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