Katherine M Zinsser
Dados Biográficos
| ID | 1079243 |
|---|---|
| NOME | Katherine M Zinsser |
| PRENOMES | Katherine M |
| SOBRENOME | Zinsser |
| ASSINATURA | ZINSSER K M |
| AFILIAÇÕES | University of Illinois Chicago |
| ORCID | 0000-0002-5946-020X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 15 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Integrating Teacher Well-Being into Legislative Efforts to Curb Exclusionary Discipline in Early Care and Education Settings
There are mounting efforts to curb high rates of exclusionary discipline, such as suspension and expulsion, from preschool settings through statewide legislation. Mandated bans or restrictions on exclusionary discipline in state-funded programs have been largely ineffective in reducing exclusionary discipline rates and associated gender and racial disparities. Prior reviews of existing legislation highlight ways in which this legislation largely …
Beyond fidelity
Despite the rapid growth of social and emotional learning (SEL) programs, research on program implementation has lagged behind. In the landscape of implementation science for SEL programs, fidelity and dosage are often emphasized, but important aspects like adaptation have largely been neglected. This qualitative study addresses three research questions: (1) do teachers make adaptations when implementing SEL programs? (2) how do teachers adapt th…
Introduction to the Special Issue
Promoting Preschoolers’ Social and Emotional Competencies Through Emotion-Focused Teaching
Research Findings: This study examined associations between observed emotion-focused teaching practices and preschool children’s emotion expression, emotion-related behaviors, and learning behaviors. Four centers located in large midwestern and mid-Atlantic metropolitan areas participated in the study. Of these, one center was a Head Start program, one served families on a sliding scale fee, one was focused on providing services to low-income fam…
Updating the evidence
Beyond the behavior
Committed to Caring
Background: There is a concern regarding the decreasing number of family childcare (FCC) providers, due to the population that primarily relies on it. Compared to studies of center- and school-based preschool practitioners, the FCC literature is lacking robust workforce studies, including examinations of whether and how FCC providers' workplace appraisals of and feelings while at work are associated with indicators of interaction quality (relatio…
A Systematic Review of Early Childhood Exclusionary Discipline
Young children (birth to age 5) are more likely to be expelled or suspended than school-aged children, but we know comparatively little about the precursors to and prevention of exclusion in early childhood settings. Furthermore, what research has been conducted has not been systematically synthesized to inform policy and funding decisions. The present review seeks to determine how early childhood exclusion is defined and assessed in the academic…
No Longer Welcome
How teachers' perceptions of the parent–teacher relationship affect children's risk for early childhood expulsion
Rates of expulsion from early care and education settings (e.g., childcare and preschool programs) exceed those in K‐12, and relatively little is known of how to prevent such disciplinary decisions. In addition, expulsion disproportionately affects children of color, especially boys. The present study explores a potential protective strategy existent in all early care and education settings, the parent–teacher relationship. Surveys with early chi…
Emotion-focused teaching practices and preschool children’s social and learning behaviors
Preschool classrooms are rich with emotions, from a teacher's enthusiastic praise for a child's work to a child's anger at another child who is using wanted materials. A wide variety of teaching behaviors may help children learn about their own and others' emotional states as well as regulation strategies to manage their emotions. In the present study, we relate teachers' emotion-focused teaching behaviors (including how teachers model emotions, …
Parents’ socialization of preschool-aged children's emotion skills
An introduction to the many-facet Rasch model as a method to improve observational quality measures with an application to measuring the teaching of emotion skills
Recent reviews have called attention to limitations of existing observational measures of early childhood classroom quality, including low rater agreement, ceiling/floor effects, and imprecise estimation. We offer an introduction to the many-facet Rasch model (MFRM), discussing how it can be used to iteratively improve measures to address such limitations. We provide an example of applying the MFRM to develop the EMOtion TEaching Rating Scale (EM…
The Interplay among Early Childhood Teachers’ Social and Emotional Well-Being, Mental Health Consultation, and Preschool Expulsion
Research Findings: The present study examines the associations between various elements of a teacher’s social-emotional well-being and context and her requests for the permanent removal of a child from her classroom. Specifically, the current study explores teachers’ perceptions of their emotional intelligence, levels of depression, classroom-level externalizing behaviors, and center climate. Using self-report survey data from teachers at communi…
Computerized social-emotional assessment measures for early childhood settings
Patching the Pathway and Widening the Pipeline
With the growing appreciation of the importance of early learning experiences for children's healthy development, attention to the cultivation and maintenance of a qualified workforce has steadily increased. Such a workforce must have not just the knowledge and skills related to child development and early learning, but also be linguistically and culturally prepared to meet the needs of an increasingly diverse child and family population. To ensu…
Forestalling Preschool Expulsion
Preschoolers are being expelled at an alarming rate and little is known about protective factors. One factor may be the relationship between parents and teachers. Using surveys and interviews, the present study explores teachers’ perceptions of parents and center support as they relate to teachers’ requests to have a child removed from their classroom, an action related to expulsion. Teachers who have more negative perceptions of parents and perc…
She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being
How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
Starting on positive trajectories at school entry is important for children's later academic success. Using partial least squares, we sought to specify interrelations among all theory-based components of social–emotional learning (SEL), and their ability to predict later classroom adjustment and academic readiness in a modelling context. Consequently, self-regulation, emotion knowledge, social problem solving, and social–emotional behaviour were …
Understanding Preschool Teachers' Emotional Support as a Function of Center Climate
There is great emphasis recently on improving the quality of early childhood education in the United States. Within quality rating improvement systems, classroom quality is often reported at the center or program levels. Yet little is known about teaching quality at the center level or the influence of center characteristics on teaching quality. Specifically, this study examines the extent to which the quality of emotional support provided by the…
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence
Forestalling Preschool Expulsion
Preschoolers are being expelled at an alarming rate and little is known about protective factors. One factor may be the relationship between parents and teachers. Using surveys and interviews, the present study explores teachers’ perceptions of parents and center support as they relate to teachers’ requests to have a child removed from their classroom, an action related to expulsion. Teachers who have more negative perceptions of parents and perc…
Patching the Pathway and Widening the Pipeline
With the growing appreciation of the importance of early learning experiences for children's healthy development, attention to the cultivation and maintenance of a qualified workforce has steadily increased. Such a workforce must have not just the knowledge and skills related to child development and early learning, but also be linguistically and culturally prepared to meet the needs of an increasingly diverse child and family population. To ensu…
Parents’ socialization of preschool-aged children's emotion skills
Beyond the behavior
Computerized social-emotional assessment measures for early childhood settings
Understanding Preschool Teachers' Emotional Support as a Function of Center Climate
There is great emphasis recently on improving the quality of early childhood education in the United States. Within quality rating improvement systems, classroom quality is often reported at the center or program levels. Yet little is known about teaching quality at the center level or the influence of center characteristics on teaching quality. Specifically, this study examines the extent to which the quality of emotional support provided by the…
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence
How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
Starting on positive trajectories at school entry is important for children's later academic success. Using partial least squares, we sought to specify interrelations among all theory-based components of social–emotional learning (SEL), and their ability to predict later classroom adjustment and academic readiness in a modelling context. Consequently, self-regulation, emotion knowledge, social problem solving, and social–emotional behaviour were …
Understanding Preschool Teachers' Emotional Support as a Function of Center Climate
There is great emphasis recently on improving the quality of early childhood education in the United States. Within quality rating improvement systems, classroom quality is often reported at the center or program levels. Yet little is known about teaching quality at the center level or the influence of center characteristics on teaching quality. Specifically, this study examines the extent to which the quality of emotional support provided by the…
She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being
Computerized social-emotional assessment measures for early childhood settings
Patching the Pathway and Widening the Pipeline
With the growing appreciation of the importance of early learning experiences for children's healthy development, attention to the cultivation and maintenance of a qualified workforce has steadily increased. Such a workforce must have not just the knowledge and skills related to child development and early learning, but also be linguistically and culturally prepared to meet the needs of an increasingly diverse child and family population. To ensu…
Forestalling Preschool Expulsion
Preschoolers are being expelled at an alarming rate and little is known about protective factors. One factor may be the relationship between parents and teachers. Using surveys and interviews, the present study explores teachers’ perceptions of parents and center support as they relate to teachers’ requests to have a child removed from their classroom, an action related to expulsion. Teachers who have more negative perceptions of parents and perc…
The Interplay among Early Childhood Teachers’ Social and Emotional Well-Being, Mental Health Consultation, and Preschool Expulsion
Research Findings: The present study examines the associations between various elements of a teacher’s social-emotional well-being and context and her requests for the permanent removal of a child from her classroom. Specifically, the current study explores teachers’ perceptions of their emotional intelligence, levels of depression, classroom-level externalizing behaviors, and center climate. Using self-report survey data from teachers at communi…
How teachers' perceptions of the parent–teacher relationship affect children's risk for early childhood expulsion
Rates of expulsion from early care and education settings (e.g., childcare and preschool programs) exceed those in K‐12, and relatively little is known of how to prevent such disciplinary decisions. In addition, expulsion disproportionately affects children of color, especially boys. The present study explores a potential protective strategy existent in all early care and education settings, the parent–teacher relationship. Surveys with early chi…
Emotion-focused teaching practices and preschool children’s social and learning behaviors
Preschool classrooms are rich with emotions, from a teacher's enthusiastic praise for a child's work to a child's anger at another child who is using wanted materials. A wide variety of teaching behaviors may help children learn about their own and others' emotional states as well as regulation strategies to manage their emotions. In the present study, we relate teachers' emotion-focused teaching behaviors (including how teachers model emotions, …
Parents’ socialization of preschool-aged children's emotion skills
An introduction to the many-facet Rasch model as a method to improve observational quality measures with an application to measuring the teaching of emotion skills
Recent reviews have called attention to limitations of existing observational measures of early childhood classroom quality, including low rater agreement, ceiling/floor effects, and imprecise estimation. We offer an introduction to the many-facet Rasch model (MFRM), discussing how it can be used to iteratively improve measures to address such limitations. We provide an example of applying the MFRM to develop the EMOtion TEaching Rating Scale (EM…
Committed to Caring
Background: There is a concern regarding the decreasing number of family childcare (FCC) providers, due to the population that primarily relies on it. Compared to studies of center- and school-based preschool practitioners, the FCC literature is lacking robust workforce studies, including examinations of whether and how FCC providers' workplace appraisals of and feelings while at work are associated with indicators of interaction quality (relatio…
A Systematic Review of Early Childhood Exclusionary Discipline
Young children (birth to age 5) are more likely to be expelled or suspended than school-aged children, but we know comparatively little about the precursors to and prevention of exclusion in early childhood settings. Furthermore, what research has been conducted has not been systematically synthesized to inform policy and funding decisions. The present review seeks to determine how early childhood exclusion is defined and assessed in the academic…
No Longer Welcome
Promoting Preschoolers’ Social and Emotional Competencies Through Emotion-Focused Teaching
Research Findings: This study examined associations between observed emotion-focused teaching practices and preschool children’s emotion expression, emotion-related behaviors, and learning behaviors. Four centers located in large midwestern and mid-Atlantic metropolitan areas participated in the study. Of these, one center was a Head Start program, one served families on a sliding scale fee, one was focused on providing services to low-income fam…
Updating the evidence
Beyond the behavior
Beyond fidelity
Despite the rapid growth of social and emotional learning (SEL) programs, research on program implementation has lagged behind. In the landscape of implementation science for SEL programs, fidelity and dosage are often emphasized, but important aspects like adaptation have largely been neglected. This qualitative study addresses three research questions: (1) do teachers make adaptations when implementing SEL programs? (2) how do teachers adapt th…
Introduction to the Special Issue
Integrating Teacher Well-Being into Legislative Efforts to Curb Exclusionary Discipline in Early Care and Education Settings
There are mounting efforts to curb high rates of exclusionary discipline, such as suspension and expulsion, from preschool settings through statewide legislation. Mandated bans or restrictions on exclusionary discipline in state-funded programs have been largely ineffective in reducing exclusionary discipline rates and associated gender and racial disparities. Prior reviews of existing legislation highlight ways in which this legislation largely …
Psychology (18 obras) · Early Childhood Education and Development (17 obras) · Developmental psychology (16 obras) · Child and Adolescent Psychosocial and Emotional Development (12 obras) · Parental Involvement in Education (9 obras) · Medicine (8 obras) · Social Psychology (8 obras) · Early childhood (6 obras) · Social emotional learning (6 obras) · Early childhood education (5 obras)