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Teaching through Interactions
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Teaching Processes in Elementary and Secondary Education
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Enhancing Schools’ Capacity to Support Children in Poverty: An Ecological Model of School-Based Mental Health Services
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Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
inferredcites →https://doi.org/10.1016/j.ecresq.2007.09.001openalex-snapshot
Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings
inferredcites →https://doi.org/10.1016/j.ecresq.2008.02.001openalex-snapshot
Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
inferredcites →https://doi.org/10.1016/j.jsp.2007.06.009openalex-snapshot
Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate
inferredcites →https://doi.org/10.1016/j.jsp.2009.11.002openalex-snapshot
Temperamental attention and activity, classroom emotional support, and academic achievement in third grade
inferredcites →https://doi.org/10.1016/j.jsp.2010.09.001openalex-snapshot
The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes
inferredcites →https://doi.org/10.1016/j.tate.2012.01.012openalex-snapshot
Equity and social justice in teaching and teacher education
inferredcites →https://doi.org/10.1037//0003-066x.57.2.111openalex-snapshot
School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.
inferredcites →https://doi.org/10.1037/0012-1649.42.6.1179openalex-snapshot
Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child × environment model.
inferredcites →https://doi.org/10.1037/0022-0663.79.4.474openalex-snapshot
Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance.
inferredcites →https://doi.org/10.1037/a0015302openalex-snapshot
Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial.
inferredcites →https://doi.org/10.1037/a0015861openalex-snapshot
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.
inferredcites →https://doi.org/10.1037/a0018160openalex-snapshot
Improving classroom quality: Teacher influences and experimental impacts of the 4rs program.
inferredcites →https://doi.org/10.1037/a0020920openalex-snapshot
Observed classroom quality during teacher education and two years of professional practice.
inferredcites →https://doi.org/10.1037/a0027268openalex-snapshot
Classroom emotional climate, student engagement, and academic achievement.
inferredcites →https://doi.org/10.1037/a0027725openalex-snapshot
Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools.
inferredcites →https://doi.org/10.1046/j.1467-8624.2003.00629.xopenalex-snapshot
Social Functioning in First Grade: Associations With Earlier Home and Child Care Predictors and With Current Classroom Experiences
inferredcites →https://doi.org/10.1080/02796015.2009.12087852openalex-snapshot
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement
inferredcites →https://doi.org/10.1080/07370000802177235openalex-snapshot
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
inferredcites →https://doi.org/10.1080/10409280802541965openalex-snapshot
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms
inferredcites →https://doi.org/10.1080/10409280902783509openalex-snapshot
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors
inferredcites →https://doi.org/10.1080/10409280902858764openalex-snapshot
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens
inferredcites →https://doi.org/10.1080/10409289.2010.497453openalex-snapshot
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes
inferredcites →https://doi.org/10.1080/10627190802602541openalex-snapshot
Toward Measuring Instructional Interactions “At-Scale”
inferredcites →https://doi.org/10.1086/428746openalex-snapshot
A Day in Third Grade: A Large‐Scale Study of Classroom Quality and Teacher and Student Behavior
inferredcites →https://doi.org/10.1086/461354openalex-snapshot
Improving Classroom Management: An Experiment in Elementary School Classrooms
inferredcites →https://doi.org/10.1086/499709openalex-snapshot
The Relation of Global First-Grade Classroom Environment to Structural Classroom Features and Teacher and Student Behaviors
inferredcites →https://doi.org/10.1086/499740openalex-snapshot
Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning
inferredcites →https://doi.org/10.1086/605470openalex-snapshot
Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade
inferredcites →https://doi.org/10.1086/669901openalex-snapshot
Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores
inferredcites →https://doi.org/10.1093/oso/9780195059731.001.0001openalex-snapshot
Apprenticeship in Thinking
inferredcites →https://doi.org/10.1111/j.1467-6494.2011.00739.xopenalex-snapshot
Modeling General and Specific Variance in Multifaceted Constructs: A Comparison of the Bifactor Model to Other Approaches
inferredcites →https://doi.org/10.1111/j.1467-8624.2005.00889.xopenalex-snapshot
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
inferredcites →https://doi.org/10.1111/j.1467-8624.2007.01014.xopenalex-snapshot
Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs
inferredcites →https://doi.org/10.1111/j.1467-8624.2008.01154.xopenalex-snapshot
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
inferredcites →https://doi.org/10.1111/j.1467-8624.2010.01560.xopenalex-snapshot
Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research
inferredcites →https://doi.org/10.1126/science.1139719openalex-snapshot
Opportunities to Learn in America's Elementary Classrooms
inferredcites →https://doi.org/10.1126/science.1207998openalex-snapshot
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
inferredcites →https://doi.org/10.1177/0022487110390221openalex-snapshot
Do We Know a Successful Teacher When We See One? Experiments in the Identification of Effective Teachers
inferredcites →https://doi.org/10.1177/016146811011201204openalex-snapshot
The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality
inferredcites →https://doi.org/10.1177/016146811111301205openalex-snapshot
Framework for Teaching Practice: A Brief History of an Idea
inferredcites →https://doi.org/10.1177/15257401040250040401openalex-snapshot
Parental Scaffolding of Children's Phonological Awareness Skills
inferredcites →https://doi.org/10.1207/s1532480xads0903_2openalex-snapshot
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?
inferredcites →https://doi.org/10.1207/s15326977ea0701_5openalex-snapshot
Exploring the Technical Quality of Using Assignments and Student Work as Indicators of Classroom Practice
inferredcites →https://doi.org/10.1207/s15326985ep3602_5openalex-snapshot
Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education
inferredcites →https://doi.org/10.1207/s1532799xssr0304_2openalex-snapshot
Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation
inferredcites →https://doi.org/10.1207/s15430421tip4104_4openalex-snapshot
Rote Versus Meaningful Learning
inferredcites →https://doi.org/10.1348/000709909x454814openalex-snapshot
Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day‐to‐day experiences
inferredcites →https://doi.org/10.2307/2072165openalex-snapshot
Structural Equations with Latent Variables.
inferredcites →https://doi.org/10.2307/2289630openalex-snapshot
Structural Equations with Latent Variables.
inferredcites →https://doi.org/10.3102/0002831208328089openalex-snapshot
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support:The Head Start REDI Program
inferredcites →https://doi.org/10.3102/0002831211434596openalex-snapshot
A Course on Effective Teacher-Child Interactions
inferredcites →https://doi.org/10.3102/0013189x09332373openalex-snapshot
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students
inferredcites →https://doi.org/10.3102/0013189x09332374openalex-snapshot
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
inferredcites →https://doi.org/10.3102/0013189x09349313openalex-snapshot
Measuring Reading Instruction With Teacher Logs
inferredcites →https://doi.org/10.3102/0013189x09350881openalex-snapshot
Sharpening Our Focus in Measuring Classroom Instruction
inferredcites →https://doi.org/10.3102/00346543058001079openalex-snapshot
Timing of Feedback and Verbal Learning
inferredcites →https://doi.org/10.3102/00346543074004525openalex-snapshot
Missing Data in Educational Research: A Review of Reporting Practices and Suggestions for Improvement
inferredcites →https://doi.org/10.3386/w16015openalex-snapshot
Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers' value-added scores
inferredcites →https://doi.org/10.34190/jbrmopenalex-snapshot
The Electronic Journal of Business Research Methods
inferredcites →https://doi.org/10.4324/9780203846766-19openalex-snapshot
SCHOOL AND COMMUNITY INFLUENCES ON HUMAN DEVELOPMENT
inferredcites →https://doi.org/10.5860/choice.27-0974openalex-snapshot
Structural equations with latent variables
inferredcites →https://doi.org/10.5860/choice.28-0612openalex-snapshot
Apprenticeship in thinking: cognitive development in social context
inferredcites →https://doi.org/10.5860/choice.43-2338openalex-snapshot
Studying teacher education: the report of the AERA Panel on Research and Teacher Education
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Validation of the Classroom Assessment Scoring System in Mexico
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Teacher-Student Relationship Quality: Influence of Structure, Support, and Teacher-Student Interactions
inferred← citeshttps://doi.org/10.1002/9781119125556.devpsy415openalex-snapshot
Classroom Processes and Teacher–Student Interaction: Integrations with a Developmental Psychopathology Perspective
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Improving Observational Score Quality
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Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement
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Strategies teachers use to support students' self‐regulation skill development in mainstream primary schools: A scoping review
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Understanding the interpretation and implementation of social and emotional learning in physical education
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Association of Socioeconomic Status With IQ and Attention in School Children in Poland, a Country With Relatively Low Socioeconomic Differences
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Using State Early Care and Education Workforce Registry Data to Inform Training‐Related Questions: Issues to Consider
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Teacher educational qualifications and the quality of teacher–student interactions in senior high school classrooms in Ghana: Could teacher self‐efficacy bridge the qualifications gap?
inferred← citeshttps://doi.org/10.1002/icd.2222openalex-snapshot
Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal
inferred← citeshttps://doi.org/10.1002/icd.2474openalex-snapshot
Teachers matter in early childhood: The relation between teacher behaviours and executive function development in toddlerhood
inferred← citeshttps://doi.org/10.1002/icd.70081openalex-snapshot
Early Childhood Education and Care Quality and Gains in Skills Among a Diverse Sample of Toddlers and Preschoolers in Norway
inferred← citeshttps://doi.org/10.1002/pits.22995openalex-snapshot
Contextual factors contributing to variability within middle school teachers' observed classroom management and student engagement
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The Impact of Teacher Social‐Emotional Competence Training on Students' Social‐Emotional Competence: A Theoretical Framework Based on the KAB Model and Empirical Analysis Using SSES Data
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Classroom Climate and the Basic Psychological Needs of Students in Special Education: The Moderating Role of Anxiety and Gender
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The quality of parent–child interactions in science and associations with children's science learning: A systematic review
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Coaching Classroom-Based Preventive Interventions
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The Use of Video Capturing in International Large-Scale Assessment Studies: Methodological and Theoretical Considerations
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Teaching Culturally Diverse Student Groups in the Nordic Countries—What Can the TALIS 2018 Data Tell Us?
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Improving Inclusive Education through Universal Design for Learning
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Teaching for Diversity with UDL: Analysing Teacher Competence
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The Use of Video Capturing in International Large-Scale Assessment Studies: Methodological and Theoretical Considerations
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How Peers and Teachers Shape Elementary School Children’s Academic and Socioemotional Development
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Teacher–Student Relationships, Engagement in School, and Student Outcomes
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Teaching Effectiveness Revisited Through the Lens of Practice Theories
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Quality of Early Learning Environments: Measures, Validation, and Effects on Child Development
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Teacher-Student Interactions: Theory, Measurement, and Evidence for Universal Properties That Support Students’ Learning Across Countries and Cultures
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Teacher and Teaching Behaviour and Student Motivational Outcomes: Critical Reflections on the Knowledge Base and on Future Research
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Teacher Qualifications, Professional Development, Teaching Quality, and Student Reading Achievements. A Comparative Perspective for the Dinaric Region
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The Reciprocal Relationship of Skills: Putting It All Together
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Qualifications and training
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The Influence of Instructional Practices on Reading Motivation in Finland
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A Conceptual Framework for Understanding and Supporting Children’s Development During the Kindergarten Transition
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Interaktionsgestaltung im familiären und frühpädagogischen Kontext.Einleitung
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Interaktionsqualität in der Betreuung 1–3-Jähriger – ein explorativ vergleichender Einsatz der Beobachtungsinstrumente GInA und CLASS Toddler
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Die Bedeutung von Fachwissen und Unterstützungsplanung im Bereich Sprache für gelingende Interaktionen in Kindertageseinrichtungen
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Sicherung der Qualität von Beobachtungen der ErzieherIn-Kind-Interaktion mit dem Classroom Assessment Scoring System
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Fostering Coherence in Finnish Teacher Education: The MAP Model
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Lehrer-Schüler-Interaktion und Beziehungsqualität als Gegenstandsbereiche der empirischen Bildungsforschung
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Research-Based Approaches for Identifying and Assessing Effective Teaching Practices
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Modeling the “Write” Teaching Practices
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Microblogging as Partner(s) in Teacher-Student Dialogues
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Effects of Early Childhood Teacher Knowledge and Feedback on Children’s Early Mathematical Development in German Kindergartens
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Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism
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Validation of Perceived Academic Support Questionnaire (PASQ): a study using a sample of Dominican Republic high-school students
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inferred← citeshttps://doi.org/10.1007/s10984-025-09544-1openalex-snapshot
Towards understanding student perceptions of supportive teaching behaviour
inferred← citeshttps://doi.org/10.1007/s10984-026-09593-0openalex-snapshot
Design and exploratory evaluation of an AI-supported blended learning environment for big data education
inferred← citeshttps://doi.org/10.1007/s11031-026-10277-8openalex-snapshot
Negotiations in the classroom: an experimental study on how teachers appraise and respond to students’ expressions of non-agreement
inferred← citeshttps://doi.org/10.1007/s11092-021-09373-9openalex-snapshot
A multidimensional adapted process model of teaching
inferred← citeshttps://doi.org/10.1007/s11121-016-0667-yopenalex-snapshot
Use of Praise and Reprimands as Critical Ingredients of Teacher Behavior Management: Effects on Children’s Development in the Context of a Teacher-Mediated Classroom Intervention
inferred← citeshttps://doi.org/10.1007/s11162-016-9437-8openalex-snapshot
A Criterion-Referenced Approach to Student Ratings of Instruction
inferred← citeshttps://doi.org/10.1007/s11218-018-9474-6openalex-snapshot
Trajectories of students’ perceived instructional support
inferred← citeshttps://doi.org/10.1007/s11218-022-09701-xopenalex-snapshot
Parental evaluation of teachers’ competences and characteristics during COVID-19 pandemic homeschooling
inferred← citeshttps://doi.org/10.1007/s11218-022-09734-2openalex-snapshot
Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey
inferred← citeshttps://doi.org/10.1007/s11218-023-09864-1openalex-snapshot
RETRACTED ARTICLE: Associations between perceived teacher emotional support and externalizing problem behaviors among Chinese rural adolescent
inferred← citeshttps://doi.org/10.1007/s11218-023-09881-0openalex-snapshot
Personal agency among students from low socio-economic backgrounds: An examination of student profiles, perceived teaching support, and achievement
inferred← citeshttps://doi.org/10.1007/s11218-024-09992-2openalex-snapshot
Social participation in secondary school: The relation to teacher-student interaction, student characteristics and class-related variables
inferred← citeshttps://doi.org/10.1007/s11218-025-10088-8openalex-snapshot
The role of teachers in guiding student peer interactions: conceptions of pre-service teachers
inferred← citeshttps://doi.org/10.1007/s11218-026-10225-xopenalex-snapshot
Teachers as facilitators of positive intergroup dynamics and inclusion
inferred← citeshttps://doi.org/10.1007/s11218-026-10247-5openalex-snapshot
Academic well-being profiles of pre-service teachers: links with resources and retention-related outcomes
inferred← citeshttps://doi.org/10.1007/s11412-021-09347-5openalex-snapshot
Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms
inferred← citeshttps://doi.org/10.1007/s11618-024-01259-yopenalex-snapshot
The flip side of teacher enthusiasm?
inferred← citeshttps://doi.org/10.1007/s11858-018-0940-6openalex-snapshot
Understanding Instructional Quality Through a Relational Lens
inferred← citeshttps://doi.org/10.1007/s11858-024-01591-xopenalex-snapshot
Integrating subject-generic and subject-specific teaching frameworks: searching for stages of teaching in mathematics
inferred← citeshttps://doi.org/10.1007/s11858-024-01606-7openalex-snapshot
Unraveling high-quality mathematics teaching in algebra: insights from overlaying domain-specific and content-specific observation instruments
inferred← citeshttps://doi.org/10.1007/s12144-023-04647-5openalex-snapshot
A systematic review and meta-analysis of the associations between teacher–child interaction and children’s executive function
inferred← citeshttps://doi.org/10.1007/s12144-025-08031-3openalex-snapshot
The relationship between teacher professional development and students’ social and emotional skills: examining the mediating roles of teacher self-efficacy and teaching practices
inferred← citeshttps://doi.org/10.1007/s12187-021-09876-3openalex-snapshot
Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being
inferred← citeshttps://doi.org/10.1007/s12310-019-09341-1openalex-snapshot
Variation in Teachers’ Reported Use of Classroom Management and Behavioral Health Strategies by Grade Level
inferred← citeshttps://doi.org/10.1007/s12310-022-09519-0openalex-snapshot
Understanding High Quality Teacher-Student Interactions in High Needs Elementary Schools: An Exploration of Teacher, Student, and Relational Contributors
inferred← citeshttps://doi.org/10.1007/s12310-023-09624-8openalex-snapshot
Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors
inferred← citeshttps://doi.org/10.1007/s12453-015-0101-4openalex-snapshot
Ontwikkeling en onderwijs: de bijdrage van bio-ecologische ontwikkelingsmodellen aan onderwijsonderzoek
inferred← citeshttps://doi.org/10.1007/s12662-022-00836-9openalex-snapshot
Measuring pedagogical quality in children’s sports: validity and reliability of the classroom assessment scoring system K–3 in extracurricular sports training
inferred← citeshttps://doi.org/10.1007/s12671-015-0422-7openalex-snapshot
Improving Teacher Awareness and Well-Being Through CARE: a Qualitative Analysis of the Underlying Mechanisms
inferred← citeshttps://doi.org/10.1007/s13138-025-00265-9openalex-snapshot
Qualität der mathematikspezifischen Interaktion während Spielsituationen
inferred← citeshttps://doi.org/10.1007/s13158-021-00292-wopenalex-snapshot
A Bifactor Model of the Classroom Assessment Scoring System in Preschool and Early Intervention Classrooms in Singapore
inferred← citeshttps://doi.org/10.1007/s13158-023-00387-6openalex-snapshot
Early Childhood Education and Care Teachers’ Gaze Behavior Across Pedagogical Episodes in Toddler Groups in Finland
inferred← citeshttps://doi.org/10.1007/s13384-017-0248-5openalex-snapshot
The development of a situational judgement test of personal attributes for quality teaching in rural and remote Australia
inferred← citeshttps://doi.org/10.1007/s13384-021-00466-4openalex-snapshot
How educators in high-quality preschool services understand and support early self-regulation: a qualitative study of knowledge and practice
inferred← citeshttps://doi.org/10.1007/s13394-017-0199-1openalex-snapshot
Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions
inferred← citeshttps://doi.org/10.1007/s35834-021-00297-4openalex-snapshot
Der Zusammenhang von Schuleinstellung und Qualität kind- und klassenbezogener pädagogischer Beziehungen von Lehrkräften
inferred← citeshttps://doi.org/10.1007/s40299-019-00444-6openalex-snapshot
Validation of Classroom Teacher Interaction Skills Scale
inferred← citeshttps://doi.org/10.1007/s40299-023-00714-4openalex-snapshot
Investigating the Interaction Types and Instructional Proxemics in Information Technology Enhanced Exemplary Lessons
inferred← citeshttps://doi.org/10.1007/s42010-023-00178-xopenalex-snapshot
Kognitive Aktivierung im Sportunterricht: ein Scoping Review zur Umsetzung methodisch-didaktischer Merkmale und zugrundeliegender konzeptioneller Grundannahmen
inferred← citeshttps://doi.org/10.1007/s42010-023-00180-3openalex-snapshot
Individuelle Lernunterstützung in der Arbeitsphase einer standardisierten Mathematikstunde im ersten Schuljahr – eine Videostudie
inferred← citeshttps://doi.org/10.1007/s42087-025-00514-wopenalex-snapshot
Identifying Strategies Teachers Apply to Establish Positive Relationships with Students
inferred← citeshttps://doi.org/10.1007/s42278-023-00176-zopenalex-snapshot
Zur Bedeutung der sozialen Lernvergangenheit für die pädagogische Beziehungsgestaltung
inferred← citeshttps://doi.org/10.1007/s42278-023-00181-2openalex-snapshot
Die Qualität von Interaktionen in Kindertageseinrichtungen. Einflussfaktoren gelingender Interaktionsgestaltung im KiTa-Alltag
inferred← citeshttps://doi.org/10.1007/s44217-026-01468-zopenalex-snapshot
Sociocultural predictors of socioemotional competence in Peruvian preschool children examining educational interaction dimensions through hierarchical regression
inferred← citeshttps://doi.org/10.1016/b978-0-08-097086-8.92127-5openalex-snapshot
Classroom Level in Educational Effectiveness Research
inferred← citeshttps://doi.org/10.1016/j.actpsy.2024.104201openalex-snapshot
Examining concept development classroom interaction quality and children's developmental progress in state pre-K/head start programs using pre-K CLASS and LAP-3
inferred← citeshttps://doi.org/10.1016/j.appdev.2013.05.002openalex-snapshot
Understanding how children's engagement and teachers' interactions combine to predict school readiness
inferred← citeshttps://doi.org/10.1016/j.appdev.2016.11.008openalex-snapshot
Measurement properties of the CLASS Toddler in ECEC in The Netherlands
inferred← citeshttps://doi.org/10.1016/j.appdev.2017.08.002openalex-snapshot
Longitudinal associations between teacher-child interactions and academic skills in elementary school
inferred← citeshttps://doi.org/10.1016/j.appdev.2018.10.003openalex-snapshot
The role of teacher emotional support in children's cross-ethnic friendship preferences
inferred← citeshttps://doi.org/10.1016/j.appdev.2018.12.004openalex-snapshot
Observing teachers' displays and scaffolding of executive functioning in the classroom context
inferred← citeshttps://doi.org/10.1016/j.appdev.2019.101103openalex-snapshot
Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts
inferred← citeshttps://doi.org/10.1016/j.appdev.2019.101105openalex-snapshot
Structural and process quality features in Peruvian early childhood education settings
inferred← citeshttps://doi.org/10.1016/j.appdev.2021.101331openalex-snapshot
Supportive parenting and social and behavioral development: Does classroom emotional support moderate?
inferred← citeshttps://doi.org/10.1016/j.appdev.2022.101508openalex-snapshot
Reciprocal associations among teacher–child interactions, teachers' work engagement, and children's social competence
inferred← citeshttps://doi.org/10.1016/j.appdev.2023.101532openalex-snapshot
The Role of Peers’ Executive Function and Classroom Quality in Preschoolers’ School Readiness
inferred← citeshttps://doi.org/10.1016/j.appdev.2025.101800openalex-snapshot
Longitudinal impact of child care and home environments on low-income children's development
inferred← citeshttps://doi.org/10.1016/j.caeo.2026.100331openalex-snapshot
An experimental study exploring human–AI complementarity in early social-emotional learning
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2014.06.001openalex-snapshot
The cross-lagged associations between classroom interactions and children’s achievement behaviors
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2017.09.002openalex-snapshot
Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2018.06.004openalex-snapshot
Preservice teachers’ racialized emotion recognition, anger bias, and hostility attributions
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2021.101975openalex-snapshot
Children’s academic and social-emotional competencies and the quality of classroom interactions in high-needs urban elementary schools
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102085openalex-snapshot
Assessing the effects of student perceptions of instructional quality: A cross-subject within-student design
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2025.102367openalex-snapshot
The process and prediction of school completion: A six-year longitudinal examination
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2025.102430openalex-snapshot
Teachers’ feelings of burnout: Does it matter for interpersonal teacher behavior and students’ affective-motivational outcomes?
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2026.102488openalex-snapshot
Education intention profiles: Perceived teaching support as a predictor and associations with school completion
inferred← citeshttps://doi.org/10.1016/j.chb.2017.10.040openalex-snapshot
A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations
inferred← citeshttps://doi.org/10.1016/j.childyouth.2017.05.028openalex-snapshot
Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms
inferred← citeshttps://doi.org/10.1016/j.cogdev.2026.101702openalex-snapshot
Shaping minds together: A pilot study of the cooperation council’s impact on 8-year-olds’ executive function
inferred← citeshttps://doi.org/10.1016/j.compedu.2017.04.002openalex-snapshot
Behavioral patterns of elementary students and teachers in one-to-one robotics instruction
inferred← citeshttps://doi.org/10.1016/j.dr.2022.101063openalex-snapshot
Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review
inferred← citeshttps://doi.org/10.1016/j.ecresq.2012.12.002openalex-snapshot
Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program
inferred← citeshttps://doi.org/10.1016/j.ecresq.2014.01.002openalex-snapshot
Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations
inferred← citeshttps://doi.org/10.1016/j.ecresq.2014.05.010openalex-snapshot
A typical morning in preschool: Observations of teacher–child interactions in German preschools
inferred← citeshttps://doi.org/10.1016/j.ecresq.2014.06.001openalex-snapshot
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
inferred← citeshttps://doi.org/10.1016/j.ecresq.2015.09.005openalex-snapshot
Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2015.12.022openalex-snapshot
Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice
inferred← citeshttps://doi.org/10.1016/j.ecresq.2016.01.005openalex-snapshot
Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems
inferred← citeshttps://doi.org/10.1016/j.ecresq.2016.01.016openalex-snapshot
Children’s preschool classroom experiences and associations with early elementary special education referral
inferred← citeshttps://doi.org/10.1016/j.ecresq.2016.04.002openalex-snapshot
Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features
inferred← citeshttps://doi.org/10.1016/j.ecresq.2017.05.002openalex-snapshot
Preschool expenditures and Chinese children’s academic performance: The mediating effect of teacher-child interaction quality
inferred← citeshttps://doi.org/10.1016/j.ecresq.2017.11.002openalex-snapshot
Preschool classroom quality and social-emotional functioning: Findings across geographic regions
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.05.003openalex-snapshot
Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.06.005openalex-snapshot
Cumulative years of classroom quality from kindergarten to third grade: Prediction to children’s third grade literacy skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.06.007openalex-snapshot
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.09.005openalex-snapshot
Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.12.009openalex-snapshot
The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.02.008openalex-snapshot
The little kids down the hall: Associations between school climate, pre-K classroom quality, and pre-K children’s gains in receptive vocabulary and executive function
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.05.005openalex-snapshot
Classroom quality and children’s social skills and problem behaviors: Dosage and disability status as moderators
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.07.006openalex-snapshot
Roles of executive functioning and language in developing low-income preschoolers’ behavior and emotion regulation
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.10.013openalex-snapshot
Measuring and improving quality in early care and education
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.06.001openalex-snapshot
Measuring quality of preprimary education in sub-Saharan Africa: Evaluation of the Measuring Early Learning Environments scale
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.12.001openalex-snapshot
Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.08.005openalex-snapshot
Different settings, different patterns of impacts: Effects of a Pre-K math intervention in a mixed-delivery system
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.09.011openalex-snapshot
Activity settings, content, and pedagogical strategies in preschool classrooms: Do these influence the interactions we observe?
inferred← citeshttps://doi.org/10.1016/j.ecresq.2021.12.001openalex-snapshot
First do no harm: How teachers support or undermine children's self-regulation
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.09.008openalex-snapshot
Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.04.007openalex-snapshot
Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.07.002openalex-snapshot
Effects of using video-based coaching to promote preservice teachers’ interactional skills in Chinese preschool classrooms
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.07.001openalex-snapshot
Elucidating linkages of executive functioning to school readiness skill gains: The mediating role of behavioral engagement in the PreK classroom
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.10.003openalex-snapshot
When bigger looks better: CLASS results in public Montessori preschool classrooms
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.12.007openalex-snapshot
Pre-kindergarten classroom experiences and child outcomes through first grade
inferred← citeshttps://doi.org/10.1016/j.ecresq.2026.06.005openalex-snapshot
Association between the quality of teacher–child interactions in toddler classrooms and children’s numeracy, language, and literacy skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2026.09.012openalex-snapshot
Leveraging conversations: The role of extended feedback and linguistic structures in prekindergartners' vocabulary development
inferred← citeshttps://doi.org/10.1016/j.edurev.2018.12.003openalex-snapshot
Selecting teachers and prospective teachers: A meta-analysis
inferred← citeshttps://doi.org/10.1016/j.edurev.2019.100309openalex-snapshot
The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis
inferred← citeshttps://doi.org/10.1016/j.edurev.2020.100312openalex-snapshot
Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness
inferred← citeshttps://doi.org/10.1016/j.edurev.2024.100638openalex-snapshot
The relationship between teacher talk and students’ academic achievement: A meta-analysis
inferred← citeshttps://doi.org/10.1016/j.heliyon.2023.e21819openalex-snapshot
Performance management system and its role for employee performance: Evidence from Ethiopian SMEs
inferred← citeshttps://doi.org/10.1016/j.ijedro.2024.100353openalex-snapshot
Too much of a good thing? Teacher performance during the COVID-19 pandemic and the ambiguous role of high teacher autonomy
inferred← citeshttps://doi.org/10.1016/j.ijedro.2025.100488openalex-snapshot
Measuring early care and education quality in Peru: Validation of the CLASS toddler
inferred← citeshttps://doi.org/10.1016/j.ijer.2022.102013openalex-snapshot
Enhancing upper secondary students’ engagement and learning through the INTERACT online, video-based teacher coaching intervention: Protocol for a mixed-methods cluster randomized controlled trial and process evaluation
inferred← citeshttps://doi.org/10.1016/j.ijer.2023.102180openalex-snapshot
Organization hybridity in the Dutch early childhood education and care system: Organization logic in relation to quality and inclusion
inferred← citeshttps://doi.org/10.1016/j.ijer.2026.102961openalex-snapshot
Fostering high-quality reading interactions in pre-service early childhood teacher education
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