The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence

By Timothy W. Curby, Jennifer LoCasale-Crouch, Timothy R. Konold, Robert C. Pianta, C. Howes, Margaret R. Burchinal, D. Bryant, R. Clifford, Diane M. Early, O. Barbarin. 2009

296 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f4d0c022608f3ce27f576bf4d2a87db1efa0f50c

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In Clinical Psychology

In Education

Citations in the corpus

Classroom Emotional Climate, Teacher Affiliation, and Student Conduct (2011, background): “…is supported by evidence that emotionally supportive classrooms are related to greater student motivation, interest, enjoyment, and engagement (Curby et al., 2009; Marks, 2000; Woolley, Kol, & Bowen, 2009), better student coping strategies (Ruus et al., 2007), less violent behavior (Sprott,…”
A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education (2020, background): “2008) but also better mathematical skills (Curby et al. 2009; Horan and Carr 2018) and behavioural development (Luckner and Pianta 2011; Mashburn et al.”
The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis (2020, background): “A growing body of evidence reveals the importance of high-quality teacher-child interactions in early childhood education and care (ECEC) for learning and the behavioral engagement of young children before they enter school (Mashburn et al., 2008; Ponitz, Rimm-Kaufman, Grimm, & Curby, 2009).”
The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten (2011, background): “…teaching is related to more desirable social outcomes in young children, such as positive peer social skills, high frustration tolerance, and focused task orientation, and fewer behavior problems, such as being disruptive in class and being anxious (Curby et al., 2009; Mashburn et al., 2008).”
Classroom emotional climate, student engagement, and academic achievement (2012, result): “Students in emotionally supportive classrooms report greater interest, enjoyment, and engagement (Curby et al., 2009; Marks, 2000; Rimm-Kaufman, La Paro, Downer, & Pianta, 2005; Skinner & Belmont, 1993; Wentzel, 1998; Woolley, Kol, & Bowen, 2009).”
A Course on Effective Teacher-Child Interactions (2012, background): “…effects on children’s development is the nature and quality of teachers’ interactions with children (BrophyHerb, Lee, Nievar, & Stollak, 2007; Curby et al., 2009; Dickinson & Brady, 2006; Guo, Piasta, Justice, & Kaderavek, 2010; Howes et al., 2008; Jackson et al., 2006; Mashburn et al.,…”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “Curby et al. (2009) also found that the children who received the highest levels of emotional support were rated highest in social competence the following year.”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “The quality of instructional support consistently predicts gains in academic and language outcomes throughout early childhood (e.g., Curby et al., 2009; Howes et al., 2008; Mashburn et al., 2008).”