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CASTL Findings - Publications

Recent publications of CASTL Research Findings

2014

  • Abry, T., Hulleman, C. S. & Rimm-Kaufman, S. E. (2014). Using indices of fidelity to intervention core components to identify program active ingredients. American Journal of Evaluation, 36, 320-338.
  • Baker, C. E., & Rimm-Kaufman, S. E. (2014). How homes influence schools: Early parenting predicts African American children’s classroom social-emotional functioning. Psychology in the Schools, 51(7), 722-735. doi: 10.1002/pits.21781
  • Brock, L. L., Rimm-Kaufman, S. E., & Wanless, S. (2014). Delay of gratification in first grade: The role of instructional context. Learning and Individual Differences, 29, 81-88. doi: http://dx.doi.org/10.1016/j.lindif.2013.10.012
  • Burchinal, M., Vernon-Feagans, L., Vitiello, V., & Greenberg, M. (2014). Thresholds in the association between child care quality and child outcomes in rural preschool children. Early Childhood Research Quarterly, 29(1), 41-51.
  • Cabell, S. Q., Puranik, C. S., & Tortorelli, L. S. (2014). Supporting early literacy skills through preschool writing instruction in therapeutic and classroom contexts. Perspectives on Language Learning and Education, 21, 88-97.
  • Carter, L. M., Williford, A. P., & LoCasale-Crouch, J. (2014). Reliability and validity of a measure of preschool teachers’ attributions for disruptive behavior. Early Education and Development, 25, 949-972.
  • Cash, A. H., Pianta, R. C., & Suldo, S. (2014). The role of scheduling in observing teacher-child interactions. School Psychology Review, 43(4), 428-449. doi:10.17105/SPR-13-0033.1
  • Curby, T., Downer, J., & Booren, L. (2014). Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations. Early Childhood Research Quarterly, 29, 193-204.
  • Gardner-Neblett, N., DeCoster, J., & Hamre, B. K. (2014). Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance. Journal of Applied Developmental Psychology, 35(6), 457-467.
  • Gitomer, D. H., Bell, C. A., Qi. Y., McCaffrey, D. F., Hamre, B. K., & Pianta, R. C. (2014). The instructional challenge in improving teaching quality: Lessons from a classroom observation protocol. Teachers College Record, 116.
  • Gosse, C. S., McGinty, A. S., Mashburn, A. J., Hoffman, L. M., & Pianta, R. C. (2014). The role of relational and instructional classroom supports in the language development of at-risk preschoolers. Early Education & Development, 25(1), 110-133. doi:10.1080/10409289.2013.778567
  • Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), 143-163. doi:10.1002/pits.21741
  • Gregory, A., Allen, J. P., Mikami, A., Hafen, C. A., & Pianta, R. C. (2014). The promise of a teacher professional development program in reducing the racial disparity in classroom discipline referrals. In D. J. Losen (Ed.), Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 166-179). New York: Teachers College Press.
  • Gregory, A., Allen, J.P., Mikami, A.Y., Hafen, C A., & and Pianta, R. (2014). Eliminating the racial disparity in classroom exclusionary discipline. Journal of Applied Research on Children: Informing Policy for Children at Risk, 5(2) Retrieved from http://digitalcommons.library.tmc.edu/childrenatrisk/vol5/iss2/12
  • Hamre, B. K. (2014). Teachers’ daily interactions with children: An essential ingredient of effective early childhood programs. Child Development Perspectives, 8 (4), 223–230.
  • Hamre, B.K., Hatfield, B., Pianta, R.C., Jamil, F. (2014). Evidence for general and domain specific elements of teacher-child interactions: Associations with preschool children’s development. Child Development, 85, 1257–1274.
  • Jamison, K. R., Cabell, S. Q., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2014). CLASS-Infant: A observational measure for assessing teacher-infant interactions in center-based child care. Early Education and Development, 25, 553-572. doi: 10.1080/10409289.2013.822239
  • Jimenez, M., Hamre, B., & LoCasale-Crouch, J. (2014). Can Coaches Be Good Raters of Teacher-Child Interactions in Early Childhood Settings?. NHSA Dialog, 18(1), 1-18.
  • Kinzie, M. B., Vick Whittaker, J. E., Williford, A. P., Maier, M. F., McGuire, P., Lee, Y., & Kilday, C. R. (2014). MyTeachingPartner-Math/Science Pre-kindergarten curricula and teacher supports: Associations with children's math and science learning. Early Childhood Research Quarterly, 29, 586-599.
  • La Paro, K. M., Scott-Little, C., Ejimofor, A., Sumrall, T., Kintner-Duffy, V. L., Pianta, R. C., Burchinal, M., Hamre, B., Downer, J., & Howes, C. (2014). Student teaching feedback and evaluation: Results from a seven-state survey. Journal of Early Childhood Teacher Education, 35, 318-336, DOI: 10.1080/10901027.2014.968297
  • LoCasale-Crouch, J., Cabell, S. Q., Jimenez, M., & Taylor, M. (2014). Research on consultation in early childhood programs. In W. P. Erchul & S. M. Sheridan (Eds.), Handbook of Research in School Consultation (2nd Edition; pp. 473-494). New York, New York: Taylor & Francis.
  • Mashburn, A. J., Downer, J. T., Rivers, S. E., & Brackett, M. A. (2014). Improving the power of an experimental study of a social and emotional learning program:  Application of generalizability theory to the measurement of classroom-level outcomes. Prevention Science, 15, 146-155.
  • Mashburn, A. J., Meyer, J. P., Allen, J. P., & Pianta, R. C. (2014). The effect of observation length and presentation order on the reliability and validity of an observational measure of teaching quality. Educational and Psychological Measurement, 74(3), 400-422. doi:10.1177/0013164413515882
  • Matthews, J. S., *Marulis, L., & Williford, A. P. (2014).  Gender processes in school functioning and the mediating role of cognitive self-regulation. Journal of Applied Developmental Psychology, 35, 128-137.
  • O'Connor, T., & Pianta, R. C. (2014). Psychosocial factors in the aetiology and course of specific learning disabilities. In G. Reid, J. Soler & J. Wearmouth (Eds.), Contextualising difficulties in literacy development: Exploring politics, culture, ethnicity and ethics (pp. 226-244). New York: Taylor & Francis.
  • Ottmar, E. R., Decker, L. E., Cameron, C. E., Curby, T. W. & Rimm-Kaufman, S. E. (2014). Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade. Learning Environments Research, 17(2), 243-262.
  • Pianta, R. Burchinal, M., Jamil, F., Sabol, T., Grimm, K., Hamre, B., Downer, J., Locasale-Crouch, J., & Howes, C. (2014). A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior. Early Childhood Research Quarterly, 29, 144-154.
  • Pianta, R. C. (2014). Consistent environmental stimulation from birth to elementary school: The combined contribution of different settings on school achievement. In S. H. Landry, & C. L. Cooper (Eds.), Wellbeing: A complete reference guide, wellbeing in children and families: Volume I (pp. 297-320). Chichester: Wiley-Blackwell.
  • Pianta, R. C.,  DeCoster, J.,  Cabell, S.,  Burchinal, M.,  Hamre, B. K.,  Downer, J.,  LoCasale-Crouch, J., Williford, A., Howes, C. (2014). Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children. Early Childhood Research Quarterly, 29, 499-508.
  • Pianta, R. C., Burchinal, M., Jamil, F. M., Sabol, T., Grimm, K., Hamre, B. K., . . . Howes, C. (2014). A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior. Early Childhood Research Quarterly, 29(2), 144-154.
  • Pianta, R. C., DeCoster, J., Cabell, S. Q., Burchinal, M., Hamre, B. K., Downer, J. T., LoCasale-Crouch, J., Williford, A., & Howes, C. (2014). Dose-response relations between preschool teachers' exposure to components of professional development and increases in quality of their interactions with children. Early Childhood Research Quarterly, 29, 499-508.
  • Pianta, R. C., DeCoster, J., Cabell, S., Burchinal, M., Hamre, B.K., Downer, J., LoCasale-Crouch, J., Williford, A., & Howes, C. (2014). Dose-response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children. Early Childhood Research Quarterly, 29, 499-508.
  • Pianta, R.C., Burchinal, M., Jamil, F.M., Sabol, T., Grimm, K., Hamre, B.K., Downer, J., LoCasale-Crouch, J., & Howes, C. (2014). A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior. Early Childhood Research Quarterly, 29, 144-154.
  • Roorbach Jamison, K., Cabell, S. Q., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2014). CLASS–Infant: An observational measure for assessing teacher–infant interactions in center-based child care. Early Education and Development, 25(4), 553-572. doi:10.1080/10409289.2013.822239
  • Ruzek, E., Hafen, C. A., Hamre, B., & Pianta, R. C. (2014).  Combining classroom observations and value-added for the evaluation and professional development of teachers.  In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.), Designing teacher evaluation systems:  New guidance from the Measures of Effective Teaching project.  San Francisco:  Jossey-Bass.
  • Sabol, T. J., & Pianta, R. C. (2014). Do standard measures of preschool quality used in statewide policy predict school readiness? Education Finance and Policy, 9(2), 116-164. doi:10.1162/EDFP_a_00127
  • Turnbull, K., McGinty, A. S., DeCoster, J., Foston, L. D., & Petscher, Y. (2014). Improving teacher-child conversations in preschool classrooms: Effects on teachers and children. Center for Advanced Study of Teaching and Learning Research Brief. Charlottesville, VA: University of Virginia
  • Vick Whittaker, J. & Hamre, B. (2014). Evaluating professional development in early childhood mathematics. In H. Ginsburg, M. Hyson, & T. Woods (Eds.) Preparing early childhood teachers to teach math (p. 173-198). Baltimore, MD: Brookes Publishing.
  • Vick Whittaker, J. E. (2014). Good thinking! What educators can do to foster children’s reasoning and problem solving. Young Children, 69(3), 80-89.
  • Vitiello, V. E., Hadden, S., & the Teachstone Policy Group. (2014). CLASS Implementation Guide. Charlottesville, VA: Teachstone Training, LLC.
  • Von Suchodoletz, A., Fasche, A., Gunzenhauser, C. Hamre, B. K. (2014). A typical morning in preschool: Observations of teacher-child interaction in German preschools. Early Childhood Research Quarterly, 29, 509-519.
  • Walkowiak, T., Berry, R. Q., Meyer, J. P., Rimm-Kaufman, S. E., & Ottmar, E. R. (2014). Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability.  Educational Studies in Mathematics, 85, 109-128. doi: 10.1007/s10649-013-9499-x 
  • Wanless, S. B., Rimm-Kaufman, S. E., Abry, T., Larsen, R. A. & Patton, C. L. (2014). Engagement in training as a mechanism to understanding fidelity of implementation of the Responsive Classroom approach. Prevention Science. doi: 10.1007/s11121-014-0519-6
  • White, T.G., Kim, J.S., Kingston, H.C., & Foster, L. (2014). Replicating the effects of a teacher-scaffolded voluntary summer reading program: The role of poverty. Reading Research Quarterly, 49, 5-30.
  • Williford, A. &* Carter, L. (2014). Comprehensive Curriculum Consumer Report: Understanding and Selecting the Best Curriculum for your Head Start Program. Prepared for the Office of Head Start, by the National Center on Quality Teaching and Learning under grant #90HC0002.
  • Williford, A. P. (2014). Young children’s self-regulation in the classroom and how teachers can support this critical life skill. Virginia Educational Leadership, 11, 50-63.
  • Williford, A. P., & Shelton, T. L. (2014). Behavior management for preschoolers. Child and Adolescent Psychiatric Clinics of North America, 23, 717-730.
  • Williford, A. P., Downer, J.T., & Hamre, B. K. (2014). Virginia Kindergarten Readiness Project--Phase 2 Legislative Report. Research report prepared for the Virginia General Assembly. 
  • Williford, A. P., Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2014) Children’s Engagement in Preschool and their Development of Self-Regulation. CASTL Research Brief. 

2013

  • Abry, T., Rimm-Kaufman, S. E., Larsen, R. A., & Brewer, A. J. (2013). The influence of fidelity of implementation on teacher–student interaction quality in the context of a randomized controlled trial of the responsive classroom approach. Journal of School Psychology, 51(4), 437-453. doi:10.1016/j.jsp.2013.03.001. Read the Research Brief
  • Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system--secondary. School Psychology Review, 42(1), 76-97.
  • Cabell, S. Q., DeCoster, J., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2013). Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities. Early Childhood Research Quarterly, 28(4), 820-830. doi:10.1016/j.ecresq.2013.07.007
  • Cabell, S. Q., Justice, L. M., Logan, J. A. R., & Konold, T. R. (2013). Emergent literacy profiles among prekindergarten children from low-SES backgrounds: Longitudinal considerations. Early Childhood Research Quarterly, 28(3), 608-620. doi:10.1016/j.ecresq.2013.03.007
  • Cabell, S. Q., Tortorelli, L. S., & Gerde, H. K. (2013). How do I write?? scaffolding preschoolers' early writing skills. The Reading Teacher, 66(8), 650-659. doi:10.1002/trtr.1173
  • Casabianca, J. M., McCaffrey, D. F., Gitomer, D. H., Bell, C. A., Hamre, B. K., & Pianta, R. C. (2013). Effect of observation mode on measures of secondary mathematics teaching. Educational and Psychological Measurement, 73(5), 757-783. doi:10.1177/0013164413486987
  • Cramer, R. J., DeCoster, J., Neal, T. M. S., & Brodsky, S. L. (2013). The observed witness efficacy scale: A measure of effective testimony skills. Journal of Applied Social Psychology, 43(8), 1696-1703. doi:10.1111/jasp.12124
  • Curby, T. W., Brock, L., & Hamre, B. (2013). Teachers’ emotional support consistency predicts children’s achievement gains and social skills. Early Education and Development, 24, 292-309. doi:10.1080/10409289.2012.665760  Read the Research Brief.
  • Curby, T. W., Rimm-Kaufman, S. E., & Abry, T. (2013). Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology, 51(5), 557-569. doi:10.1016/j.jsp.2013.06.001  Read the Research Brief.
  • DeLay, D., Hafen, C. A., Cunha, J. M., Weber, L. N. D., & Laursen, B. (2013). Perceptions of parental support buffer against depression for Brazilian youth with interpersonal difficulties. International Journal of Behavioral Development, 37(1), 29-34. doi:10.1177/0165025412454031  
  • Ford, K., Cabell, S., Konold, T., Invernizzi, M., & Gartland, L. (2013). Diversity among Spanish-speaking english language learners: Profiles of early literacy skills in kindergarten. Reading and Writing, 26(6), 889-912. doi:10.1007/s11145-012-9397-0
  • Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2013). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools. doi:10.1002/pits.21741  
  • Griggs, M. S., Rimm-Kaufman, S., Merritt, E. G., & Patton, C. L. (2013). The Responsive Classroom approach and fifth grade students’ math and science anxiety and self-efficacy. School Psychology Quarterly, 28(4), 360-373. doi:10.1037/spq0000026 
  • Hafen, C., Laursen, B., Nurmi, J., & Salmela-Aro, K. (2013). Bullies, victims, and antipathy: The feeling is mutual. Journal of Abnormal Child Psychology, 41(5), 801-809. doi:10.1007/s10802-013-9720-5  Read the Research Brief
  • Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2013). Evidence for general and domain-specific elements of teacher-child interactions: Associations with preschool children's development. Child Development, doi:10.1111/cdev.12184 
  • Hamre, B. K., Pianta, R. C., Jason T. Downer, DeCoster, J., Mashburn, A. J., Jones, S. M., . . . Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461-487. doi:10.1086/669616  
  • Hatfield, B. E., Hestenes, L. L., Kintner-Duffy, V. L., & O’Brien, M. (2013). Classroom emotional support predicts differences in preschool children’s cortisol and alpha-amylase levels. Early Childhood Research Quarterly, 28, 347–356.
  • Hilgeman, M. M., Allen, R. S., Snow, A. L., Durkin, D. W., DeCoster, J., & Burgio, L. (2013). Preserving identity and planning for advance care (PIPAC): Preliminary outcomes from a patient-centered intervention for individuals with mild dementia. Aging & Mental Health, , 1-14. doi:10.1080/13607863.2013.868403  
  • Iselin, A. R., Gallucci, M., & DeCoster, J. (2013). Reconciling questions about dichotomizing variables in criminal justice research. Journal of Criminal Justice, 41(6), 386-394. doi:10.1016/j.jcrimjus.2013.07.002
  • Jamison, K. R., Cabell, S. Q., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2013). CLASS–Infant: An observational measure for assessing Teacher–Infant interactions in center-based child care. Early Education & Development, , 1-20. doi:10.1080/10409289.2013.822239  
  • Jeon, H., Peterson, C. A., & DeCoster, J. (2013). Parent–child interaction, task-oriented regulation, and cognitive development in toddlers facing developmental risks. Journal of Applied Developmental Psychology, 34(6), 257-267. doi:10.1016/j.appdev.2013.08.002
  • Justice, L. M., McGinty, A. S., Zucker, T., Cabell, S. Q., & Piasta, S. B. (2013). Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils. Early Childhood Research Quarterly, 28(3), 496-508. doi:10.1016/j.ecresq.2013.02.005
  • Kim, G., DeCoster, J., Huang, C., & Bryant, A. N. (2013). A meta-analysis of the factor structure of the geriatric depression scale (GDS): The effects of language. International Psychogeriatrics, 25(01), 71-81. doi:10.1017/S1041610212001421  
  • Kim, G., Parton, J. M., DeCoster, J., Bryant, A. N., Ford, K. L., & Parmelee, P. A. (2013). Regional variation of racial disparities in mental health service use among older adults. The Gerontologist, 53(4), 618-626. doi:10.1093/geront/gns107
  • Lichtenstein, B., & DeCoster, J. (2013). Lessons on stigma: Teaching about HIV/AIDS. Teaching Sociology, doi:10.1177/0092055X13510412  
  • Mashburn, A., Downer, J., Rivers, S., Brackett, M., & Martinez, A. (2013). Improving the power of an efficacy study of a social and emotional learning program: Application of generalizability theory to the measurement of classroom-level outcomes. Prevention Science, , 1-10. doi:10.1007/s11121-012-0357-3  
  • Ottmar, E. R., Konold, T. R., Berry, R. Q., Grissmer, D. W., & Cameron, C. E. (2013). Increasing equity and achievement in fifth grade mathematics: The contribution of content exposure. School Science and Mathematics, 113(7), 345-355. doi:10.1111/ssm.12035  Read the Research Brief
  • Ottmar, E. R., Rimm-Kaufman, S. E., Berry, ,Robert Q., & Larsen, R. A. (2013). Does the responsive classroom approach affect the use of standards-based mathematics teaching practices?: Results from a randomized controlled trial. The Elementary School Journal, 113(3), 434-457. Read the Research Brief
  • Ottmar, E., Decker, L., Cameron, C., Curby, T., & Rimm-Kaufman, S. (2013). Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade. Learning Environments Research, , 1-20. doi:10.1007/s10984-013-9146-6  
  • Ottmar, E. R., Konold, T. R., Berry, R. Q., Grissmer, D. W., & Cameron, C. E. (2013). Evaluating the structure of the mathematics teacher questionnaire: A measure of exposure to mathematics instructional practices and content. Learning Environments Research, , 1-12. doi:10.1007/s10984-013-9147-5
  • Oudekerk, B. A., Allen, J. P., Hafen, C. A., Hessel, E. T., Szwedo, D. E., & Spilker, A. (2013). Maternal and paternal psychological control as moderators of the link between peer attitudes and adolescents’ risky sexual behavior. The Journal of Early Adolescence, doi:10.1177/0272431613494007
  • Senko, C., & Hulleman, C. S. (2013). The role of goal attainment expectancies in achievement goal pursuit. Journal of Educational Psychology, 105(2), 504-521. doi:10.1037/a0031136
  • Wanless, S. B., McClelland, M. M., Lan, X., Son, S., Cameron, C. E., Morrison, F. J., . . . Sung, M. (2013). Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28(3), 621-633. doi:10.1016/j.ecresq.2013.04.002
  • Wanless, S.B., Patton, C.S., Rimm-Kaufman, S.E., Deutsch, N.L. (2013). Setting-level influences on implementation of the Responsive Classroom approach. Prevention Science, 14, 40-51. doi:10.1007/s11121-012-0294-1 Read the Research Brief.
  • Westbrook, T., Harden, B. J., Holmes, A. K., Meisch, A. D., & Vick Whittaker, J. (2013). Physical discipline use and child behavior problems in low-income, high-risk African American families. Early Education & Development, 24(6), 923-945. doi:10.1080/10409289.2013.797327
  • Wiens, P. D., Hessberg, K., LoCasale-Crouch, J., & DeCoster, J. (2013). Using a standardized video-based assessment in a university teacher education program to examine preservice teachers knowledge related to effective teaching. Teaching and Teacher Education, 33(0), 24-33. doi:10.1016/j.tate.2013.01.010
  • Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education & Development, 24(2), 162-187. doi: http://dx.doi.org/10.1080/10409289.2011.628270
  • Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M., & Kaderavek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49(8), 1425-1439. doi:10.1037/a0030347
inCLASS: New Tool to Gauge Youngsters’ School Readiness

The University of Virginia research center that developed the well-known Classroom Assessment Scoring System™ to guide observations of teacher behavior and identify effective teaching practices has now completed validation of a new assessment instrument for characterizing children’s behavior.

The Individualized Classroom Assessment Scoring System™ was developed by researchers in the Center for Advanced Study of Teaching and Learning and is the first rigorously tested instrument to assess preschool children’s patterns of interactions with teachers, other children, and learning activities, based on systematic observations in the classroom. READ MORE.

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