Effects of an early childhood educator coaching intervention on preschoolers
The role of classroom age composition
Datos Bibliográficos
| ID | 12136342 |
|---|---|
| Autores | Arya Ansari (0000-0001-5033-9668, University of Virginia, autor de correspondencia), Robert C Pianta (0000-0002-6280-8051, University of Virginia) |
| Año | 2018 |
| Volumen | 44 |
| Páginas | 101-113 |
| Fecha de publicación | 2018-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Early Childhood Research Quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2018.03.001 |
| OpenAlex | W2795447082 |
| Idioma | EN |
| Citas recibidas | 14 |
| Referencias citadas | 46 |
Coaching · Developmental psychology · Diversity (politics · Early childhood · Early childhood education · Intervention (counseling · Literacy · Moderation · Pedagogy · Professional development · Teaching method · Vocabulary · Vocabulary development · Early Childhood Education and Development · Educational and Psychological Assessments · Medicine · Parental Involvement in Education · Psychology · Social Psychology
Développement du raisonnement spatial d’enfants à la maternelle quatre ans temps plein au Québec
Teacher-student interactions as a pathway to strengthen working memory in primary school students
Supporting Children’s Working Memory Through Instructional Support in Primary School
Can Professional Development Programs for Early Childhood Education Teachers Enhance the Quality of Teacher‒Child Interactions? A Meta-Analysis
Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction
Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction
Patterns of preschool educators' beliefs and practices over the course of a coaching intervention
Coaching Teachers to Improve Students’ School Readiness Skills
Examining the role of parents and teachers in executive function development in early and middle childhood
Integrating the Perma model and SWPBS approach
Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period
Effects of in-service programs on childcare teachers’ interaction quality
Does the Language-Based Professional Development Program ‘Talking with Children’ (TwC) Have Differential Effects on Children’s Language Skills
A randomized controlled trial of HighScope’s teacher professional learning on preschoolers' executive function skills
Differentiated Instruction, Professional Development, and Teacher Efficacy
Professional Development in Early Childhood Programs
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Measuring Early Care and Education Quality
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
Peer Effects in Preschool Classrooms
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Preschool Center Quality and School Readiness
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Peer Effects on Children’s Language Achievement During Pre-Kindergarten
The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary
Teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications
Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten
Unpacking intervention effects
Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
Neighborhood economic disadvantage and children's cognitive and social-emotional development
Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program
Classroom age composition and rates of change in school readiness for children enrolled in Head Start
The effects of language- and literacy-focused professional development on early educators and children
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
Dimensions of mastery in same-age and mixed-age integrated classrooms
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Implementation fidelity of MyTeachingPartner literacy and language activities
Peer effects on the development of language skills in Norwegian childcare centers
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Variation in impacts of Tulsa pre-K on cognitive development in kindergarten
A Course on Effective Teacher-Child Interactions
Investing in Preschool Programs
| Obras citantes distintas | 14 |
|---|---|
| Citas por año | 2,8 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 14 |