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 Research Brief.
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.
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 Research Brief.
Bell, C. A., Gitomer, D. H., McCaffrey, D. F., Hamre, B. K., Pianta, R. C., & Qi, Y. (2012). An argument approach to observation protocol validity. Educational Assessment, 17(2-3), 62-87. doi: 10.1080/10627197.2012.715014
Booren, L.M., Downer, J. T., & Vitieloo, V.E. (2012). Observations of children's interactions with teachers, peers, and tasks across preschool classroom activity settings. Early Education and Development, 23, 517.538. doi: 10.1080/10409289.2010.548767
Burchinal, M., Field, S., López, M. L., Howes, C., & Pianta, R. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. Early Childhood Research Quarterly, 27, 188-197. doi: 10.1016/j.ecresq.2011.11.003
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., et al. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83(4), 1229-1244. doi: 10.1111/j.1467-8624.2012.01768.x Read Research Brief.
Cash, A. H., Hamre, B.K., Pianta, R.C., & Myers, S.S. (2012). Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration. Early Childhood Research Quarterly, 27(3), 529-542. Read research brief. doi: 10.1016/j.ecresq.2011.12.006
Downer, J.T., López, M.L., Grimm, K.J., Hamagami, A., Pianta, R.C., & Howes, C. (2012). Observations of teacher–child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings. Early Childhood Research Quarterly, 27, 21-32. Read Research Brief. doi: 10.1016/j.ecresq.2011.07.005
Downer, J. T., Pianta, R. C., Fan, X., Hamre, B. K., Mashburn, A., & Justice, L. (2012). Effects of web-mediated teacher professional development on the language and literacy skills of children enrolled in prekindergarten programs. NHSA Dialog, 14(4), 189-212.
Guo, Y., Justice, L. M., Kaderavek, J. N. and McGinty, A. (2012), The literacy environment of preschool classrooms: Contributions to children's emergent literacy growth. Journal of Research in Reading, 35, 308–327. doi: 10.1111/j.1467-9817.2010.01467.x
Haak, J., Downer, J., & Reeve, R. (2012). Home literacy exposure and early language and literacy skills in children who struggle with behavior and attention problems. Early Education and Development, 23(5), 728-747. doi: 10.1080/10409289.2011.565721
Hafen, C.A., Allen, J.P., Mikami, A.Y., Gregory, A., Hamre, B., & Pianta, R.C. (2012). The pivotal role of adolescent autonomy in secondary school classrooms. Journal of Youth and Adolescence, 43(3), 245-255. doi: 10.1007/s10964-011-9739-2 Read Research Brief.
Hamre, B., Pianta, R., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J., Howes, C., LaParo, K., & Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Education Research Journal, 49(1), 88-123. doi: 10.3102/0002831211434596
Hamre, B. K., Pianta, R. C., Mashburn, A. J., & Downer, J. T. (2012). Promoting young children's social competence through the preschool PATHS curriculum and MyTeachingPartner professional development resources. Early Education and Development, 23(6), 809-832. doi: 10.1080/10409289.2011.607360
Harackiewicz, J. M., Rozek, C. R., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents motivate their teens in mathematics and science: An experimental test. Psychological Science, 23(8), 899-906.
Kilday, C.R., Kinzie, M.B., Mashburn, A.J., & Whittaker, J.V. (2012). Accuracy of teacher judgments of preschoolers' math skills. Journal of Psychoeducational Assessment, 30(2), 148-159. doi: 10.1177/0734282911412722 Read Research Brief.
Lee, Y., Kinzie, M.B., Whittaker, J.V. (2012). Impact of online supports for teachers' open-ended questioning in pre-k science activities. Teaching & Teacher Education, 28(4), 568-577. doi: 10.1016/j.tate.2012.01.002
Maier, M. F., Vitiello, V. E., & Greenfield, D. B. (2012). A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start. Early Childhood Research Quarterly, 27, 104-114. doi: 10.1016/j.ecresq.2011.12.006
McGinty, A. S., Justice, L.M., Piasta, S. B., Kaderavek, J. N., & Fan, X. (2012) Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors. Early Childhood Research Quarterly, 27, 77-89. Read Research Brief. doi: 10.1016/j.ecresq.2011.05.002
McGuire, P., Kinzie, M. B., & Berch, D. B. (2012). Developing number sense in pre-k using five-frames. Early Childhood Education Journal, 40, 213-222. doi: 10.1007/s10643-011-0479-4
Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S., Cameron, C., & Peugh, J. L. (2012). The contribution of teachers' emotional support to children's social behaviors and self-regulatory skills in first grade. School Psychology Review, 41(2), 141-159.
Nelson, M. C., Cordray, D. S., Hulleman, C. S., Darrow, C. L., & Sommer, E. C. (2012). A procedure for assessing intervention fidelity in experiments testing educational and behavioral interventions. Journal of Behavioral Health Services and Research, 39(4), 374-396. DOI: 10.1007/s11414-012-9295-x
Piasta, S.B., Justice, L.B., McGinty, A.S., & Kaderavek, J. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development Perspectives, 83(3), 810-820. doi: 10.1111/j.1467-8624.2012.01754.x Read Research Brief.
Sabol, T. J., & Pianta, R. C. (2012). Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child Development, 83(1), 282-299. doi:10.1111/j.1467-8624.2011.01678.x
Sabol, T.J., & Pianta, R.C. (2012). Recent trends in research on teacher-child relationships. Attachment and Human Development, 14(3), 213-231. doi: 10.1080/14616734.2012.672262
Sanders, K., & Downer, J. (2012). Predicting acceptance of diversity in pre-kindergarten classrooms. Early Childhood Research Quarterly, 27(3), 503-511. doi: 10.1016/j.ecresq.2011.12.001
Snell, M.E., Berlin, R., Voorhees, M.D., Stanton-Chapman, T. L., & Hadden, S. (2012). A survey of preschool staff concerning problem behavior and its prevention in Head Start classrooms. Journal of Positive Behavior Interventions, 14, 98-107. doi: 10.1177/1098300711416818
Snell, M.E., Voorhees, M.D., Berlin, R., Stanton-Chapman, T. L., Hadden, S., & McCarty, J. (2012). Use of interview and observation to clarify reported practices of Head Start staff concerning problem behavior: Implications for programs and training. Journal of Positive Behavior Interventions, 14, 108-117. doi: 10.1177/1098300711416819
Vitiello, V. E., Booren, L.M., Downer, J. T., & Williford, A.P. (2012). Variation in children’s classroom engagement throughout a day in preschool: Relations to classroom and child factors. Early Childhood Research Quarterly, 27, 210-220. doi: 10.1016/j.ecresq.2011.08.005 Read Research Brief