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Items: 1 to 20 of 86

1.
2.

CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism.

Raver CC, Jones SM, Li-Grining C, Zhai F, Bub K, Pressler E.

Child Dev. 2011 Jan-Feb;82(1):362-78. doi: 10.1111/j.1467-8624.2010.01561.x.

3.

Targeting classrooms' emotional climate and preschoolers' socioemotional adjustment: implementation of the Chicago School Readiness Project.

Li-Grining CP, Raver CC, Jones-Lewis D, Madison-Boyd S, Lennon J.

J Prev Interv Community. 2014;42(4):264-81. doi: 10.1080/10852352.2014.943639.

5.

Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools.

Webster-Stratton C, Jamila Reid M, Stoolmiller M.

J Child Psychol Psychiatry. 2008 May;49(5):471-88. doi: 10.1111/j.1469-7610.2007.01861.x. Epub 2008 Jan 21.

6.

Targeting children's behavior problems in preschool classrooms: a cluster-randomized controlled trial.

Raver CC, Jones SM, Li-Grining C, Zhai F, Metzger MW, Solomon B.

J Consult Clin Psychol. 2009 Apr;77(2):302-16. doi: 10.1037/a0015302.

PMID:
19309189
8.

Classroom Interactions, Dyadic Teacher-Child Relationships, and Self-Regulation in Socially Disadvantaged Young Children.

Cadima J, Verschueren K, Leal T, Guedes C.

J Abnorm Child Psychol. 2016 Jan;44(1):7-17. doi: 10.1007/s10802-015-0060-5.

PMID:
26206118
9.

Neighborhood Economic Disadvantage and Children's Cognitive and Social-Emotional Development: Exploring Head Start Classroom Quality as a Mediating Mechanism.

McCoy DC, Connors MC, Morris PA, Yoshikawa H, Friedman-Krauss AH.

Early Child Res Q. 2015 3rd Quarter;32:150-159.

10.

Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach.

Brock LL, Nishida TK, Chiong C, Grimm KJ, Rimm-Kaufman SE.

J Sch Psychol. 2008 Apr;46(2):129-49. doi: 10.1016/j.jsp.2007.02.004. Epub 2007 Mar 21.

PMID:
19083354
11.

The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.

Rimm-Kaufman SE, Curby TW, Grimm KJ, Nathanson L, Brock LL.

Dev Psychol. 2009 Jul;45(4):958-72. doi: 10.1037/a0015861.

PMID:
19586173
12.

Preschoolers' academic readiness: What role does the teacher-child relationship play?

Palermo F, Hanish LD, Martin CL, Fabes RA, Reiser M.

Early Child Res Q. 2007 Oct 1;22(4). doi: 10.1016/j.ecresq.2007.04.002.

13.

Temperament in early childhood and peer interactions in third grade: the role of teacher-child relationships in early elementary grades.

Rudasill KM, Niehaus K, Buhs E, White JM.

J Sch Psychol. 2013 Dec;51(6):701-16. doi: 10.1016/j.jsp.2013.08.002. Epub 2013 Sep 5.

PMID:
24295144
14.

Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.

Powell DR, Son SH, File N, San Juan RR.

J Sch Psychol. 2010 Aug;48(4):269-92. doi: 10.1016/j.jsp.2010.03.002. Epub 2010 Apr 8.

PMID:
20609850
15.

Parent beliefs and children's social-behavioral functioning: the mediating role of parent-teacher relationships.

Kim EM, Sheridan SM, Kwon K, Koziol N.

J Sch Psychol. 2013 Apr;51(2):175-85. doi: 10.1016/j.jsp.2013.01.003. Epub 2013 Feb 8.

PMID:
23481083
16.

Dosage effects on school readiness: evidence from a randomized classroom-based intervention.

Zhai F, Raver CC, Jones SM, Li-Grining CP, Pressler E, Gao Q.

Soc Serv Rev. 2010;84(4):615-55.

PMID:
21488322
17.

Parent emotional expressiveness and children's self-regulation: associations with abused children's school functioning.

Haskett ME, Stelter R, Proffit K, Nice R.

Child Abuse Negl. 2012 Apr;36(4):296-307. doi: 10.1016/j.chiabu.2011.11.008. Epub 2012 May 6.

19.

Prediction of Children's Academic Competence From Their Effortful Control, Relationships, and Classroom Participation.

Valiente C, Lemery-Chalfant K, Swanson J, Reiser M.

J Educ Psychol. 2008 Feb 1;100(1):67-77.

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