Maureen A Conroy
Dados Biográficos
| ID | 6528154 |
|---|---|
| NOME | Maureen A Conroy |
| PRENOMES | Maureen A |
| SOBRENOME | Conroy |
| ASSINATURA | CONROY M A |
| AFILIAÇÕES | University of Florida |
| ORCID | 0000-0002-0170-3299 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 5 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
An integrative review of family supports as components of early childhood home visiting models
Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise
This study used data from 435 teacher‐child dyads in early childhood classrooms to examine the extent to which teachers' use of behavior specific praise (BSP) with children screened for elevated rates of externalizing behaviors was influenced by the intensity of child challenging behavior and gender. Observational assessments indicated that teachers used BSP infrequently. A multiple regression model revealed a significant association between the …
Chinese Preschool Teachers’ Implementation of Practices to Support Young Children’s Social-Emotional Competence
Research Findings: Preschool social-emotional education has become an increasingly important area of research and practice in mainland China. The social development domain has been recognized as an independent preschool curricular domain since 2001. Little is known, however, about the specific practices that preschool teachers in China are using to promote children's social-emotional competence. An investigator-developed and validated measure, th…
The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict
The far‐reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well‐documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at‐ri…
Reducing child problem behaviors and improving teacher-child interactions and relationships
Reducing child problem behaviors and improving teacher-child interactions and relationships
The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict
The far‐reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well‐documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at‐ri…
Chinese Preschool Teachers’ Implementation of Practices to Support Young Children’s Social-Emotional Competence
Research Findings: Preschool social-emotional education has become an increasingly important area of research and practice in mainland China. The social development domain has been recognized as an independent preschool curricular domain since 2001. Little is known, however, about the specific practices that preschool teachers in China are using to promote children's social-emotional competence. An investigator-developed and validated measure, th…
Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise
This study used data from 435 teacher‐child dyads in early childhood classrooms to examine the extent to which teachers' use of behavior specific praise (BSP) with children screened for elevated rates of externalizing behaviors was influenced by the intensity of child challenging behavior and gender. Observational assessments indicated that teachers used BSP infrequently. A multiple regression model revealed a significant association between the …
An integrative review of family supports as components of early childhood home visiting models
Developmental psychology (5 obras) · Psychology (5 obras) · Early Childhood Education and Development (4 obras) · Child and Adolescent Psychosocial and Emotional Development (3 obras) · Parental Involvement in Education (3 obras) · Social Psychology (3 obras) · Classroom management (2 obras) · Early childhood (2 obras) · Early childhood education (2 obras) · Mathematics education (2 obras)