Kelly Maxwell

Biographic Data

ID	6528331
NAME	Kelly Maxwell
GIVEN NAMES	Kelly
FAMILY NAME	Maxwell
SIGNATURE	MAXWELL K
AFFILIATIONS	University of North Carolina at Chapel Hill
VERIFIED	No
TOTAL WORKS	7
TOTAL CITATIONS	18
AUTHOR COUNT	7
EDITOR COUNT	0
FIRST PUBLICATION YEAR	1999
LATEST PUBLICATION YEAR	2016
H-INDEX	3

Improving teacher-child interactions
Open AccessDiane Early, Kelly Maxwell et al.ARTICLEEarly Childhood Research Quarterly2016Cited by: 4References: 7
The effectiveness of two professional development interventions, each designed to strengthen teacher-child interactions in preschool classrooms, was tested using a teacher-level randomized controlled trial. Georgia’s Pre-K teachers (n = 486 in 336 schools/centers) were randomly selected from specified regions and randomly assigned to one of three conditions: 1) Making the Most of Classroom Interactions (MMCI), a cohort-model where small groups of…
QRIS research
Open AccessKimberly Boller, Kelly MaxwellARTICLEEarly Childhood Research Quarterly2014Cited by: 5References: 6
Cultural and linguistic diversity in early childhood teacher preparation
Open AccessChih-Ing Lim, Kelly Maxwell et al.ARTICLEEarly Childhood Research Quarterly2008Cited by: 1References: 6
Teachers' Education, Classroom Quality, and Young Children's Academic Skills
Open AccessDiane Early, Diane M Early et al.ARTICLEChild Development2007
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory assoc…
Teacher education and child outcomes
Open AccessDiane Early, Diane M Early et al.ARTICLEEarly Childhood Research Quarterly2007Cited by: 1References: 1
Predictors of developmentally appropriate classroom practices in kindergarten through third grade
Open AccessKelly Maxwell, Kelly L Maxwell et al.ARTICLEEarly Childhood Research Quarterly2001Cited by: 7References: 11
Effects of a community initiative on the quality of child care
Open AccessDonna Bryant, Kelly Maxwell et al.ARTICLEEarly Childhood Research Quarterly1999

Effects of a community initiative on the quality of child care
Open AccessDonna Bryant, Kelly Maxwell et al.ARTICLEEarly Childhood Research Quarterly1999
Predictors of developmentally appropriate classroom practices in kindergarten through third grade
Open AccessKelly Maxwell, Kelly L Maxwell et al.ARTICLEEarly Childhood Research Quarterly2001Cited by: 7References: 11
Teachers' Education, Classroom Quality, and Young Children's Academic Skills
Open AccessDiane Early, Diane M Early et al.ARTICLEChild Development2007
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory assoc…
Teacher education and child outcomes
Open AccessDiane Early, Diane M Early et al.ARTICLEEarly Childhood Research Quarterly2007Cited by: 1References: 1
Cultural and linguistic diversity in early childhood teacher preparation
Open AccessChih-Ing Lim, Kelly Maxwell et al.ARTICLEEarly Childhood Research Quarterly2008Cited by: 1References: 6
QRIS research
Open AccessKimberly Boller, Kelly MaxwellARTICLEEarly Childhood Research Quarterly2014Cited by: 5References: 6
Improving teacher-child interactions
Open AccessDiane Early, Kelly Maxwell et al.ARTICLEEarly Childhood Research Quarterly2016Cited by: 4References: 7
The effectiveness of two professional development interventions, each designed to strengthen teacher-child interactions in preschool classrooms, was tested using a teacher-level randomized controlled trial. Georgia’s Pre-K teachers (n = 486 in 336 schools/centers) were randomly selected from specified regions and randomly assigned to one of three conditions: 1) Making the Most of Classroom Interactions (MMCI), a cohort-model where small groups of…