Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

By Jennifer LoCasale-Crouch, Timothy R. Konold, Robert C. Pianta, C. Howes, Margaret R. Burchinal, D. Bryant, R. Clifford, Diane M. Early, O. Barbarin. 2007

460 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/82392e3f2632ac172679aa7d8ddd55f5cc908fd9

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In Clinical Psychology

In Education

Citations in the corpus

The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, methodology): “In prior analyses, LoCasale-Crouch et al. (2007) used cluster analysis techniques to identify profiles of teacher–child interactions in pre-K based on two large data sets collected by the National Center for Early Development and Learning.”
Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future. (2009, background): “…programs are emphasizing students’ skills in “having more frequent and developmentally supportive interactions with individual children,” a foundation for promoting children’s development and learning and a competency that has a strong basis in recent research (e.g., LoCasale-Crouch et al., 2007).”
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009, result): “Findings from pre-K classrooms suggest that although some program variables are associated with quality, the associations are not as strong or as consistent as those found in the child care literature (Early et al., 2006; LoCasale-Crouch et al., 2007; Pianta et al., 2005).”
Preparing children for success: integrating science, math, and technology in early childhood classroom (2015, background): “Locasale-Crouch et al. (2007) investigated the instructional and social emotional quality of state-funded Pre-Kindergarten (Pre-K) programmes throughout the country.”
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, unknown): “4 Frey (2011); Hernandez (1995); LoCasale-Crouch et al.(2007).”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “Although there are a few studies that have applied a person-oriented approach in investigating teacher-initiated classroom interaction (LoCasale-Crouch et al., 2007; Salminen et al., 2012), as far as we know, no studies have yet used a personoriented approach to determine which combinations of…”
What are Preschool Teachers Reading in Their Classrooms? (2011, result): “For example, in a recent study of global instructional quality in preschool classrooms, LoCasale-Crouch et al. (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,…”