Priscilla Goble
Biographic Data
| ID | 6251652 |
|---|---|
| NAME | Priscilla Goble |
| GIVEN NAMES | Priscilla |
| FAMILY NAME | Goble |
| SIGNATURE | GOBLE P |
| AFFILIATIONS | Texas State University |
| ORCID | 0000-0002-3248-4527 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 55 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Play therapy in preschool: Promoting teacher empathy and strengthening child-teacher bonds
A quasi-experimental design was used to examine a play therapy intervention (CTRT: Child Teacher Relationship Training) aimed to improve children's behavior, the quality of teacher-child relationships, and teacher's empathy. Participants included 18 teachers and 175 preschool children. Classrooms were assigned to CTRT, time-control, or business-as-usual conditions. Hierarchical regression analyses revealed a main effect of intervention condition …
The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions
Research Findings: We tested whether a universal classroom peer pairing intervention – Buddy Up – would strengthen dyadic peer interactions among preschoolers (N = 140; Mage = 56.49 months; 53.6% boys; 77.9% Latinx). The Buddy Up intervention was informed by Intergroup Contact Theory, which specifies the benefits of exposure to heterogeneous others. Teachers buddied children with other-gender peers. We hypothesized positive intervention effects o…
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention
Burnout and Teacher–Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms
Research Findings: The present study explored the extent to which teachers’ participation in professional development focused on children’s social-emotional learning moderated the relation between self-reported burnout and teacher–child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized controlled trial, the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social sk…
Forecasting youth adjustment at age 15 from school readiness profiles at 54 months
A person-oriented approach examined the extent to which patterns of school readiness across social and cognitive domains in 944 typically-developing 54-month-old children forecast academic achievement, social-emotional development, risk taking, and executive functioning at age 15. Prior work identified six distinct profiles of school readiness at 54 months that predicted group differences in achievement in first grade, as well as achievement and …
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment
Gender and Education
The Role of Sex of Peers and Gender-Typed Activities in Young Children's Peer Affiliative Networks: A Longitudinal Analysis of Selection and Influence
A stochastic actor-based model was used to investigate the origins of sex segregation by examining how similarity in sex of peers and time spent in gender-typed activities affected affiliation network selection and how peers influenced children's (N = 292; Mage = 4.3 years) activity involvement. Gender had powerful effects on interactions through direct and indirect pathways. Children selected playmates of the same sex and with similar levels of …
Children’s Gender-Typed Activity Choices Across Preschool Social Contexts
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment
Children’s Gender-Typed Activity Choices Across Preschool Social Contexts
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention
Children’s Gender-Typed Activity Choices Across Preschool Social Contexts
The Role of Sex of Peers and Gender-Typed Activities in Young Children's Peer Affiliative Networks: A Longitudinal Analysis of Selection and Influence
A stochastic actor-based model was used to investigate the origins of sex segregation by examining how similarity in sex of peers and time spent in gender-typed activities affected affiliation network selection and how peers influenced children's (N = 292; Mage = 4.3 years) activity involvement. Gender had powerful effects on interactions through direct and indirect pathways. Children selected playmates of the same sex and with similar levels of …
Gender and Education
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms
Forecasting youth adjustment at age 15 from school readiness profiles at 54 months
A person-oriented approach examined the extent to which patterns of school readiness across social and cognitive domains in 944 typically-developing 54-month-old children forecast academic achievement, social-emotional development, risk taking, and executive functioning at age 15. Prior work identified six distinct profiles of school readiness at 54 months that predicted group differences in achievement in first grade, as well as achievement and …
Burnout and Teacher–Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms
Research Findings: The present study explored the extent to which teachers’ participation in professional development focused on children’s social-emotional learning moderated the relation between self-reported burnout and teacher–child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized controlled trial, the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social sk…
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention
The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions
Research Findings: We tested whether a universal classroom peer pairing intervention – Buddy Up – would strengthen dyadic peer interactions among preschoolers (N = 140; Mage = 56.49 months; 53.6% boys; 77.9% Latinx). The Buddy Up intervention was informed by Intergroup Contact Theory, which specifies the benefits of exposure to heterogeneous others. Teachers buddied children with other-gender peers. We hypothesized positive intervention effects o…
Play therapy in preschool: Promoting teacher empathy and strengthening child-teacher bonds
A quasi-experimental design was used to examine a play therapy intervention (CTRT: Child Teacher Relationship Training) aimed to improve children's behavior, the quality of teacher-child relationships, and teacher's empathy. Participants included 18 teachers and 175 preschool children. Classrooms were assigned to CTRT, time-control, or business-as-usual conditions. Hierarchical regression analyses revealed a main effect of intervention condition …
Psychology (10 works) · Developmental psychology (9 works) · Early Childhood Education and Development (9 works) · Social Psychology (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Child Development and Digital Technology (3 works) · Medicine (3 works) · Parental Involvement in Education (3 works) · Sociology (3 works) · Clinical Psychology (2 works)