Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior

By M. Conroy, K. Sutherland, Abigail K. Vo, Staci E. Carr, Paula L. Ogston. 2014

90 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/18f4a2f7bed077cd486de9b96d9f0320cd40eb61

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. M. Conroy
2. K. Sutherland
3. James Algina
4. Terrance M. Scott
5. B. Cavanaugh
6. Brandi Simonsen
7. J. Wehby
8. Regina G. Hirn

In Education

1. M. Conroy
2. K. Sutherland
3. James Algina
4. B. Cavanaugh
5. Brandi Simonsen

Citations in the corpus

• Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. (2018, background): “Previous research (Conroy et al., 2014; 2015) with less rigorous designs suggested that BEST in CLASS reduced observed child problem behavior; therefore, we hypothesized reductions in teacher-reported and observed child problem behavior in the current study.”