Jennifer Locasale-Crouch
Dados Biográficos
| ID | 272987 |
|---|---|
| NOME | Jennifer Locasale-Crouch |
| PRENOMES | Jennifer |
| SOBRENOME | Locasale-Crouch |
| ASSINATURA | LOCASALE-CROUCH J |
| AFILIAÇÕES | University of Virginia |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAÇÕES | 91 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Head Start teachers' perceptual accuracy of children's approaches to learning
Children's approaches to learning are important to consider as they are associated with their academic development across multiple core content areas. Yet, few of the studies examining teachers' accuracy in perceiving children's approaches to learning explore how teachers' own experiences and characteristics are associated with their perceptions. We applied a multilevel modeling framework to data gathered from 239 teachers and their students (n =…
Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction
A sample of 496 early childhood teachers was assigned randomly in two phases to a series of professional development (PD) interventions. Phase I intervention was a 14-week course on effective teacher–child interactions. Participants were then re-randomized into Phase II intervention, which consisted of individual, interactions-focused coaching. Impacts of the course, coaching, and their combination were evaluated relative to business-as-usual con…
Social–Emotional Profiles of Preschool Children
This study aims to enhance our understanding of the diverse nature of social-emotional development and explore the demographic disparities and intersectionality of social determinants among children, with an emphasis on underserved populations of children in low-resource environments. Young children living in low-income families are exposed to a wide array of social and systemic risks that increase the propensity for poor learning and social-emot…
A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood
Development of the Culturally Affirming and Responsive Experiences (Care) Measure
The existing literature on the importance of maternal responsiveness and the growing body of literature supporting early ethnic-racial cultural socialization highlight the need for an observational measure of how they co-occur during mother-child interactions. This study presents the development and initial validation of the Culturally Affirming and Responsive Experiences (CARE) measure, an observational measure of the presence and quality of res…
Chinese Preschool Teachers’ Use of Concept Development Strategies in Whole-Group Math Lessons and its Effectiveness
Research Findings: This study investigated teachers' Concept development (CD) strategy use in whole-group math teaching and its associations with children's higher-order thinking processes in 25 Chinese preschool math lessons. We utilized the CD dimension within the Classroom Assessment Scoring System (CLASS) to guide our exploration. CD identifies 12 specific cognitive strategies, grouped into four organizing indicators, and include analysis and…
Examining individual children's peer engagement in pre-kindergarten classrooms
This cross-sectional study examines associations between PreK classroom-level teacher-child interaction quality and individual children's peer engagement quantity and quality. The study utilizes a sample of 714 children from 214 classrooms collected as part of the National Center for Research on Early Childhood Education Professional Development (NCRECE) study. Multilevel regression models using a bifactor analytic approach to measuring teacher-c…
Maternal Informal Learning Experiences that Shape Parenting Practices
Objective: Current understanding of the linkage between maternal education and parenting practices has largely been informed using a narrow definition of educational attainment-the highest level of education an individual has completed. However, the proximal processes that shape parenting, including informal learning experiences, are also important to understand. Less is known about the informal learning experiences that shape parenting decisions…
Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries
Neighborhood characteristics are well documented determinants of adolescent and adult health and well-being. One such neighborhood characteristic heavily explored in K-12 research is the role of residential segregation on educational outcomes. Surprisingly, little is known about how community conditions, as well as racial segregation, relate to children’s early school readiness. This is a critical gap in the field as children’s school readiness i…
Effects of the MMCI course and coaching on pre-service ECE teachers’ beliefs, knowledge, and skill
Profiles of learning opportunities of multilingual and monolingual children in kindergarten
Early childhood education serves an increasing number of multilingual children, and teachers are challenged to create high-quality learning opportunities in the classroom for all children. The child’s engagement and interactions with the teacher are important in this respect. The present study therefore examined how multilingualism relates to engagement and teacher-child interactions, taking a person-oriented approach. During one school year, 76 …
Preservice Teachers' Skills to Identify Effective Teaching Interactions
Research about in-service teachers has shown that specific skills such as the skill to identify effective teaching interactions in others relates to the teachers' skill to engage in effective classroom interactions related to student learning. This study aimed to examine the relationship between these skills for 130 preservice teachers in the final year of their program. Findings indicated that preservice teachers' skill to identify effective tea…
Caregiver ability to notice and enact effective interactions in early care classroom settings
Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools
Global quality profiles in Chinese early care classrooms
Observed Quality and Consistency of Fifth Graders' Teacher-Student Interactions
This study examined how overall quality and within-day consistency in fifth graders' teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teacher…
Chinese kindergarten teachers' use of instructional support strategies during whole-group language lessons
Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start
Research Findings: This study explored the role Head Start teachers’ (n = 355) depressive symptoms play in their interactions with children and in children’s (n = 2,203) social-emotional development, specifically changes in children’s problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the multilevel path analyses revealed that children in classrooms with more depressed teachers made signi…
Unpacking intervention effects
Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features
Preschool and kindergarten teachers’ beliefs about early school competencies
Visuomotor integration and inhibitory control compensate for each other in school readiness
Visuomotor integration (VMI), or the ability to copy designs, and 2 measures of executive function were examined in a predominantly low-income, typically developing sample of children (n = 467, mean age 4.2 years) from 5 U.S. states. In regression models controlling for age and demographic variables, we tested the interaction between visuomotor integration (design copying) and inhibitory control (pencil-tap) or verbal working memory (digit span) …
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior
A Course on Effective Teacher-Child Interactions
Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacher-child interactions. Compared to teachers in a control condition, those exposed to the course reported more intentional teaching beliefs and demonstrated greater knowledge of and skills …
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
Visuomotor integration and inhibitory control compensate for each other in school readiness
Visuomotor integration (VMI), or the ability to copy designs, and 2 measures of executive function were examined in a predominantly low-income, typically developing sample of children (n = 467, mean age 4.2 years) from 5 U.S. states. In regression models controlling for age and demographic variables, we tested the interaction between visuomotor integration (design copying) and inhibitory control (pencil-tap) or verbal working memory (digit span) …
Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten
Preschool and kindergarten teachers’ beliefs about early school competencies
Using a standardized video-based assessment in a university teacher education program to examine preservice teachers knowledge related to effective teaching
Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms
Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features
Preservice Teachers' Skills to Identify Effective Teaching Interactions
Research about in-service teachers has shown that specific skills such as the skill to identify effective teaching interactions in others relates to the teachers' skill to engage in effective classroom interactions related to student learning. This study aimed to examine the relationship between these skills for 130 preservice teachers in the final year of their program. Findings indicated that preservice teachers' skill to identify effective tea…
Observed Quality and Consistency of Fifth Graders' Teacher-Student Interactions
This study examined how overall quality and within-day consistency in fifth graders' teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teacher…
Examining individual children's peer engagement in pre-kindergarten classrooms
This cross-sectional study examines associations between PreK classroom-level teacher-child interaction quality and individual children's peer engagement quantity and quality. The study utilizes a sample of 714 children from 214 classrooms collected as part of the National Center for Research on Early Childhood Education Professional Development (NCRECE) study. Multilevel regression models using a bifactor analytic approach to measuring teacher-c…
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior
A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood
Caregiver ability to notice and enact effective interactions in early care classroom settings
Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools
Chinese kindergarten teachers' use of instructional support strategies during whole-group language lessons
Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence
Research Findings: Recent evidence suggests that children benefit from pre-K programs in terms of both academic and social skills and that this growth is predicted by the quality of the interactions teachers have with students. Prior cluster analysis revealed 5 distinct quality profiles of teacher–child interactions in pre-kindergarten based on classroom observations of 692 teachers. In the present study, the links between these 5 quality profile…
A Course on Effective Teacher-Child Interactions
Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacher-child interactions. Compared to teachers in a control condition, those exposed to the course reported more intentional teaching beliefs and demonstrated greater knowledge of and skills …
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior
Using a standardized video-based assessment in a university teacher education program to examine preservice teachers knowledge related to effective teaching
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
Preschool and kindergarten teachers’ beliefs about early school competencies
Visuomotor integration and inhibitory control compensate for each other in school readiness
Visuomotor integration (VMI), or the ability to copy designs, and 2 measures of executive function were examined in a predominantly low-income, typically developing sample of children (n = 467, mean age 4.2 years) from 5 U.S. states. In regression models controlling for age and demographic variables, we tested the interaction between visuomotor integration (design copying) and inhibitory control (pencil-tap) or verbal working memory (digit span) …
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start
Research Findings: This study explored the role Head Start teachers’ (n = 355) depressive symptoms play in their interactions with children and in children’s (n = 2,203) social-emotional development, specifically changes in children’s problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the multilevel path analyses revealed that children in classrooms with more depressed teachers made signi…
Unpacking intervention effects
Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features
Chinese kindergarten teachers' use of instructional support strategies during whole-group language lessons
Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms
Observed Quality and Consistency of Fifth Graders' Teacher-Student Interactions
This study examined how overall quality and within-day consistency in fifth graders' teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teacher…
Global quality profiles in Chinese early care classrooms
Caregiver ability to notice and enact effective interactions in early care classroom settings
Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools
Profiles of learning opportunities of multilingual and monolingual children in kindergarten
Early childhood education serves an increasing number of multilingual children, and teachers are challenged to create high-quality learning opportunities in the classroom for all children. The child’s engagement and interactions with the teacher are important in this respect. The present study therefore examined how multilingualism relates to engagement and teacher-child interactions, taking a person-oriented approach. During one school year, 76 …
Preservice Teachers' Skills to Identify Effective Teaching Interactions
Research about in-service teachers has shown that specific skills such as the skill to identify effective teaching interactions in others relates to the teachers' skill to engage in effective classroom interactions related to student learning. This study aimed to examine the relationship between these skills for 130 preservice teachers in the final year of their program. Findings indicated that preservice teachers' skill to identify effective tea…
Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries
Neighborhood characteristics are well documented determinants of adolescent and adult health and well-being. One such neighborhood characteristic heavily explored in K-12 research is the role of residential segregation on educational outcomes. Surprisingly, little is known about how community conditions, as well as racial segregation, relate to children’s early school readiness. This is a critical gap in the field as children’s school readiness i…
Effects of the MMCI course and coaching on pre-service ECE teachers’ beliefs, knowledge, and skill
Chinese Preschool Teachers’ Use of Concept Development Strategies in Whole-Group Math Lessons and its Effectiveness
Research Findings: This study investigated teachers' Concept development (CD) strategy use in whole-group math teaching and its associations with children's higher-order thinking processes in 25 Chinese preschool math lessons. We utilized the CD dimension within the Classroom Assessment Scoring System (CLASS) to guide our exploration. CD identifies 12 specific cognitive strategies, grouped into four organizing indicators, and include analysis and…
Examining individual children's peer engagement in pre-kindergarten classrooms
This cross-sectional study examines associations between PreK classroom-level teacher-child interaction quality and individual children's peer engagement quantity and quality. The study utilizes a sample of 714 children from 214 classrooms collected as part of the National Center for Research on Early Childhood Education Professional Development (NCRECE) study. Multilevel regression models using a bifactor analytic approach to measuring teacher-c…
Maternal Informal Learning Experiences that Shape Parenting Practices
Objective: Current understanding of the linkage between maternal education and parenting practices has largely been informed using a narrow definition of educational attainment-the highest level of education an individual has completed. However, the proximal processes that shape parenting, including informal learning experiences, are also important to understand. Less is known about the informal learning experiences that shape parenting decisions…
Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction
A sample of 496 early childhood teachers was assigned randomly in two phases to a series of professional development (PD) interventions. Phase I intervention was a 14-week course on effective teacher–child interactions. Participants were then re-randomized into Phase II intervention, which consisted of individual, interactions-focused coaching. Impacts of the course, coaching, and their combination were evaluated relative to business-as-usual con…
Psychology (28 obras) · Early Childhood Education and Development (24 obras) · Developmental psychology (22 obras) · Parental Involvement in Education (18 obras) · Pedagogy (15 obras) · Mathematics education (12 obras) · Social Psychology (11 obras) · Quality (philosophy (10 obras) · Medicine (9 obras) · Child and Adolescent Psychosocial and Emotional Development (7 obras)