2012
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
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
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
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
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
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
2011
Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011) An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037. doi:10.1126/science.1207998
Cabell, S. Q., Justice, L. M., Konold, T. R., & McGinty, A. S. (2011). Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly, 26(1), 1-14. doi:10.1016/j.ecresq.2010.05.003
Cabell, S. Q., Lomax, R. G., Justice, L. M., Breit-Smith, A., Skibbe, L. E., & McGinty, A.S. (2011). Emergent literacy profiles of preschool-age children with Specific Language Impairment. International Journal of Speech-Language Pathology, 12, 472-482.
Curby, T. W., Stuhlman, M., Grimm, K., Mashburn, A., Chomat-Mooney, L., Downer, J., . . . Pianta, R. C. (2011). Within-day variability in the quality of classroom interactions during third and fifth grade. Elementary School Journal, 112(1), 16-37. doi:10.1086/660682
Downer, J. T., Booren, L. M., Lima, O.K., Luckner, A.E., & Pianta, R. C. (2011). The Individualized Classroom Assessment Scoring System (inCLASS): Reliability and validity of a system for observing preschoolers' competence in classroom interactions. Early Childhood Research Quarterly, 25(1), 1-16.
Driscoll, K. C., Mashburn, A. J., Wang, L., & Pianta, R. C. (2011). Fostering supportive Teacher–Child relationships: Intervention implementation in a state-funded preschool program. Early Education and Development, 22(4), 593-619. doi:10.1080/10409289.2010.502015
Grissmer, D.W., Grimm, K.J., Aiyer, S.M., Murrah, W.M., & Steele, J.S. (2011). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46, 1008-1017. Read Research Brief.
Jacobson, L. A., Williford, A. P., & Pianta, R. C. (2011). The role of executive function in children's competent adjustment to middle school. Child Neuropsychology, 17(3), 255-280. doi:10.1080/09297049.2010.535654
LoCasale-Crouch, J., Kraft-Sayre, M., Pianta, R. C., Hamre, B. K., Downer, J. T., Leach, A., . . . Scott-Little, C. (2011). Implementing an early childhood professional development course across 10 sites and 15 sections: Lessons learned. NHSA Dialog: Research-to-Practice Journal for the Early Childhood Field, 14(4), 275-292. doi:10.1080/15240754.2011.617527
Luckner, A. E., & Pianta, R. C. (2011). Teacher-student interactions in fifth grade classrooms: Relations with children's peer behavior. Journal of Applied Developmental Psychology, 32(5), 257-266. doi:10.1016/j.appdev.2011.02.010
McGinty, A. S., Breit-Smith, A., Fan, X., Justice, L.M., Kaderavek, J. N. (2011). Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention. Early Childhood Research Quarterly, 26, 255-267. Read Research Brief.
Mikami, A. Y., Gregory, A., Allen, J. P., Pianta, R. C., & Lun, J. (2011). Effects of a teacher professional development intervention on peer relationships in secondary classrooms. School Psychology Review, 40(3), 367-385.
Mintz, T. M., Hamre, B. K., Hatfield, B. E. (2011). The role of effortful control in mediating the association between maternal sensitivity and children’s social and relational competence and problems in first grade. Early Education and Development, 22, 360-387. doi: 10.1080/10409289.2011.569317
Ponitz, C. C., & Rimm-Kaufman, S. E. (2011). Contexts of reading instruction: Implications for literacy skills and kindergarteners' behavioral engagement. Early Childhood Research Quarterly, 26, 157-168.
Rimm-Kaufman, S.E., & Hamre, B. (2011). The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record, 112(12), 2988-3023.
Ripski, J. B., LoCasale-Crouch, Jennifer, & Decker, L. (2011). Pre-service teachers: Dispositional traits, emotional states, and quality of teacher-student interactions. Teacher Education Quarterly, 38, 77-93. Read Research Brief
Scott-Little, C., LaParo., K. M., Thomason, A. C., Pianta, R.C., Hamre, B. K., Downer, J. T., Burchinal, M., & Howes, C. (2011). Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education. Journal of Early Childhood Teacher Education, 32, 200-224. doi: 10.1080/10901027.2011.594489 Read Research Brief
Stanton-Chapman, T. L., & Hadden, D. S. (2011). Encouraging peer interactions in preschool classrooms: The role of the teacher. Young Exceptional Children, 14(2), 17-28.
Stanton-Chapman, T. L., & Snell, M. E. (2011). Promoting turn-taking skills in preschool children with disabilities: The effects of a peer-based social communication intervention. Early Childhood Research Quarterly, 26, 303-319. Read Research Brief.
Vitiello, V. E., Greenfield, D. B., Munis, P., & George, J. (2011). Cognitive flexibility, approaches to learning, and academic school readiness in head start preschool children. Early Education and Development, 22(3), 388-410. doi:10.1080/10409289.2011.538366
