Child development and classroom teaching: a review of the literature and implications for educating teachers $

By Denise Daniels, Lee Shumow. 2003

147 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8bcb0440f08558821c3b8d20847bc442c978db28

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In Education

Citations in the corpus

Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, background): “One dimension that is considered central to effective high-quality teaching and learning is teachers ’ knowledge and understanding of their students ’ social, emotional, and cognitive development (Daniels & Shumow, 2003; Darling-Hammond & Bransford, 2005; Sarason, 2001).”
Effects of Video Interaction Guidance on early childhood teachers (2010, background): “To conclude, there is a clear need for experimental research into the effects of training on the performance of early childhood teachers in practice, including its effects on teachers’ interactions with children (see Daniels & Shumow, 2003; Kontos & Wilcox-Herzog, 2001).”
Classroom emotional climate, student engagement, and academic achievement (2012, background): “The quality of social and emotional interactions in the classroom— between and among students and teachers (e.g., teacher and peer support, student autonomy)—creates the classroom emotional climate (CEC; Daniels & Shumow, 2003; Jia et al., 2009; Pianta, La Paro, & Hamre, 2008; Ryan & Patrick, 2001).”
Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program. (2010, background): “…development (Adalbjarnardottir & Selman, 1997; Selman, 2003), their perceptions of their role in attending to students’ social–emotional needs (Daniels & Shumow, 2003; A. M. Ryan, Gheen, & Midgley, 1998), their interest and ability in forming close relationships with their students…”
Personal epistemology and relational pedagogy in early childhood teacher education programs (2006, background): “Olsen and Bruner (1996, cited in Daniels & Shumow, 2003 ) examined the folk psychologies of teachers about how they understood children’s learning and how this knowledge influenced their teaching practices.”
Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States (2005, unknown): “…educational reforms that are reflected in both legislative decrees (e.g., Public Law 94-142, 1975) and classroom practices (Barnett, 2002; Christenson, Ysseldyke, & Thurlow, 1989; Daniels & Shumow, 2003; Heller, Spooner, Spooner, & Algozzine, 1992; Salend, 1994; Wood, 1997; Zigmond & Baker, 1990).”