Kathleen Moritz Rudasill

Education · 2006–2018

A researcher in the Science corpus: 5 papers; trusts 24 researchers and is trusted by 3 researchers here, as inferred from the citation graph.

Subfields

• Education — 76 citations into it; #7,048 of 11,309 by trust here, #3,737 by citations
• Clinical Psychology — 51 citations into it; #4,615 of 8,024 by trust here, #3,591 by citations
• Social Psychology — 33 citations into it
• Experimental and Cognitive Psychology — 12 citations into it
• Safety Research — 12 citations into it
• Developmental and Educational Psychology — 10 citations into it

Whom Kathleen Moritz Rudasill trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Robert C. Pianta
2. S. Rimm-Kaufman
3. B. Hamre
4. A. Sameroff
5. K. Fanti
6. M. Rothbart
7. Megan W. Stuhlman
8. Jean A. Baker
9. Michael I. Posner
10. M. Mackenzie

Who trusts Kathleen Moritz Rudasill overall

1. Robert J. Coplan
2. Kimberley A. Arbeau
3. Jeffrey Liew
4. S. Rimm-Kaufman
5. Akwasi Twum-Antwi
6. Jennifer A. Mortensen
7. Laura M. Justice

Papers from Kathleen Moritz Rudasill's perspective

Ordered by how strongly the researchers Kathleen Moritz Rudasill trusts endorse each paper. Same corpus, a different order for every researcher.

1. Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom
2. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. (Child Development)
3. Trajectories of Classroom Externalizing Behavior: Contributions of Child Characteristics, Family Characteristics, and the Teacher-Child Relationship during the School Transition.
4. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
5. Contributions of teacher–child relationships to positive school adjustment during elementary school
6. Teacher Characteristics and the Quality of Child–Teacher Relationships
7. Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. (Child Development)
8. Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool
9. Trajectories of Pure and Co-Occurring Internalizing and Externalizing Problems from Age 2 to Age 12: Findings from the NICHD Study of Early Child Care
10. Temperament in the classroom : understanding individual differences

Their papers

• Systems View of School Climate: a Theoretical Framework for Research (2018) — 241 citations
• Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program (2012) — 108 citations
• Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade (2011) — 165 citations
• Teacher–child relationship quality: The roles of child temperament and teacher–child interactions (2009) — 403 citations
• Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool (2006) — 142 citations