Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

By Andrew J. Mashburn, Robert C. Pianta, B. Hamre, Jason T. Downer, O. Barbarin, D. Bryant, Margaret R. Burchinal, Diane M. Early, C. Howes. Child Development, 2008

1,981 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/744dec0dd665bb7db3350d4d630ffd7acb0205f2

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

In Education

Citations in the corpus

Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs (2010, background): “The current examination of pre-k quality and children’s learning gains follows from several reports (Howes et al., 2008; Mashburn et al., 2008) from the same project that demonstrated children showed nontrivial gains when they attended public pre-kindergartens and those gains were modestly larger…”
What are Preschool Teachers Reading in Their Classrooms? (2011, background): “(2007) found that more years of teaching experience was associated with higher quality teaching; however, other large-scale reports have found that teachers’ background characteristics, including level of education, are not consistently associated with instructional quality ( Early et al, 2006 ; Ma”
Preschool Teacher Attachment, School Readiness and Risk of Learning Difficulties. (2013, background): “…have shown that the quality of emotional interactions and the amount of exposure to specific activities may predict achievement trajectories (Pianta et al., 2008), and increasing teacher–child interactions may facilitate school readiness in such a way that favors the development of language…”
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start (2016, background): “When children are in settings where adults are responsive and emotionally supportive to their needs, they develop more secure attachments that facilitate the development of these skills (Mashburn et al., 2008; Shields et al., 2001).”
The Unique and Combined Effects of Homelessness and School Mobility on the Educational Outcomes of Young Children (2012, positive): “Literature has shown that young children’s cognitive development is largely dependent on a stable and consistent learning environment, and disruption in their learning experience can have long-lasting effects on later development (Mashburn et al., 2008; Rimm-Kaufman, Grimm, & Curby, 2009).”
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “In prior work, all three domains of process quality have been associated with observed and teacher-rated social competence and observed on-task behavior (Mashburn et al., 2008; Pianta et al., 2002; Rimm-Kaufman et al., in press).”
RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning (2019, background): “…with decreased internalizing behaviors and increased autonomy in kindergarten and first grade as well as increased preschoolers’ social and emotional skills (Mashburn et al., 2008; National Institute of Child Health and Human Development Early Child Care Research Network [NICHD ECCRN], 2003).”