Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?

By Robert C. Pianta, C. Howes, Margaret R. Burchinal, D. Bryant, R. Clifford, Diane M. Early, O. Barbarin. 2005

953 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/80e31f9811320499cd4532ff488c37d782f245ea

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In Education

Citations in the corpus

Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “…that one reason why prior studies may have failed to consistently detect links between teachers’ education and the quality of their interactions (e.g., Early et al., 2007; Lin & Magnuson, 2018; Pianta et al., 2005) is because they did not consider the role of teachers’ emotional exhaustion.”
Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development (2015, background): “Just as parent–child interactions are the proximal processes within the home, teacher–child interactions are the proximal processes within the classroom (O’Connor &McCartney, 2007; Pianta et al., 2005).”
The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol (2014, methodology): “…a system of research-based observation protocols (preK, K–3, and secondary) developed at the University of Virginia that is designed to measure PK–12 classroom interactions (Hamre & Pianta, 2005; La Paro, Pianta, & Stuhlman, 2004; Pianta et al., 2005; Rimm-Kaufman, La Paro, Downer, & Pianta, 2005).”
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, background): “In turn, teachers’ self-reported teaching stress, psychological control, and exhaustion at work were assumed to be negatively associated with all three CLASS domains (Brouwers & Tomic, 2000; Hamre & Pianta, 2004; Pianta et al., 2005).”
Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children's Emotions in Early Childhood Classrooms (2012, background): “…online DOI: 10.1080/10409289.2012.619392 of teacher–child interactions, particularly with respect to teacher sensitivity, varies widely (Pianta et al., 2005), and research is needed to inform teacher training efforts aimed at improving this critical aspect of quality for young…”
Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “One likely reason is that literacy is not considered a discipline in the same sense that math and science are; it does not exist as a well-specified sphere of knowledge agreed upon by scholars ( Phelps & Schilling, 2004 ).”
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors (2010, background): “Some studies have found evidence for ways in which teacher experience, depressive symptoms, and daily hassles are associated with specific dimensions of classroom emotional climate (Allhusen et al., 2004; Bryant, Clifford, & Peisner, 1991; Pianta et al., 2002, 2005).”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, neutral): “…rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. from teachers may be less salient than it is at younger grade levels (Hamre & Pianta, 2001; Pianta et al., 2005; Pianta, Nimetz, & Bennett, 1997; Saft & Pianta, 2001) for engaging youth in their studies.”
Profiles of Educational Quality in First Grade (2009, background): “…have indicated profound discrepancies in the nature and quality of instructional and social experiences offered to children in prekindergarten (Pianta et al., 2005) and elementary classrooms (National Institute of Child Health and Human Development Early Child Care Research Network [NICHD…”
Measuring School Readiness: Conceptual and Practical Considerations (2006, background): “…examining the relations between structural aspects of early childhood classrooms and measures of quality and teacher-child interaction (e.g., Pianta et al., 2005), although the same literature in child care settings is quite large (e.g., Cryer, Tietze, Burchinal, Leal, & Palacios, 1999;…”
Inequality in Preschool Quality? Community-Level Disparities in Access to High-Quality Learning Environments (2016, background): “Average CLASS scores from our current sample are very similar to, and in most cases only slightly higher than, those obtained from several large studies of process quality in state-funded pre-K programs (Burchinal et al., 2008; Pianta et al., 2005).”
Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. (2008, background): “These studies provided strong evidence that ratings of the quality of the classroom environment, including relational processes between teachers and children, are consistently associated with students’ social and academic performance (e.g., Hamre & Pianta, 2005; NICHD ECCRN, 2003; Pianta et al., 200”