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Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors
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Outgoing claims: the papers this work cites, builds on, or argues with.
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The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade
inferred← citeshttps://doi.org/10.1080/03004430.2012.742992openalex-snapshot
Associations of caregiver stress with working conditions, caregiving practices, and child behaviour in home-based child care
inferred← citeshttps://doi.org/10.1080/03004430.2015.1027699openalex-snapshot
Understanding children's self-regulation within different classroom contexts
inferred← citeshttps://doi.org/10.1080/03004430.2017.1411349openalex-snapshot
The influence of Korean preschool teachers’ work environments and self-efficacy on children’s peer play interactions: the mediating effect of teacher–child interactions
inferred← citeshttps://doi.org/10.1080/03004430.2020.1714606openalex-snapshot
Finding something good in the bad: the curvilinear emotional demand-conflict teacher–child relationship link
inferred← citeshttps://doi.org/10.1080/03004430.2020.1825405openalex-snapshot
Teacher perceptions of externalizing behaviour subtypes in preschool: considering racial factors
inferred← citeshttps://doi.org/10.1080/03004430.2023.2236318openalex-snapshot
Closeness and conflict in teacher-child relationships in preschool: the role of child personality types
inferred← citeshttps://doi.org/10.1080/0305764x.2025.2502944openalex-snapshot
Profiles of social and emotional learning skills in adolescents: a latent profile analysis
inferred← citeshttps://doi.org/10.1080/09362835.2017.1283624openalex-snapshot
Developmental Links between Teacher-Child Closeness and Disobedience for Boys Placed in Special Education
inferred← citeshttps://doi.org/10.1080/09669760.2020.1778452openalex-snapshot
Teachers’ pedagogical interactions as linked to personal beliefs and profiles: a mixed-methods study in Hong Kong kindergartens
inferred← citeshttps://doi.org/10.1080/10409280802657449openalex-snapshot
Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships
inferred← citeshttps://doi.org/10.1080/10409280902773369openalex-snapshot
Introduction to the Special Issue on Data-Based Investigations of the Quality of Preschool and Early Child Care Environments
inferred← citeshttps://doi.org/10.1080/10409280902858764openalex-snapshot
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens
inferred← citeshttps://doi.org/10.1080/10409280903292500openalex-snapshot
Children's Individual Experiences in Early Care and Education: Relations With Overall Classroom Quality and Children's School Readiness
inferred← citeshttps://doi.org/10.1080/10409280903493306openalex-snapshot
Behavioral Regulation and Early Academic Achievement in Taiwan
inferred← citeshttps://doi.org/10.1080/10409289.2010.527222openalex-snapshot
A Validation of the Early Childhood Classroom Observation Measure in Finnish and Estonian Kindergartens
inferred← citeshttps://doi.org/10.1080/10409289.2011.536132openalex-snapshot
The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten
inferred← citeshttps://doi.org/10.1080/10409289.2011.607360openalex-snapshot
Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources
inferred← citeshttps://doi.org/10.1080/10409289.2013.745183openalex-snapshot
Social Competence Among 6-year-old Children and Classroom Instructional Support and Teacher Stress
inferred← citeshttps://doi.org/10.1080/10409289.2013.778567openalex-snapshot
The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers
inferred← citeshttps://doi.org/10.1080/10409289.2013.801706openalex-snapshot
Associations of Preschool Type and Teacher–Child Relational Quality With Young Children's Social-Emotional Competence
inferred← citeshttps://doi.org/10.1080/10409289.2013.825190openalex-snapshot
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms
inferred← citeshttps://doi.org/10.1080/10409289.2014.893759openalex-snapshot
Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers
inferred← citeshttps://doi.org/10.1080/10409289.2015.968240openalex-snapshot
Exploring Preschool Children's Science Content Knowledge
inferred← citeshttps://doi.org/10.1080/10409289.2016.1218730openalex-snapshot
Classroom Context and Years of Teaching Experience as Predictors of Misalignment on Ratings of Preschoolers’ Classroom Engagement
inferred← citeshttps://doi.org/10.1080/10409289.2016.1246288openalex-snapshot
Teachers’ Perceptions of Teacher–Child Relationships: Links With Children’s Observed Interactions
inferred← citeshttps://doi.org/10.1080/10409289.2017.1287993openalex-snapshot
Teacher Stress Predicts Child Executive Function: Moderation by School Poverty
inferred← citeshttps://doi.org/10.1080/10409289.2017.1320890openalex-snapshot
The Relation of Teachers’ Emotional Intelligence and Students’ Social Skills to Students’ Emotional and Behavioral Difficulties: A Study of Preschool Teachers’ Perceptions
inferred← citeshttps://doi.org/10.1080/10409289.2018.1449504openalex-snapshot
Indirect Effects of Temperament on Social Competence via Emotion Understanding
inferred← citeshttps://doi.org/10.1080/10409289.2018.1539557openalex-snapshot
Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects
inferred← citeshttps://doi.org/10.1080/10409289.2019.1594531openalex-snapshot
Teacher Perception of Preschool Disruptive Behavior: Prevalence and Contributing Factors
inferred← citeshttps://doi.org/10.1080/10409289.2019.1674589openalex-snapshot
Inter-Rater Reliability of Washington State’s Kindergarten Entry Assessment
inferred← citeshttps://doi.org/10.1080/10474412.2024.2427045openalex-snapshot
What’s Race Got to Do with It? Relationships Between Racial Match and School Psychologists’ Perceptions in School-Based Consultation
inferred← citeshttps://doi.org/10.1080/10796126.2018.1434761openalex-snapshot
Teacher–child relationships in the context of poverty: the role of frequent school mobility
inferred← citeshttps://doi.org/10.1080/10926771.2018.1522407openalex-snapshot
Breaking the Cycle of Child Maltreatment and Intimate Partner Violence: The Effects of Student Gender and Caring Relationships with Teachers
inferred← citeshttps://doi.org/10.1080/1350293x.2012.704759openalex-snapshot
Classroom observations of teacher–child relationships among racially symmetrical and racially asymmetrical teacher–child dyads
inferred← citeshttps://doi.org/10.1080/1350293x.2014.947830openalex-snapshot
Feelings towards child–teacher relationships, and emotions about the teacher in kindergarten: effects on learning motivation, competence beliefs and performance in mathematics and literacy
inferred← citeshttps://doi.org/10.1080/1350293x.2026.2722176openalex-snapshot
Early childhood education professionals’ beliefs and attitudes about children's right to participation: a quantitative study in Portugal
inferred← citeshttps://doi.org/10.1080/1359866x.2023.2231860openalex-snapshot
The professional development of rural teachers in China based on their relationship with “left-behind” children
inferred← citeshttps://doi.org/10.1080/13603116.2022.2029962openalex-snapshot
Suspicion of ADHD by teachers in relation to their perception of students’ cognitive capacities: do cognitively strong students escape verdict?
inferred← citeshttps://doi.org/10.1080/14616734.2012.672286openalex-snapshot
Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection
inferred← citeshttps://doi.org/10.1080/15235882.2024.2322744openalex-snapshot
The influence of student language and student-teacher relationships on student-specific teacher self-efficacy in early childhood
inferred← citeshttps://doi.org/10.1080/15377903.2015.1056924openalex-snapshot
Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework
inferred← citeshttps://doi.org/10.1080/1754730x.2017.1333914openalex-snapshot
Differences between teacher reports on universal risk assessments
inferred← citeshttps://doi.org/10.1080/21683603.2016.1203851openalex-snapshot
An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties
inferred← citeshttps://doi.org/10.1080/2331186x.2022.2093492openalex-snapshot
Teachers’ social self-efficacy: development and validation of a new scale
inferred← citeshttps://doi.org/10.1080/2372966x.2020.1827681openalex-snapshot
Evaluating the Impact of Rater Effects on Behavior Rating Scale Score Validity and Utility
inferred← citeshttps://doi.org/10.1080/2372966x.2022.2087477openalex-snapshot
The Role of Racial Match Between Students and Teachers in School-Based Consultation
inferred← citeshttps://doi.org/10.1086/605768openalex-snapshot
Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate
inferred← citeshttps://doi.org/10.1086/675636openalex-snapshot
Emotionally Supportive Classroom Contexts for Young Latino Children in Rural California
inferred← citeshttps://doi.org/10.1108/978-1-64113-030-120251009openalex-snapshot
The Role of Out-of-School Time Programs in Bridging the Diversity Gap and Improving Educational Opportunities For African American Students
inferred← citeshttps://doi.org/10.1108/978-1-68123-169-320251013openalex-snapshot
Competence Within Context
inferred← citeshttps://doi.org/10.1111/cdev.12344openalex-snapshot
Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement
inferred← citeshttps://doi.org/10.1111/desc.13241openalex-snapshot
Partial agreement between task and BRIEF‐P‐based EF measures depends on school socioeconomic status
inferred← citeshttps://doi.org/10.1111/flan.70039openalex-snapshot
Chronicling emotional trajectories in early‐career language teaching: A longitudinal intensive single‐case Q methodology study
inferred← citeshttps://doi.org/10.1111/j.1467-8624.2012.01761.xopenalex-snapshot
Dynamics of Teacher–Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success
inferred← citeshttps://doi.org/10.1111/j.1467-9507.2007.00418.xopenalex-snapshot
Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors
inferred← citeshttps://doi.org/10.1111/j.1467-9507.2009.00555.xopenalex-snapshot
Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?
inferred← citeshttps://doi.org/10.11606/d.47.2015.tde-03062015-124546openalex-snapshot
Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares
inferred← citeshttps://doi.org/10.1177/0002764211409196openalex-snapshot
Links Between Young Children’s Behavior and Achievement
inferred← citeshttps://doi.org/10.1177/00144029241247035openalex-snapshot
Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales
inferred← citeshttps://doi.org/10.1177/00169862251330254openalex-snapshot
Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence From Ratings of Primary Students in a Rural, Low Socioeconomic School
inferred← citeshttps://doi.org/10.1177/0033294116633356openalex-snapshot
Behavioral Regulation, Visual Spatial Maturity in Kindergarten, and the Relationship of School Adaptation in the First Grade for a Sample of Turkish Children
inferred← citeshttps://doi.org/10.1177/0143034318798045openalex-snapshot
Relation of teacher self-efficacy and classroom practices: A preliminary investigation
inferred← citeshttps://doi.org/10.1177/01623532231162612openalex-snapshot
Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children
inferred← citeshttps://doi.org/10.1177/0271121414546008openalex-snapshot
Teacher and TA Ratings of Preschoolers’ Externalizing Behavior
inferred← citeshttps://doi.org/10.1177/0271121420906528openalex-snapshot
Does Teachers’ Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators
inferred← citeshttps://doi.org/10.1177/0272431610366250openalex-snapshot
The Inventory of Teacher-Student Relationships: Factor Structure, Reliability, and Validity Among African American Youth in Low-Income Urban Schools
inferred← citeshttps://doi.org/10.1177/0272431617699944openalex-snapshot
A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context
inferred← citeshttps://doi.org/10.1177/0272431618797005openalex-snapshot
Disaggregating Between- and Within-Classroom Variation in Student Behavior: A Multilevel Factor Analysis of Teacher Ratings of Student Prosociality and Aggression
inferred← citeshttps://doi.org/10.1177/0734282906297531openalex-snapshot
Developing and Evaluating a Measure of Young Children's Attitudes Toward School and Learning
inferred← citeshttps://doi.org/10.1177/0734282911412722openalex-snapshot
Accuracy of Teacher Judgments of Preschoolers’ Math Skills
inferred← citeshttps://doi.org/10.1177/0734282911423356openalex-snapshot
The Three Dimensions of the Student–Teacher Relationship Scale
inferred← citeshttps://doi.org/10.1177/0734282913485214openalex-snapshot
Using Teacher Ratings to Track the Growth and Development of Young Children Using the Teaching Strategies GOLD ® Assessment System
inferred← citeshttps://doi.org/10.1177/0734282914551536openalex-snapshot
Psychometric Properties of the Teacher-Reported Motor Skills Rating Scale
inferred← citeshttps://doi.org/10.1177/0734282915592537openalex-snapshot
Social Support and Attachment to Teachers
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