-8 · Cited by 135 · see citing works

The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study

Girolametto, L. E., Weitzman, E., Lefèbvre, P., & Greenberg, J. (2007) · Language Speech and Hearing Services in Schools · doi:10.1044/0161-1461(2007/007 · Cited by 113 · see citing works

Teacher discipline and child misbehavior in day care: Untangling causality with correlational data.

Arnold, D. H., McWilliams, L., & Arnold, E. H. (1998) · Developmental Psychology · doi:10.1037//0012-1649.34.2.276 · Cited by 112 · see citing works

An eco-behavioral approach to examining the contextual effects of early childhood classrooms

Kontos, S., Burchinal, M., Howes, C. H., Wisseh, S., & Galinsky, E. (2002) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(02)00147-3 · Cited by 100 · see citing works

Social Skills Training in the Fast Track Program

Bierman, K. L., & Greenberg, M. T. (1996) · Sage eBooks · doi:10.4135/9781483327679.n4 · Cited by 100 · see citing works

Building an Ethical Community in the Classroom: Community Meeting.

McClurg, L. G. (1998) · Young children · Cited by 95 · see citing works

Multiple Pathways to Early Academic Achievement

NICHD Early Child Care Research Network (2004) · Harvard Educational Review · doi:10.17763/haer.74.1.k845735459043543 · Cited by 95 · see citing works

Lessons from the Field: Head Start Mental Health Strategies To Meet Changing Needs.

Yoshikawa, H., & Knitzer, J. (1997) · Cited by 82 · see citing works

Talking and listening that support early literacy development of children from low-income families.

Beals, D. E., Temple, J. M. D., & Dickinson, D. K. (1994) · Cited by 82 · see citing works

Teacher discipline and child misbehavior in day care: Untangling causality with correlational data.

Arnold, D. H., McWilliams, L., & Arnold, E. H. (1998) · Developmental Psychology · doi:10.1037/0012-1649.34.2.276 · Cited by 79 · see citing works

When Does Consultation Lead to Intervention Implementation?

Noell, G. H., & Witt, J. C. (1999) · The Journal of Special Education · doi:10.1177/002246699903300103 · Cited by 78 · see citing works

Effects of Ability and Settings on Kindergartners' Reading Performance

Meyer, L. A., Wardrop, J. L., Hastings, C. N., & Linn, R. L. (1993) · The Journal of Educational Research · doi:10.1080/00220671.1993.9941153 · Cited by 65 · see citing works

Early child care and self-control, compliance, and problem behavior at twenty-four and thirty-six months. The NICHD Early Child Care Research Network.

(1998) · PubMed · Cited by 59 · see citing works

The Additional Effects of Process and Outcome Feedback Following Brief In‐service Teacher Training

Leach, D. J., & Conto, H. (1999) · Educational Psychology · doi:10.1080/0144341990190405 · Cited by 55 · see citing works

Effects of teacher training and consultation on teacher behavior toward students at high risk for aggression

Gorman‐Smith, D. (2003) · Behavior Therapy · doi:10.1016/s0005-7894(03)80029-1 · Cited by 42 · see citing works

A Plan to Improve the Quality of Teaching in American Schools

Haskins, R., & Loeb, S. (2007) · Cited by 22 · see citing works

Head Start: What Do We Know About Its Effectiveness? What Do We Need to Know?

Love, J. M., Tarullo, L. B., Raikes, H., & Chazan‐Cohen, R. (2008) · Blackwell Publishing Ltd eBooks · doi:10.1002/9780470757703.ch27 · Cited by 14 · see citing works

Investing in Our Children's Future: The Path to Quality Child Care through the Pennsylvania Child Care/Early Childhood Development Training System.

Iutcovich, J. M., Fiene, R., Johnson, J. A., Koppel, R., & Langan, F. (1997) · Cited by 12 · see citing works

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence

Kraft, M. A., Blazar, D., & Hogan, D. (2018) · Review of Educational Research · doi:10.3102/0034654318759268 · Cited by 1,202 · see citing works

TEACHING THROUGH INTERACTIONS

Hamre, B., Pianta, R., Downer, J., DeCoster, J., Mashburn, A. J., Jones, S., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., et al. (2013) · The Elementary school journal · doi:10.1086/669616 · Cited by 597 · see citing works

Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions.

Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., et al. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000187 · Cited by 645 · see citing works

Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development

Hamre, B. K., Hatfield, B. E., Pianta, R. C., & Jamil, F. M. (2013) · Child Development · doi:10.1111/cdev.12184 · Cited by 608 · see citing works

A Course on Effective Teacher-Child Interactions

Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale‐Crouch, J., Downer, J. T., Howes, C. H., LaParo, K. M., & Scott-Little, C. (2012) · American Educational Research Journal · doi:10.3102/0002831211434596 · Cited by 469 · see citing works

The Effects of Preschool Education

Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009) · Gothic.net · doi:10.1177/1529100610381908 · Cited by 440 · see citing works

Effects of an early literacy professional development intervention on head start teachers and children.

Powell, D. R., Diamond, K. E., Burchinal, M., & Koehler, M. J. (2010) · Journal of Educational Psychology · doi:10.1037/a0017763 · Cited by 418 · see citing works

Teacher Quality and Learning Outcomes in Kindergarten *

Araujo, M. C., Carneiro, P., Cruz-Aguayo, Y., & Schady, N. (2016) · The Quarterly Journal of Economics · doi:10.1093/qje/qjw016 · Cited by 393 · see citing works

Workplace stress and the quality of teacher–children relationships in Head Start

Whitaker, R. C., Dearth‐Wesley, T., & Gooze, R. A. (2014) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2014.08.008 · Cited by 342 · see citing works

Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis

Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018) · Review of Educational Research · doi:10.3102/0034654317751918 · Cited by 384 · see citing works

Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI

Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013) · Early Education and Development · doi:10.1080/10409289.2013.825565 · Cited by 272 · see citing works

Associations between structural quality aspects and process quality in Dutch early childhood education and care settings

Slot, P. L., Leseman, P. P. M., Verhagen, J., & Mulder, H. (2015) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2015.06.001 · Cited by 264 · see citing works

The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis

Markussen‐Brown, J., Juhl, C. B., Piasta, S. B., Bleses, D., Højen, A., & Justice, L. M. (2016) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2016.07.002 · Cited by 251 · see citing works

Leadership for professional development and learning: enhancing our understanding of how teachers develop

Evans, L. (2014) · Cambridge Journal of Education · doi:10.1080/0305764x.2013.860083 · Cited by 227 · see citing works

Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.08.007 · Cited by 342 · see citing works

Teacher–student interactions in fifth grade classrooms: Relations with children's peer behavior

Luckner, A. E., & Pianta, R. C. (2011) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2011.02.010 · Cited by 206 · see citing works

Quality in Early Education Classrooms: Definitions, Gaps, and Systems

Pianta, R. C., Downer, J. T., & Hamre, B. K. (2016) · The Future of Children · doi:10.1353/foc.2016.0015 · Cited by 197 · see citing works

Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts

Bierman, K. L., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., & Gill, S. (2014) · Child Development · doi:10.1111/cdev.12117 · Cited by 181 · see citing works

Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth

Hamre, B. K., Justice, L. M., Pianta, R. C., Kilday, C. R., Sweeney, B. D., Downer, J. T., & Leach, A. (2009) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2009.07.002 · Cited by 171 · see citing works

An Analytic Study of the Professional Development Research in Early Childhood Education

Schachter, R. E. (2015) · Early Education and Development · doi:10.1080/10409289.2015.1009335 · Cited by 162 · see citing works

Applying an Evidence-Based Framework to the Early Childhood Coaching Literature

Artman-Meeker, K., Fettig, A., Barton, E. E., Penney, A. M., & Zeng, S. (2015) · Topics in Early Childhood Special Education · doi:10.1177/0271121415595550 · Cited by 157 · see citing works

Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?

Sandilos, L. E., Goble, P., Rimm‐Kaufman, S. E., & Pianta, R. C. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.10.009 · Cited by 152 · see citing works

Evaluating teachers’ professional development initiatives: towards an extended evaluative framework

Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2016) · Research Papers in Education · doi:10.1080/02671522.2016.1271003 · Cited by 147 · see citing works

The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis

Egert, F., Dederer, V., & Fukkink, R. G. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.100309 · Cited by 160 · see citing works

Critical features of effective coaching for early childhood educators: a review of empirical research literature

Elek, C., & Page, J. (2018) · Professional Development in Education · doi:10.1080/19415257.2018.1452781 · Cited by 129 · see citing works

Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness

Pianta, R. C., Hamre, B. K., Downer, J. T., Burchinal, M., Williford, A. P., LoCasale‐Crouch, J., Howes, C. H., Paro, K. M. L., & Scott-Little, C. (2017) · Early Education and Development · doi:10.1080/10409289.2017.1319783 · Cited by 123 · see citing works

The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social–emotional functioning.

Nix, R. L., Bierman, K. L., Heinrichs, B. S., Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2016) · Journal of Consulting and Clinical Psychology · doi:10.1037/a0039937 · Cited by 111 · see citing works

Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources

Hamre, B. K., Pianta, R. C., Mashburn, A. J., & Downer, J. T. (2012) · Early Education and Development · doi:10.1080/10409289.2011.607360 · Cited by 106 · see citing works

Do Intervention Programs in Child Care Promote the Quality of Caregiver-Child Interactions? A Meta-Analysis of Randomized Controlled Trials

Werner, C. D., Linting, M., Vermeer, H. J., & van IJzendoorn, M. H. (2015) · Prevention Science · doi:10.1007/s11121-015-0602-7 · Cited by 106 · see citing works

Impact findings from the Head Start CARES demonstration: National evaluation of three approaches to improving preschoolers' social and emotional competencePreprint

Morris, P., Mattera, S. K., Castells, N., Bangser, M., Kierman, K., & Raver, C. C. (2014) · SSRN Electronic Journal · Cited by 103 · see citing works

Examining Contextual Influences on Classroom-Based Implementation of Positive Behavior Support Strategies: Findings from a Randomized Controlled Effectiveness Trial

Pas, E. T., Waasdorp, T. E., & Bradshaw, C. P. (2014) · Prevention Science · doi:10.1007/s11121-014-0492-0 · Cited by 101 · see citing works

Unpacking the Black Box of the Chicago School Readiness Project Intervention: The Mediating Roles of Teacher–Child Relationship Quality and Self-Regulation

Jones, S. M., Bub, K. L., & Raver, C. C. (2013) · Early Education and Development · doi:10.1080/10409289.2013.825188 · Cited by 101 · see citing works

Effects of Video Interaction Guidance on early childhood teachers

Fukkink, R. G., & Tavecchio, L. W. C. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.06.016 · Cited by 98 · see citing works

Hybrid teacher leaders and the new professional development ecology

Margolis, J. (2012) · Professional Development in Education · doi:10.1080/19415257.2012.657874 · Cited by 99 · see citing works

The Early Years

Berlinski, S., & Schady, N. (2015) · Palgrave Macmillan US eBooks · doi:10.1057/9781137536495 · Cited by 131 · see citing works

The Early Years: Child Well-being and the Role of Public Policy

Araujo, M. C., Ardanaz, M., Armendáriz, E., Behrman, J. R., Berlinski, S., Cristia, J., Flabbi, L., Hincapié, D., Jalmovich, A., Kagan, S. L., et al. (2015) · Inter-American Development Bank eBooks · doi:10.18235/0000186 · Cited by 98 · see citing works

Facilitating Emergent Literacy: Efficacy of a Model That Partners Speech-Language Pathologists and Educators

Girolametto, L. E., Weitzman, E., & Greenberg, J. (2012) · American Journal of Speech-Language Pathology · doi:10.1044/1058-0360(2011/11-0002 · Cited by 97 · see citing works

Deprivation and psychopathology in the Fragile Families Study: A 15‐year longitudinal investigation

Miller, A. B., Machlin, L., McLaughlin, K. A., & Sheridan, M. A. (2021) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.13260 · Cited by 106 · see citing works

Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children

Pianta, R. C., DeCoster, J., Cabell, S. Q., Burchinal, M. A., Hamre, B. K., Downer, J. T., LoCasale‐Crouch, J., Williford, A. P., & Howes, C. H. (2014) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2014.06.001 · Cited by 91 · see citing works

Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review

Blewitt, C., O’Connor, A., Morris, H., Mousa, A., Bergmeier, H. J., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17031049 · Cited by 112 · see citing works

Individual Factors Associated With Professional Development Training Outcomes of the Head Start REDI Program

Domitrovich, C. E., Gest, S. D., Gill, S., Jones, D. E., & DeRousie, R. M. S. (2009) · Early Education and Development · doi:10.1080/10409280802680854 · Cited by 79 · see citing works

Teacher–Student Interactions

Pianta, R. C. (2015) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732215622457 · Cited by 85 · see citing works

Will Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality Between Students and Across States

Valentino, R. A. (2017) · American Educational Research Journal · doi:10.3102/0002831217732000 · Cited by 78 · see citing works

Promoting the development of executive functions through early education and prevention programs.

Bierman, K. L., & Torres, M. M. (2015) · American Psychological Association eBooks · doi:10.1037/14797-014 · Cited by 77 · see citing works

Key features of effective professional development programmes for teachers

Lipowsky, F., & Rzejak, D. (2015) · Cited by 72 · see citing works

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Prekindergarten Programs

Downer, J. T., Pianta, R. C., Fan, X., Hamre, B. K., Mashburn, A. J., & Justice, L. M. (2011) · NHSA Dialog · doi:10.1080/15240754.2011.613129 · Cited by 69 · see citing works

The Fundamental Dilemma of Teacher Leader-Facilitated Professional Development

Margolis, J., & Doring, A. (2012) · Educational Administration Quarterly · doi:10.1177/0013161x12452563 · Cited by 63 · see citing works

Developing, testing, and using theoretical models for promoting quality in education

Creemers, B., & Kyriakides, L. E. (2015) · School Effectiveness and School Improvement · doi:10.1080/09243453.2013.869233 · Cited by 60 · see citing works

One versus two years: Does length of exposure to an enhanced preschool program impact the academic functioning of disadvantaged children in kindergarten?

Domitrovich, C. E., Morgan, N. R., Moore, J. E., Cooper, B. R., Shah, H. K., Jacobson, L., & Greenberg, M. T. (2013) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2013.04.004 · Cited by 58 · see citing works

Die DZLM-Gestaltungsprinzipien für Fortbildungen

Barzel, B., & Selter, C. (2015) · Journal für Mathematik-Didaktik · doi:10.1007/s13138-015-0076-y · Cited by 53 · see citing works

Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality

Conroy, M. A., Sutherland, K. S., Algina, J. J., Ladwig, C. N., Werch, B. L., Martínez, J. R., Jessee, G., & Gyure, M. E. (2019) · School Psychology Review · doi:10.17105/spr-2018-0003.v48-1 · Cited by 56 · see citing works

Coaching early childhood teachers: A systematic review of its effects on teacher instruction and child development

Yang, W.-P., Huang, R.-K., Su, Y., Zhu, J., Hsieh, W., & Li, H. (2022) · Revista de educación · doi:10.1002/rev3.3343 · Cited by 57 · see citing works

Improving Preschool Educators' Interactive Shared Book Reading: Effects of Coaching in Professional Development

Rezzonico, S., Hipfner-Boucher, K., Milburn, T. F., Weitzman, E., Greenberg, J., Pelletier, J., & Girolametto, L. E. (2015) · American Journal of Speech-Language Pathology · doi:10.1044/2015_ajslp-14-0188 · Cited by 56 · see citing works

Examining the sustainability of an evidence-based preschool curriculum: The REDI program

DeRousie, R. M. S., & Bierman, K. L. (2011) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2011.07.003 · Cited by 55 · see citing works

Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program

Kim, J. S., Burkhauser, M., Quinn, D. M., Guryan, J., Kingston, H. C., & Aleman, K. (2017) · Reading Research Quarterly · doi:10.1002/rrq.178 · Cited by 55 · see citing works

The Link Between Responsive Classroom Training and Student–Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation

Baroody, A. E., Rimm-Kaufman, S., Larsen, R., & Curby, T. W. (2014) · School Psychology Review · doi:10.1080/02796015.2014.12087455 · Cited by 48 · see citing works

Head Start Classrooms and Children’s School Readiness Benefit from Teachers’ Qualifications and Ongoing Training

Son, S.-H., Kwon, K., Jeon, H., & Hong, S.-Y. (2013) · Child & Youth Care Forum · doi:10.1007/s10566-013-9213-2 · Cited by 50 · see citing works

Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States

Cai, J., Ning, W., Moyer, J. C., Wang, C., & Nie, B. (2011) · International Journal of Educational Research · doi:10.1016/j.ijer.2011.06.006 · Cited by 46 · see citing works

Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment

Wilcox, M. J., Gray, S. I., Guimond, A. B., & Lafferty, A. E. (2011) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2010.12.003 · Cited by 46 · see citing works

An Efficacy Trial of Research-Based Curriculum Materials With Curriculum-Based Professional Development

Taylor, J. A., Getty, S. R., Kowalski, S. M., Wilson, C. D., Carlson, J., & Scotter, P. V. (2015) · American Educational Research Journal · doi:10.3102/0002831215585962 · Cited by 46 · see citing works

Gains in teacher-child interaction quality and children's school readiness skills: Does it matter where teachers start?

Goble, P., Sandilos, L. E., & Pianta, R. C. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.03.006 · Cited by 46 · see citing works

Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development

Minor, E. C., Desimone, L. M., Caines, J., & Hochberg, E. D. (2016) · Education Policy Analysis Archives · doi:10.14507/epaa.24.2365 · Cited by 44 · see citing works

Teacher Stress Predicts Child Executive Function: Moderation by School Poverty

Neuenschwander, R., Friedman‐Krauss, A. H., Raver, C., & Blair, C. (2017) · Early Education and Development · doi:10.1080/10409289.2017.1287993 · Cited by 46 · see citing works

Improving quality and equity in schools in socially disadvantaged areas

Kyriakides, L. E., Charalambous, E., Creemers, H. P. M., & Dimosthenous, A. (2019) · Educational Research · doi:10.1080/00131881.2019.1642121 · Cited by 43 · see citing works

Coaching Teachers to Improve Students’ School Readiness Skills: Indirect Effects of Teacher–Student Interaction

Pianta, R. C., Lipscomb, D., & Ruzek, E. A. (2021) · Child Development · doi:10.1111/cdev.13600 · Cited by 48 · see citing works

Promoting EF With Preschool Interventions: Lessons Learned From 15 Years of Conducting Large-Scale Studies

Mattera, S. K., Rojas, N. M., Morris, P., & Bierman, K. L. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.640702 · Cited by 45 · see citing works

Developing the European researcher: ‘extended’ professionality within the Bologna Process

Evans, L. (2010) · Professional Development in Education · doi:10.1080/19415251003633573 · Cited by 41 · see citing works

Evaluating the Validity of Classroom Observations in the Head Start Designation Renewal System

Mashburn, A. J. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1207539 · Cited by 41 · see citing works

Effects of the Caregiver Interaction Profile Training on Caregiver–Child Interactions in Dutch Child Care Centers: A Randomized Controlled Trial

Helmerhorst, K. O. W., Riksen‐Walraven, J. M., Fukkink, R. G., Tavecchio, L. W. C., & Deynoot-Schaub, M. J. J. M. G. (2016) · Child & Youth Care Forum · doi:10.1007/s10566-016-9383-9 · Cited by 42 · see citing works

Is all support equal?: Head Start preschool teachers' psychological job attitudes

Wells, M. B. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.12.004 · Cited by 41 · see citing works

Using the Teaching Pyramid Observation Tool (TPOT) to Support Implementation of Social–Emotional Teaching Practices

Hemmeter, M. L., Snyder, P., & Fox, L. (2017) · School Mental Health · doi:10.1007/s12310-017-9239-y · Cited by 38 · see citing works

Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum

Wilcox, M. J., Gray, S. I., & Reiser, M. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.10.005 · Cited by 38 · see citing works

Professional Development Targeting Classroom Management and Behavioral Support Skills in Early Childhood Settings: A Systematic Review

Obee, A. F., Hart, K. C., & Fabiano, G. A. (2022) · School Mental Health · doi:10.1007/s12310-022-09562-x · Cited by 45 · see citing works

Refocusing the Lens: Enhancing Elementary Special Education Reading Instruction Through Video Self-Reflection

Osipova, A. V., Prichard, B., Boardman, A. G., Kiely, M. T., & Carroll, P. E. (2011) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2011.00335.x · Cited by 37 · see citing works

Quality of Interactions by Early Childhood Educators Following a Language-Specific Professional Learning Program

Eadie, P. A., Stark, H. L., & Niklas, F. (2019) · Early Childhood Education Journal · doi:10.1007/s10643-019-00929-5 · Cited by 38 · see citing works

A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start

Maier, M. F., Vitiello, V. E., & Greenfield, D. B. (2011) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2011.06.002 · Cited by 36 · see citing works

Conceptions of and early childhood educators’ experiences in early childhood professional development programs: A qualitative metasynthesis

Brown, C. P., & Englehardt, J. (2016) · Journal of Early Childhood Teacher Education · doi:10.1080/10901027.2016.1204574 · Cited by 39 · see citing works

Reducing Adolescent Psychopathology in Socioeconomically Disadvantaged Children With a Preschool Intervention: A Randomized Controlled Trial

Bierman, K. L., Heinrichs, B. S., Welsh, J. A., & Nix, R. L. (2020) · American Journal of Psychiatry · doi:10.1176/appi.ajp.2020.20030343 · Cited by 38 · see citing works

Teacher Quality and Learning Outcomes in Kindergarten

Araujo, M. C., Carneiro, P., Cruz-Aguayo, Y., & Schady, N. (2016) · doi:10.18235/0011718 · Cited by 36 · see citing works

Promoting Afterschool Quality and Positive Youth Development: Cluster Randomized Trial of the Pax Good Behavior Game

Smith, E. P., Osgood, D. W., Oh, Y., & Caldwell, L. C. (2017) · Prevention Science · doi:10.1007/s11121-017-0820-2 · Cited by 34 · see citing works

Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction

Pianta, R. C., Lipscomb, D., & Ruzek, E. A. (2022) · Journal of School Psychology · doi:10.1016/j.jsp.2021.12.003 · Cited by 37 · see citing works

Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations

Harding, J. F., Connors, M. C., Friedman‐Krauss, A. H., Aikens, N. L., Malone, L. M., & Tarullo, L. B. (2019) · American Journal of Community Psychology · doi:10.1002/ajcp.12327 · Cited by 39 · see citing works

Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

Wanless, S. B., Rimm‐Kaufman, S. E., Abry, T., Larsen, R., & Patton, C. L. (2014) · Prevention Science · doi:10.1007/s11121-014-0519-6 · Cited by 32 · see citing works

Preschool expenditures and Chinese children’s academic performance: The mediating effect of teacher-child interaction quality

Hu, B. Y., Zhou, Y., Chen, L., Fan, X., & Winsler, A. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.05.002 · Cited by 35 · see citing works

Leveraging Developmental Insights to Improve Early Childhood Education

Markowitz, A. J., Bassok, D., & Hamre, B. K. (2017) · Child Development Perspectives · doi:10.1111/cdep.12266 · Cited by 32 · see citing works

Teacher-child emotion talk in preschool children displaying elevated externalizing behaviors

Álamos, P., & Williford, A. P. (2020) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2019.101107 · Cited by 34 · see citing works

Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice

LoCasale‐Crouch, J., DeCoster, J., Cabell, S. Q., Pianta, R. C., Hamre, B. K., Downer, J. T., Hatfield, B. E., Larsen, R., Burchinal, M., Howes, C. H., et al. (2016) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2015.12.022 · Cited by 31 · see citing works

Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project

Bierman, K. L., DeRousie, R. M. S., Heinrichs, B. S., Domitrovich, C. E., Greenberg, M. T., & Gill, S. (2013) · Early Education and Development · doi:10.1080/10409289.2013.755457 · Cited by 31 · see citing works

Using the dynamic approach to school improvement to promote quality and equity in education: a European study

Kyriakides, L. E., Charalambous, E., Creemers, B., Antoniou, P., Devine, D., Papastylianou, D., & Fahie, D. (2018) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-018-9289-1 · Cited by 30 · see citing works

“You Introduce All of the Alphabet…But I Do Not Think it Should be the Main Focus”: Exploring Early Educators’ Decisions about Reading Instruction

Friesen, A., & Butera, G. D. (2012) · Early Childhood Education Journal · doi:10.1007/s10643-012-0530-0 · Cited by 29 · see citing works

Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned

LoCasale‐Crouch, J., Kraft-Sayre, M. E., Pianta, R. C., Hamre, B. K., Downer, J. T., Leach, A., Burchinal, M., Howes, C. H., Paro, K. M. L., & Scott-Little, C. (2011) · NHSA Dialog · doi:10.1080/15240754.2011.617527 · Cited by 29 · see citing works

How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers.

Álamos, P., Williford, A. P., Downer, J. T., & Turnbull, K. L. P. (2022) · Developmental Psychology · doi:10.1037/dev0001415 · Cited by 32 · see citing works

Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions

Domitrovich, C. E., Moore, J. E., & Greenberg, M. T. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9781139013949.017 · Cited by 29 · see citing works

One or two years of participation: Is dosage of an enhanced publicly funded preschool program associated with the academic and executive function skills of low-income children in early elementary school?

Shah, H. K., Domitrovich, C. E., Morgan, N. R., Moore, J. E., Cooper, B. R., Jacobson, L., & Greenberg, M. T. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.03.004 · Cited by 30 · see citing works

Review of the effects of technical assistance on program, organization and system change

Dunst, C. J., Annas, K., Wilkie, H., & Hamby, D. W. (2019) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v8i2.17978 · Cited by 29 · see citing works

A dynamic approach to school improvement: main features and impact

Creemers, B., Kyriakides, L. E., & Antoniou, P. (2013) · School Leadership and Management · doi:10.1080/13632434.2013.773883 · Cited by 28 · see citing works

Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

Cramer, T., & Cappella, E. (2019) · American Journal of Community Psychology · doi:10.1002/ajcp.12338 · Cited by 27 · see citing works

The Dosage of Professional Development for Early Childhood Professionals: How the Amount and Density of Professional Development may Influence its Effectiveness

Ramey, S. L., Crowell, N. A., Ramey, C. T., Grace, C., Timraz, N., & Davis, L. E. (2011) · Advances in early education and day care · doi:10.1108/s0270-4021(2011)0000015005 · Cited by 27 · see citing works

Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms

Kook, J. F., & Greenfield, D. B. (2020) · Journal of Early Childhood Research · doi:10.1177/1476718x20942956 · Cited by 26 · see citing works

Inside the Black Box: Examining Mediators and Moderators of a Middle School Science Intervention

Desimone, L. M., & Hill, K. L. (2017) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373717697842 · Cited by 26 · see citing works

Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development.

Wasik, B. A., & Hindman, A. H. (2011) · Journal of Educational Psychology · doi:10.1037/a0023067 · Cited by 296 · see citing works

Reflecting, Coaching and Mentoring to Enhance Teacher–Child Interactions in Head Start Classrooms

Zan, B. L., & Donegan-Ritter, M. M. (2013) · Early Childhood Education Journal · doi:10.1007/s10643-013-0592-7 · Cited by 64 · see citing works

Individual Factors Associated With Professional Development Training Outcomes of the Head Start REDI Program

Domitrovich, C. E., Gest, S. D., Gill, S., Jones, D. E., & DeRousie, R. M. S. (2009) · Early Education and Development · doi:10.1080/10409280802680854 · Cited by 79 · see citing works

Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial

Gore, J. M., Smith, M., Bowe, J., Ellis, H., Lloyd, A., & Lubans, D. R. (2015) · International Journal of Educational Research · doi:10.1016/j.ijer.2015.08.002 · Cited by 34 · see citing works

Kia Tīmata Pai (Best Start) Video Project: Effects of an oral language professional development program (ENRICH) on educator-toddler conversations

Swearingen, I., Bergen, P. V., Schaughency, E. A., Moros, S., & Reese, E. (2026) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2026.02.003 · Cited by 2 · see citing works