Teaching practices and the promotion of achievement and adjustment in first grade

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Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, background): “For example, Perry et al. (2007) reported a mean level of observed teacher warmth of 3.57, a value equating to halfway between “practices are often seen” and “practices are quite often seen.””
The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade (2012, background): “Such work builds on existing evidence (e.g., Perry et al., 2007; Pianta, La Paro, Payne, Cox, & Bradley, 2002; Wilson et al., 2007) and indicates that interventions that aim to improve emotionally supportive interactions hold promise for improving children’s social behaviors and selfregulatory…”
Classroom organization and teacher stress predict learning motivation in kindergarten children (2010, background): “to learn from lessons and activities and how well teacher manages instructional time and routines and provides activities for students so that they have opportunity to be involved in learning activities (Pianta et al. 2008). In Rimm-Kaufman et al. (2009), study classroom organization was also the on”