Timothy W. Curby

Education · 2009–2015

A researcher in the Science corpus: 11 papers; trusts 29 researchers and is trusted by 1 researcher here, as inferred from the citation graph.

Subfields

• Education — 258 citations into it; #9,686 of 11,309 by trust here, #684 by citations
• Clinical Psychology — 98 citations into it; #7,216 of 8,024 by trust here, #1,217 by citations
• Developmental and Educational Psychology — 65 citations into it
• Statistics and Probability — 17 citations into it
• Pediatrics, Perinatology and Child Health — 9 citations into it
• Management Science and Operations Research — 6 citations into it

Whom Timothy W. Curby trusts overall

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

1. Robert C. Pianta
2. B. Hamre
3. Margaret R. Burchinal
4. S. Rimm-Kaufman
5. Andrew J. Mashburn
6. Karen M. La Paro
7. R. Dumont
8. C. Howes
9. S. Denham
10. D. Stipek

Who trusts Timothy W. Curby overall

1. B. Hamre
2. Jason T. Downer
3. Antje von Suchodoletz
4. Robert C. Pianta
5. Franziska Egert
6. Simone Lehrl
7. K. Kluczniok
8. Marc A. Brackett
9. M. Reyes
10. J. Cadima

Papers from Timothy W. Curby's perspective

Ordered by how strongly the researchers Timothy W. Curby trusts endorse each paper. Same corpus, a different order for every researcher.

1. Emotions Matter: Making the Case for the Role of Young Children's Emotional Development for Early School Readiness
2. Learning opportunities in preschool and early elementary classrooms.
3. Missing data: our view of the state of the art. (Psychological methods)
4. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (Child Development)
5. The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. (Child Development)
6. Investing in Our Future: The Evidence Base on Preschool Education
7. The Bioecological Model of Human Development
8. School readiness and later achievement. (Developmental Psychology)
9. The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes (The Elementary school journal)
10. Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction

Their papers

• Associations Between Preschoolers' Social–Emotional Competence and Preliteracy Skills (2015) — 109 citations
• To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? (2015) — 247 citations
• A Mixed‐Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support (2014) — 132 citations
• Efficacy of the Responsive Classroom Approach (2014) — 158 citations
• Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms (2013) — 98 citations
• Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills (2013) — 210 citations
• Stability and change in early childhood classroom interactions during the first two hours of a day (2010) — 97 citations
• Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009) — 223 citations
• Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. (2009) — 315 citations
• The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. (2009) — 674 citations
• The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009) — 296 citations