Jason T. Downer

Education · 2005–2017

A researcher in the Science corpus: 23 papers; trusts 68 researchers and is trusted by 27 researchers here, as inferred from the citation graph.

Subfields

• Education — 400 citations into it; #914 of 11,309 by trust here, #92 by citations
• Clinical Psychology — 181 citations into it; #1,734 of 8,024 by trust here, #332 by citations
• Developmental and Educational Psychology — 111 citations into it; #7,804 of 8,223 by trust here, #3,736 by citations
• Sociology and Political Science — 40 citations into it
• Social Psychology — 39 citations into it
• Statistics and Probability — 27 citations into it
• Demography — 25 citations into it; #3,630 of 4,236 by trust here, #2,373 by citations
• Safety Research — 20 citations into it; #5,379 of 5,829 by trust here, #2,596 by citations

Whom Jason T. Downer trusts overall

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

1. Robert C. Pianta
2. B. Hamre
3. J. Fantuzzo
4. S. Rimm-Kaufman
5. Margaret R. Burchinal
6. C. Howes
7. U. Bronfenbrenner
8. F. Morrison
9. M. Lamb
10. Julia L. Mendez

Who trusts Jason T. Downer overall

1. Robert C. Pianta
2. Priscilla Goble
3. Claire E Baker
4. Margaret R. Burchinal
5. B. Hamre
6. Timothy W. Curby
7. M. Poulou
8. B. Hu
9. S. Rimm-Kaufman
10. Catherine Attard

Papers from Jason T. Downer's perspective

Ordered by how strongly the researchers Jason T. Downer 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. Peabody Picture Vocabulary Test–Third Edition
3. School readiness and later achievement. (Developmental Psychology)
4. The Bioecological Model of Human Development
5. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. (Child Development)
6. Missing data: our view of the state of the art. (Psychological methods)
7. Oral language and code-related precursors to reading: evidence from a longitudinal structural model. (Developmental Psychology)
8. Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction
9. Investing in Our Future: The Evidence Base on Preschool Education
10. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. (Child Development)

Their papers

• Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development (2017) — 186 citations
• Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness (2017) — 113 citations
• Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills (2016) — 92 citations
• Teacher-Child Racial/Ethnic Match within Pre-Kindergarten Classrooms and Children's Early School Adjustment. (2016) — 152 citations
• Quality in Early Education Classrooms: Definitions, Gaps, and Systems (2016) — 193 citations
• Measuring Effective Teacher-Student Interactions From a Student Perspective (2015) — 108 citations
• Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children ☆ (2014) — 96 citations
• Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis (2013) — 208 citations
• A Course on Effective Teacher-Child Interactions (2012) — 529 citations
• Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings. (2012) — 176 citations
• Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion. (2012) — 153 citations
• Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010) — 343 citations
• Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms. (2008) — 743 citations
• Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten (2008) — 240 citations
• Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. (2008) — 1,981 citations
• Father Involvement and Children's Early Learning: A Critical Review of Published Empirical Work from the Past 15 Years (2008) — 105 citations
• How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007) — 225 citations
• Parent characteristics, economic stress, and neighborhood context as predictors of parent involvement in preschool children’s education (2007) — 275 citations
• Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors (2007) — 389 citations
• Academic and Cognitive Functioning in First Grade: Associations with Earlier Home and Child Care Predictors and with Concurrent Home and Classroom Experiences (2006) — 318 citations