Jason Downer
Biographic Data
| ID | 7234256 |
|---|---|
| NAME | Jason Downer |
| GIVEN NAMES | Jason |
| FAMILY NAME | Downer |
| SIGNATURE | DOWNER J |
| AFFILIATIONS | University of Virginia |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Creating an equitable work environment for infant-toddler educators of color
Organizational communication satisfaction and well-being
The Link Between Black Preschoolers’ Effortful Control and Their Positive and Conflictual Teacher Interactions
Research Findings: The relationships between children and their teachers are crucial for their social-emotional development and academic achievement. Effort control, an important self-regulation skill during preschool, is often linked to teacher-child interactions. However, research often overlooks the impact of implicit racial associations on Black children in early childhood education, leading to findings reported from a deficit perspective and…
Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children’s Disruptive Behavior
Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing both teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children's disruptive classroom behavior as being influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) longitu…
Teachers’ Use of Spanish in the Classroom
Research Findings: As the population of Hispanic children grows within U.S. preschools, it is increasingly important to understand how these classrooms facilitate school readiness, such as positive engagement with teachers, peers, and tasks, for Spanish-speaking Dual Language Learners (DLLs). A growing literature base indicates that DLL students’ exposure to their native language in the classroom provides deeper access to academic content, and ca…
Narrowing the Research-to-Practice Gap in Effective Professional Development in a State Preschool Program
Classroom racial/ethnic diversity and upper elementary children’s social-emotional development
Research has shown that racial/ethnic diversity in elementary schools and classrooms benefits children’s academic achievement and feelings of safety and belonging. The current study aimed to expand on existing research by examining associations between classroom racial/ethnic composition and upper elementary children’s social-emotional development and whether these associations differed based on overall quality of classroom interactions. Data wer…
Quality in Early Education Classrooms
Parents, professionals, and policymakers agree that quality is crucial for early education. But precise, consistent, and valid definitions of quality have been elusive. In this article, Robert Pianta, Jason Downer, and Bridget Hamre tackle the questions of how to define quality, how to measure it, and how to ensure that more children experience it. Definitions of quality in early education, the authors write, generally include four aspects. The f…
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
Predicting acceptance of diversity in pre-kindergarten classrooms
Teacher–Child Interactions in the Classroom
Research Findings: Effective teaching in early childhood (EC) care and education settings requires skillful combinations of explicit instruction, sensitive and warm interactions, responsive feedback, and verbal engagement intentionally directed to ensure children's learning and embedded within a classroom environment that is not overly structured or regimented. These aspects of instruction and interaction uniquely predict gains in young children'…
Home–school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness
Father Involvement and Children's Early Learning
Parent involvement research predominantly focuses on the involvement of mothers in children's educational experiences, and rarely speaks to the role of the “other” parent – fathers. Yet, there is building interest in the role that fathers play in children's development, and how this role may be especially salient during early childhood and the transition into formal schooling. This review critically evaluates father involvement literature from 19…
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
Home–school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness
Predicting acceptance of diversity in pre-kindergarten classrooms
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior
Father Involvement and Children's Early Learning
Parent involvement research predominantly focuses on the involvement of mothers in children's educational experiences, and rarely speaks to the role of the “other” parent – fathers. Yet, there is building interest in the role that fathers play in children's development, and how this role may be especially salient during early childhood and the transition into formal schooling. This review critically evaluates father involvement literature from 19…
Teacher–Child Interactions in the Classroom
Research Findings: Effective teaching in early childhood (EC) care and education settings requires skillful combinations of explicit instruction, sensitive and warm interactions, responsive feedback, and verbal engagement intentionally directed to ensure children's learning and embedded within a classroom environment that is not overly structured or regimented. These aspects of instruction and interaction uniquely predict gains in young children'…
Home–school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness
Predicting acceptance of diversity in pre-kindergarten classrooms
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
Quality in Early Education Classrooms
Parents, professionals, and policymakers agree that quality is crucial for early education. But precise, consistent, and valid definitions of quality have been elusive. In this article, Robert Pianta, Jason Downer, and Bridget Hamre tackle the questions of how to define quality, how to measure it, and how to ensure that more children experience it. Definitions of quality in early education, the authors write, generally include four aspects. The f…
Classroom racial/ethnic diversity and upper elementary children’s social-emotional development
Research has shown that racial/ethnic diversity in elementary schools and classrooms benefits children’s academic achievement and feelings of safety and belonging. The current study aimed to expand on existing research by examining associations between classroom racial/ethnic composition and upper elementary children’s social-emotional development and whether these associations differed based on overall quality of classroom interactions. Data wer…
Narrowing the Research-to-Practice Gap in Effective Professional Development in a State Preschool Program
Teachers’ Use of Spanish in the Classroom
Research Findings: As the population of Hispanic children grows within U.S. preschools, it is increasingly important to understand how these classrooms facilitate school readiness, such as positive engagement with teachers, peers, and tasks, for Spanish-speaking Dual Language Learners (DLLs). A growing literature base indicates that DLL students’ exposure to their native language in the classroom provides deeper access to academic content, and ca…
The Link Between Black Preschoolers’ Effortful Control and Their Positive and Conflictual Teacher Interactions
Research Findings: The relationships between children and their teachers are crucial for their social-emotional development and academic achievement. Effort control, an important self-regulation skill during preschool, is often linked to teacher-child interactions. However, research often overlooks the impact of implicit racial associations on Black children in early childhood education, leading to findings reported from a deficit perspective and…
Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children’s Disruptive Behavior
Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing both teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children's disruptive classroom behavior as being influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) longitu…
Creating an equitable work environment for infant-toddler educators of color
Organizational communication satisfaction and well-being
Early Childhood Education and Development (14 works) · Psychology (12 works) · Developmental psychology (11 works) · Parental Involvement in Education (10 works) · Social Psychology (7 works) · Early childhood education (6 works) · Pedagogy (6 works) · Early childhood (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Mathematics education (4 works)