Predictors of developmentally appropriate classroom practices in kindergarten through third grade

By Kelly L. Maxwell, R. McWilliam, M. Hemmeter, M. Ault, John W. Schuster. 2001

155 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/56c65b0b3f297b91bf1f226337decb23ff27f663

How researchers see this paper

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

In Clinical Psychology

1. Robert C. Pianta
2. B. Hamre
3. Margaret R. Burchinal
4. C. Howes
5. O. Barbarin
6. D. Bryant
7. R. Clifford
8. Karen M. La Paro

In Developmental and Educational Psychology

1. Robert C. Pianta
2. Karen M. La Paro
3. Margaret R. Burchinal
4. B. Hamre
5. Timothy R. Konold
6. D. Vandell

In Education

1. Robert C. Pianta
2. B. Hamre
3. Margaret R. Burchinal
4. Jennifer LoCasale-Crouch
5. C. Howes
6. Andrew J. Mashburn
7. Karen M. La Paro
8. Jason T. Downer

Citations in the corpus

• Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009, background): “Although predictors such as education and experience have been included in studies of quality, previous examinations of predictors of kindergarten quality have not examined the extent to which teacher beliefs and psychological functioning may be associated with kindergarten classroom quality, despit”
• Developmentally Appropriate Practice in Kindergarten: Factors Shaping Teacher Beliefs and Practice (2006, background): “When looking at teachers in kindergarten through 3rd grade, researchers determined that teachers’ beliefs predicted classroom practices even after controlling for grade and educational background (Maxwell et al., 2001).”
• The Influence of Teachers’ Efficacy and Beliefs Regarding Mathematics Instruction in the Early Childhood Classroom (2005, background): “It is important to identify factors that affect practices and can be explained by a set of predictor variables ( Maxwell, McWilliam, Hemmeter, Ault, & Schuster, 2001 ).”
• Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices? (2011, background): “Maxwell et al. (2001) found that teacher education significantly contributed to observed teaching quality after they controlled for classroom characteristics and teachers beliefs.”
• Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers (2006, background): “Researchers have confirmed that teachers’ personal teaching beliefs and philosophies (i.e., what they think about the impact of teaching in general, as well as their understanding of how children learn) play a critical role in actual teaching practices and classroom decisions ( Maxwell, McWilliam, H”