Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children

By J. Fantuzzo, Rebecca J. Bulotsky-Shearer, P. Mcdermott, C. McWayne, Douglas Frye, Staci Perlman. 2007

256 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/56a210c017d4f0370d7835fd86dd1e42d35c688d

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Citations in the corpus

Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “Their results support the belief that early efforts to promote children’s self-regulatory capabilities would enhance future academic self-beliefs and achievement (Fantuzzo et al., 2007).”
Behavior Problems in Learning Activities and Social Interactions in Head Start Classrooms and Early Reading, Mathematics, and Approaches to Learning (2011, background): “…and Greenfield (2009) found that teacher-rated behavioral concerns predicted lower teacher-reported mathematics skills at the end of the year, and Fantuzzo et al. (2007) found that early academically disengaged problem behavior in the Head Start classroom predicted lower mathematics ability at…”
The relationship of teacher–child play interactions to mathematics learning in preschool (2016, background): “These processes have also been considered important goals in preschool education (Baroody, 2004; Berk & Landau, 1993; Canobi & Bethune, 2008; Fantuzzo et al., 2007; Hart, Petrill, Thompson, & Plomin, 2009; Krafft & Berk, 1998).”
A Longitudinal Examination of Young Children’s Learning Behavior: Child-Level and Classroom-Level Predictors of Change Throughout the Preschool Year (2010, background): “A subsequent study with another Head Start sample, however, found that internalizing behavior and competence motivation loaded onto a common factor, thus indicating a possible association between internalizing behavior and learning behavior (Fantuzzo et al., 2007).”
CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism. (2011, background): “contexts of young children’s early educational experiences ‘‘matter’’ for their opportunities to learn (Fantuzzo et al., 2007; McClelland & Morrison, 2003; Raver, 2002).”
Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills (2016, background): “Consistent with research suggesting that children with limited self-regulation have fewer opportunities to engage in the process of learning with classroom tasks and activities (Blair, 2002; Fantuzzo et al., 2007; Raver et al., 2007), we found that children who demonstrated higher levels of self-reg”