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CASTL Findings - Publications

Recent publications of CASTL Research Findings


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, 143-163.

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. doi:10.1016/j.ecresq.2013.11.006

Ruzek, E., Burchinal, M., Farkas, G., & Duncan, G. J. (2014). The quality of toddler child care and cognitive skills at 24 months: Propensity score analysis results from the ECLS-B. Early Childhood Research Quarterly, 29(1), 12-21. doi:10.1016/j.ecresq.2013.09.002

Walkowiak, T., Berry, R., Meyer, J. P., Rimm-Kaufman, S., & Ottmar, E. (2014). Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability. Educational Studies in Mathematics, 85(1), 109-128. doi:10.1007/s10649-013-9499-x 



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:

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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