Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

By Karen M. La Paro, B. Hamre, Jennifer LoCasale-Crouch, Robert C. Pianta, D. Bryant, D. Early, R. Clifford, O. Barbarin, C. Howes, Margaret R. Burchinal. 2009

257 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cbabbb8890c45a904281728c77ece9ba22cedfff

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness (2018, background): “Aspects of teachers’ professional wellbeing are related to process quality (La Paro et al., 2009; Pianta et al., 2005) and directly to student outcomes (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010).”
Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention (2016, background): “Based on limited research on core programs, a lack of emphasis on mathematics relative to reading and social skills development (La Paro et al., 2009), and the lack of design elements embedded in core programs specifically targeting the learning needs of at-risk students (Doabler, Fien,…”
A Course on Effective Teacher-Child Interactions (2012, background): “teacher beliefs may be an important target for interventions that ultimately aim to change teacher behavior (LaParo et al., 2009; McMullen et al., 2005; Pianta et al., 2005; Spear-Swerling & Brucker, 2004; Stipek & Byler, 1997).”
Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, background): “Nonetheless, it appears that educators may continue to benefit rom PD aimed at strategies or techniques that intertwine meanngful interactions into all classroom contexts that may not include ich learning opportunities (La Paro et al., 2009).”
A Systematic Review of Teacher–Child Interactions With Multilingual Young Children (2019, background): “High-quality teacher–child interactions are typically characterized by emotionally supportive expressions that stimulate concept and language development in well-organized classrooms (Hamre & Pianta, 2007; La Paro et al., 2009; Mashburn et al., 2008).”