Learning opportunities in preschool and early elementary classrooms.

By B. Hamre, Robert C. Pianta. 2007

467 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/786708b234dbc8016b32ca1ae867b520ad90e9b0

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Citations in the corpus

Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008, background): “…both instructional and emotional aspects of the classroom are predictive of gains in child achievement (e.g., Bransford, Brown, & Cocking, 1999; Cameron et al., 2005; Eccles & Gootman, 2002; Hamre & Pianta, 2007), particularly as they moderate effects of certain risk factors for poor achievement.”
A Mixed‐Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support (2014, background): “Separately, education research has focused a great deal on what constitutes emotionally supportive preschool and early elementary classroom environments (e.g., Hamre & Pianta, 2007).”
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009, methodology): “…From Use of the CLASS To help organize the diverse literatures that might inform the task of describing teacher–student interactions in classrooms, Hamre and Pianta (2007) presented the CLASS framework as a conceptual “claim” regarding the structure and nature of teacher–child interactions…”
Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, methodology): “As suggested by Graham, Hofer, and MacKinnon (1996), one “core” subset of 21 items deemed to best represent TTI (Hamre & Pianta, 2007) constructs was administered to all students,1 along with one of two unique subsets of data, such that 100% of students responded to the core set of 21 items and…”
A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education (2020, background): “Similarly, Hamre and Pianta (2007) found that students who have a greater emotional bond with their teacher are more engaged in learning.”
Applicability of the Classroom Assessment Scoring System in Chinese Preschools Based on Psychometric Evidence (2016, methodology): “…learning in general (e.g., Curby, LoCasale-Crouch, et al., 2009; Curby, Rimm-Kaufman, & Ponitz, 2009; Downer, Booren, Lima, Luckner, & Pianta, 2010; Hamre & Pianta, 2007; Ponitz, McClelland, Matthews, & Morrison, 2009), evidence has also suggested that such benefits are more pronounced for…”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “They represented a range of typical American early elementary settings, which tend to devote little time to mathematics (Hamre & Pianta, 2007; Miller et al., 2005).”
Classroom Emotional Climate, Teacher Affiliation, and Student Conduct (2011, background): “According to the Teaching Through Interactions Framework (Hamre & Pianta, 2007), these characteristics include: (a) teacher sensitivity to student needs, (b) warm, friendly, respectful, and nurturing teacher-student relationships, (c) regard for students’ perspectives and encouragement of active par”
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009, background): “Hamre and Pianta (2007) defined these learning opportunities as “interactions between adults and children with empirically supported links to children’s social, emotional, and academic development” (p. 4).”
Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills (2013, background): “Indeed, much research has shown that the quality of social interactions children experience with their teacher is an important predictor of children’s outcomes (Hamre & Pianta, 2007).”
The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality (2010, background): “…in ways that are interesting to students, showing sensitivity toward students in an individualized manner, facilitating positive social interactions, using proactive approaches to discipline, establishing classroom routines, and close monitoring of students (Brophy & Good; Hamre & Pianta, 2007).”
Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion. (2012, unknown): “This decision was supported by consistent literature suggesting that these subscales are significantly related to each other and represent a unified construct of effective teaching (Hamre & Pianta, 2007; Pianta & Hamre, 2009).”
Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills (2008, background): “…programs, including the physical environment, such as the space and furnishings and learning materials, and the social environment, including the emotional support, instructional support, and classroom management (Hamre & Pianta, 2007; Howes et al., in press; LaParo, Pianta, & Stuhlman, 2004).”