Classification of teachers’ interaction behaviors in early childhood classrooms☆

By Renee E. L. de Kruif, R. McWilliam, S. Ridley, Melissa B. Wakely. 2000

202 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/88b00bf843968d72d742eec1375a2b12e98cc749

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In Clinical Psychology

In Education

Citations in the corpus

The Day-to-Day Reality of Teacher Turnover in Preschool Classrooms: An Analysis of Classroom Context and Teacher, Director, and Parent Perspectives (2011, methodology): “Past research has excluded the Parents and Staff subscale to focus this instrument as a measure of “child-related items” ( de Kruif, McWilliam, Ridely, & Wakely, 2000 , p.”
The Costs of Being a Child Care Teacher (2006, background): “…emerging understandings and skills by introducing them to new activities and engaging in interactions that are sensitive and responsive and that foster children’s social, emotional, and cognitive growth (Bredekamp, 1997; Bredekamp & Copple, 1997; de Kruif et al., 2000; Kontos & WilcoxHerzog, 1997).”
Capturing Quality in Early Childhood through Environmental Rating Scales (2006, background): “…been shown to possess good psychometric properties and good predictive validity in significantly relating to children’s developmental outcomes (De Kruif et al., 2000; Gilliam, 2000; Jaeger & Funk, 2001; Peisner-Feinberg & Burchinal, 1997; Phillips, K. Sylva et al. / Early Childhood Research…”
Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context (2009, background): “The variability in educators’ use of child-dependent LSTs is consistent with previous evidence showing that preschool educators vary in the interactive techniques they use (e.g., de Kruif et al., 2000).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “Our teacher education findings are consistent with previous work indicating that specific training in ECE or a related field is a better predictor of classroom quality than teacher education level alone (de Kruif et al., 2000; Garet, Porter, Desimone, Birman, & Yoon, 2001).”
Patterns of Teacher–Child Conversations in Head Start Classrooms: Implications for an Empirically Grounded Approach to Professional Development (2008, background): “The quality of teacher–child interaction is the most important predictor of enhanced language and cognitive development ( Early Child Care Research Network, 2000 , 2002 ).”
Professional Development + Coaching = Enhanced Teaching: Increasing Usage of Math Mediated Language in Preschool Classrooms (2009, background): “Kruif et al. (2000) found that teachers who had an associate’s or bachelor’s degree used more elaborative and less directive interactions with toddlers than those teachers with no post high school education.”
Early childhood teachers' preparation and the quality of program outcomes (2007, background): “…he s ch oo l d is tr ic ts 84 O. N. Saracho and B. Spodek education offered young children easy-to-follow directions and used novel, nonrepetitive and high-level activities (de Kruif et al., 2000) to encourage children to spontaneously join activities that promoted their social, language and…”
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009, background): “Therefore, it seems that these data do accurately reflect a lack of the types of instructional experiences for children that the field reports are important ( Bredekamp & Copple, 1997 ; De Kruif, McWilliam, Ridley, & Wakely, 2000 ) and that have been shown to predict positive academic gains (eg, H”