CASTL Publications


Recent publications of CASTL Research Findings. The following list may not be comprehensive. If you have additional questions about a publication, please contact us.

    • 2017 Publications
      • Ayers, A., Cameron, C., Ko, M., LoCasale-Crouch, J., & Grissmer, D. (in press). What preschool classroom experiences are associated with whether children improve in visuo-motor integration? Early Education and Development.
         
      • Downer, J.T., Goble, P., Myers, S., & Pianta, R.C. (in press). Teacher-child racial/ethnic match within pre-kindergarten classrooms and children's early school adjustment. Early Childhood Research Quarterly.
         
      • Downer, J.T., Goble, P., Myers, S., & Pianta, R.C. (in press). Teacher-child racial/ethnic match within pre-kindergarten classrooms and children's early school adjustment. Early Childhood Research Quarterly.
         
      • Hasbrouck, S.L., Phillips, K., & Downer, J. (in press). How changes in the DSM-5 will likely effect professionals working with youth. Beyond Behavior.
         
      • Hu, B., Gu, C., LoCasale-Crouch, J., & Yang, N. (in press). Profiles of Chinese kindergarten classrooms and associated structural features: Implications for policy reform. Early Childhood Research Quarterly.
         
      • Locasale-Crouch, J., DeCoster, J., Cabell, S., Pianta, R., Hamre, B., Downer, J.,…., Roberts, A. (in press). Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice. Early Childhood Research Quarterly, 36, 201-209.
         
      • LoCasale-Crouch, J., Vitiello, G., Hasbrouck, S., Aguayo, Y., Schodt, S., Hamre, B.,Kraft-Sayre, M., Melo, C., Pianta, R., Romo, F. (In press) Measuring What Matters in Early Childhood Classrooms: A Focus on Teacher-Child Interactions. Pensamiento Educativo.
         
      • Phillips, K., & Downer, J. (in press). Classroom context and years of teaching experience as predictors of misalignment on ratings of preschoolers' classroom engagement. Early Education & Development.
         
      • Pianta, R. C., Downer, J. T., & Hamre, B. K. (in press). Quality in early education classrooms: Definitions, gaps, and systems. Future of Children.
         
      • Roberts, A. M., LoCasale-Crouch, J., Hamre, B. K., & DeCoster, J. (in press). Exploring teachers’ depressive symptoms, interaction quality, and children’s social-emotional development in Head Start. Early Education & Development. 
         
      • Roberts, A., LoCasale-Crouch, J., DeCoster, J., Hamre, B (in press) Exploring teachers' depressive symptoms, interaction quality, and children's social-emotional development in Head Start. Early Education and Development
         
      • Rudasill, K. M., Hawley, L. R., & LoCasale-Crouch, J. (in press). Child temperamental regulation and classroom quality in Head Start: Considering cumulative economic risk. Journal of Educational Psychology.
         
      • Williford, A. P., Carter, L. M., & Maier, M., Cash, A., Hamre, B., Pianta, R., & Downer, J. (in press). Teacher engagement in core components of an effective, early childhood professional development course: Links to changes in teacher-child interactions.  Journal of Early Childhood Teacher Education.
         
      • Williford, A., LoCasale-Crouch, J., Vick-Whittaker, J., Hartz, K., Carter, L., Wolcott, C., & DeCoster, J. (in press). Interventions focused on teacher-child interactions improve preschoolers’ behaviors: Results from a randomized controlled trial. Child Development.

       

    • 2016 Publications
      • Ackman, E., White, T.G., & Kim, J.S. (2016). Facilitating policymakers’ use of the evidence on summer loss and summer programs. In K. Alexander, S. Pitcock & M. Boulay (Eds.), The Summer Slide (pp. 284-298). New York: Teachers College Press.
         
      • Altenhofen, S.A., Berends, M., & White, T.G. (2016). School choice decision making among suburban, high-income parents. AERA Open, 2 (1).
         
      • Banse, H. W., Palacios, N. A., Merritt, E.G. & Rimm-Kaufman, S. E. (2016). 5 strategies for scaffolding math discourse with ELLs. Teaching Children Mathematics, 23(2), 100-108.
         
      • Banse, H. W., Palacios, N. A., Merritt, E.G. & Rimm-Kaufman, S. E. (2016). Scaffolding English language learners' mathematical talk in the context of calendar math. Journal of Educational Research. doi: 10.1080/00220671.2015.1075187
         
      • Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. A., & Curby, T. W. (2016). A multi-method approach for describing the contributions of student engagement on fifth grade students’ social competence and achievement in mathematics. Learning and Individual Differences. doi: 10.1016/j.lindif.2016.02.012
         
      • Buckrop, J., Roberts, A., & LoCasale-Crouch, J. (2016). Children’s preschool classroom experiences and associations with early elementary special education referral. Early Childhood Research Quarterly, 36, 452-461.
         
      • Campbell, S. B.,  Denham, S. A., Howarth, G. Z., Jones, S. M., Vick Whittaker, J. Williford, A. P., Willoughby, M. T., Yudron, M., & Darling-Churchill, K. (2016). Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations. Applied Developmental Psychology, 45, 19-41.
         
      • Furnari, E., Vick Whittaker, J. E., Kinzie, M., & DeCoster, J. (2016, online first). Factors associated with accuracy in pre-kindergarten teacher ratings of students' mathematics skills. Journal of Psychoeducational Assessment, 1-14.
         
      • Hafen, C. A., & Allen, J. P. (2016). Interventions to promote positive teacher-student relationships and interactions. In K. Wentzel & G. Ramani (Eds.), Handbook of Social Influences at School (pp. 367-383). New York: Routledge.
         
      • Hatfield, B. E. & Williford, A. P. (2016). Cortisol patterns for young children displaying disruptive behavior: Differences linked with providing a teacher-child, relationship-focused intervention. Prevention Science.  Online first.
         
      • Hyde, J. S., Canning, E. A., Rozek, C. S., Clarke, E., Hulleman, C. S., & Harackiewicz, J. M. (2016). The role of mothers’ communication in promoting motivation for math and science course-taking in high school. Journal of Research on Adolescence.
         
      • Kim, J.S., Guryan, J., White, T.G., Quinn, D.M., Capotosto, L., & Kingston, H.C. (2016). Delayed effects of a low-cost and large-scale summer reading intervention on elementary school children’s reading comprehension. Journal of Research on Educational Effectiveness, 9, NO. S1, 1-22.
         
      • LoCasale-Crouch, J., DeCoster, J., Cabell, S. Q., Pianta, R. C., Hamre, B. K., Downer, J. T., ... & LaParo, K. (2016). Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice. Early Childhood Research Quarterly, 36, 201-209.
         
      • LoCasale-Crouch, J., DeCoster, J., Cabell, S., Pianta, R., Hamre, B., Downer, J.,…Roberts, A. (2016). Unpacking intervention implementation: Teacher responsiveness as a mediator of intervention quality of delivery and change in teacher practice. Early Childhood Research Quarterly, 36, 201-209.
         
      • LoCasale-Crouch, J., Hamre, B., Roberts, A., & Neesen, K. (2016). If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses. The International Review of Research in Open and Distributed Learning, 17(1).
         
      • LoCasale-Crouch, J., Hamre, B., Roberts, A., & Neesen, K. (2016). If you build it, will they come? Early childhood teachers’ participation in and satisfaction with the Effective Classroom Interactions online courses. International Review of Research in Open and Distributed Learning,17(1), 100-122.
         
      • LoCasale-Crouch, J., Vitiello, V., Hasbrouck, S., Cruz Aguayo, Y., Schodt, S., Hamre, B., Kraft-Sayre, M., Melo, C., & Pianta, R. (2016). Measuring what matters in early childhood classrooms: A focus on teacher-child interactions. Pensamiento Educativo, 53(1), 1-14.
         
      • Pianta, R. C. & Hamre, B.K. (2016). Implementing rigorous observation of teachers: Synchronizing theory with systems for implementation and support. In J. A. Grissom, J. A., & P. Youngs (Eds.). Improving Teacher Evaluation Systems: Making the Most of Multiple Measures. Teachers College Press.
         
      • Rimm-Kaufman, S. E. (2016). Applications of psychological safety to developmental science: Reflections and recommendations for next steps. Research on Human Development. doi: 10.1080/15427609.2016.1145392
         
      • Robinson, C., Yeomans, M., Reich, J., Hulleman, C., & Gehlbach, H. (2016). Forecasting student achievement in MOOCs with natural language processing. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, 383-387.
         
      • Shernoff, E.S., Frazier, S.L., Maríñez-Lora, A.M., Lakind, D., Atkins, M.S., Jakobsons, L., Hamre, B.K., Bhaumik, D.K., Parker-Katz, M., Neal, J.W. and Smylie, M.A., (2016). Expanding the role of school psychologists to support early career teachers: A mixed-method study. School Psychology Review, 45(2), 226-249.
      • Vick Whittaker, J., Kinzie, M. B., Williford, A., Kilday, C. R., & DeCoster, J. (2016).  Effects of MyTeachingPartner-Math/Science on teacher-child interactions in prekindergarten. Early Education and Development, 27(1), 110-127.

      • Vitiello, V. & Williford, A. P. (2016). Relations between social skills and language and literacy outcomes among disruptive preschoolers: Task engagement as a mediator. Early Childhood Research Quarterly, 36, 136-144.
         
      • Vitiello, V. E., & Williford, A. P. (2016). Relations between social skills and language and literacy outcomes among disruptive preschoolers: Task engagement as a mediator. Early Childhood Research Quarterly, 36, 136-144.
         
      • Whittaker, J. V., Kinzie, M. B., Williford, A. P., DeCoster, J. (2016). Mathematics and Science Curricula and Professional Development: Effects of MyTeachingPartner-Math/Science on Teacher-Child Interactions in Prekindergarten Classrooms. Early Education and Development, 27, 110-127.
         
      • Williford, A. P., & *Carter, L. M., & Pianta, R. C. (2016).  Attachment and school readiness. In J. Cassidy & P. Shaver (Eds.), The Handbook of Attachment: Theory, research, and clinical applications, Third Edition. New York: Guilford Press. 
         
      • Williford, A. P., & Vick Whittaker, J. E. (2016). The need to assess self-regulation both objectively and within context. Within Campbell, S. B., Denham, S. A., Howarth, G. Z., Jones, S. M., Whittaker, J. V., Williford, A. P., Willoughby, M. T., & Yudron, M. Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations.  Applied Developmental Psychology 45, 19-41.
         
      • Yeager, D.S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O’Brien, J., Flint, K., Roberts, A., Trott, J., Walton, G., & Dweck, C. (2016). Designing Social-Psychological Interventions for Full-Scale Implementation: The Case of Growth Mindset During the Transition to High School. Journal of Educational Psychology, 108(3), 374-391.
    • 2015 Publications
      • Abry, T., Hulleman, C. S., & Rimm-Kaufman, S. E. (2015). Using indices of fidelity to intervention core components to identify program active ingredients. American Journal of Evaluation, 36(3), 320-338.

      • Abry, T., Latham, S., Bassok, D., & LoCasale-Crouch, J. (2015). Preschool and kindergarten teachers’ beliefs about what it takes to be school-ready. Does alignment matter for children’s early kindergarten adjustment? Early Childhood Research Quarterly, 31(2), 78-88.

      • Allen, J. P., Hafen, C. A., Gregory, A. C., Mikami, A. Y., & Pianta, R. (2015). Enhancing secondary school instruction and student achievement: Replication and extension of the My Teaching Partner – secondary intervention. Journal of Research on Educational Effectiveness, 8(4), 475-489. doi:10.1080/19345747.2015.1017680

      • Bohlmann, N.L., & Downer, J. T. (2015). Self-regulation and task engagement as predictors of emergent language and literacy skills. Early Education & Development, 27, 18-37.

      • Bowling, E., & Cabell, S. Q. (2015). Concept of word in text development in emergent literacy instruction. Perspectives on Language Learning and Education, 22(3), 110-118.
         

      • Brabeck, M. M., Dwyer, C. A., Geisinger, K. F., Marx, R. W., Noell, G. H., Pianta, R. C., . . . Worrell, F. C. (2015). Assessing the assessments of teacher preparation. Theory into Practice. Advance online publication. doi:10.1080/00405841.2015.1036667

      • Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & *Forston, L. (2015). Teacher-child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30, 80-92. doi: 10.1016/j.ecresq.2014.09.004

      • Cameron, C., Brock, L., Hatfield, B., Cottone, B., Rubenstein, E., LoCasale-Crouch, J., & Grissmer, D. (2015). Visuomotor skills compensate for inhibitory control as a predictor of preschool readiness, and vice versa. Developmental Psychology, 51(11), 1529-43.

      • Cash, A. H., Cabell, S. Q., & Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children’s language and literacy development. Teaching and Teacher Education, 48, 97-105.

      • Cash, A. H., Cabell, S. Q., Hamre, B. K.,  DeCoster, J., Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development. Teaching and Teacher Education, 48, 97-105.

      • Cash, A. H., Cabell, S. Q., Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development. Teaching & Teacher Education, 48, 97-105. doi:10.1016/j.tate.2015.02.003

      • Copp, S., Cabell, S. Q., & Wallace, A. (2015). Writing into Literacy— Kindergarten: A curricular supplement to promote children’s early writing skills. Rustburg, VA: Campbell County Public Schools.

      • Downer, J. T., Goble, P., Myers, S. S., & Pianta, R. C.  (in press).  Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment.  Early Childhood Research Quarterly.

      • Downer, J. T., Stuhlman, M., Schweig, J., Martinez, J. F., & Ruzek, E. (2015). Measuring effective teacher-student interactions from a student perspective: A multi-level analysis. Journal of Early Adolescence, 35, 722-758.

      • Downer, J., Stuhlman, M., Schweig, J., Martinez, F., & Ruzek, E. (2015). Measuring effective teacher-student interactions from a student perspective: A multi-level analysis. Journal of Early Adolescence. http://doi.org/10.1177/0272431614564059

      • Flake, J., Barron, K. E., Hulleman, C. S., McCoach, D. B., & Welsh, M. E. (2015). Measuring cost: The Forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244.

      • Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2015). Promise of a teacher professional development program in reducing racial disparity in classroom exclusionary discipline. In D. J. Losen (Ed.), Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 166-179) Teachers College Press.

      • Hafen, C A. & Ruzek, E. A. (2015). The classroom level in educational effectiveness research. In J. Wright (Ed.) International Encyclopedia of Social and Behavioral Sciences, 2nd Edition.

      • Hafen, C. A., Hamre, B. K., Allen, J. P., Bell, C. A., Gitomer, D. H., & Pianta, R. C. (2015). Teaching through interactions in secondary school classrooms revisiting the factor structure and practical application of the classroom assessment scoring system–secondary. The Journal of Early Adolescence, 35(5-6), 651-680.

      • Hafen, C. A., Hamre, B. K., Allen, J. P., Bell, C. A., Gitomer, D. H., & Pianta, R. C. (2015). Teaching through interactions in secondary school classrooms: Revisiting the factor structure and practical application of the classroom assessment scoring system–secondary. The Journal of Early Adolescence, 35(5-6), 651-680. doi:10.1177/0272431614537117

      • Hafen, C. A., Ruzek, E. A., Gregory, A., Allen, J. P., & Mikami, A. Y. (2015). Focusing on teacher-student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions.  International Journal of Behavioral Development. http://doi.org/10.1177/0165025415579455

      • Hamre, B. K., & Cappella, E. (2015). Measures of early adolescent development and school contexts narrowing the research to practice divide. The Journal of Early Adolescence, 35(5-6), 586-596.

      • Hartz, K., & Williford, A. P. (2015). Differential susceptibility to sensitivity: Maternal and teacher influences on children’s kindergarten behavior problems. Infant and Child Development, 24, 107-129.

      • Hatfield, B. E., Burchinal, M. R., Pianta, R. C., & Sideris, J. (December 30, 2015). Thresholds in the association between quality and preschool children's school readiness skills. Early Childhood Research Quarterly.  Advance online publication. doi:10.1016/j.ecresq.2015.09.005 improvement, and policy. Policy Insights from the Behavioral and Brain Sciences. Advance online  publication. doi:10.1177/2372732215622457 

      • Jamil, F. M., Sabol, T. J., Hamre, B. K., & Pianta, R. C. (2015). Assessing teachers' skills in detecting and identifying effective interactions in the classroom. Elementary School Journal, 115(3), 407-432. doi:10.1086/680353

      • Jamil, F. M., Sabol., T. J., Hamre, B. K., Pianta, R. C. (2015). Assessing teachers’ skills in detecting and identifying effective interactions in the classroom. Elementary School Journal, 115 (3), 407-432.

      • Kindergarten mathematics & science: Design-based research on curricular development.  Teachers College Record, 7, 1-40.

      • Kinzie, M. B., Vick Whittaker, J. E., McGuire, P., Lee, Y., & Kilday, C. R. (2015). Pre-

      • Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. Journal of Early Adolescence, 35(5-6), 790-816.

      • Lam, A. C., Ruzek, E. A., Schenke, K., Conley, A. M., & Karabenick, S. A. (2015). Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate? Journal of Educational Psychology, 107(4), 1102–1115. http://doi.org/10.1037/edu0000028

      • Larsen, R. A., Wanless, S. B., Rimm-Kaufman, S. E. & Curby, T. W. (2015). Direct and indirect effects of principal leadership on teacher quality and mathematics achievement in the context of the Responsive Classroom approach. In M. DiPaola & W. K. Hoy (Eds.), Leadership and School Quality, Research and Theory in Educational Administration. Charlotte, NC: Information Age Publishing.

      • Lazowski, R. A., & Hulleman, C. S. (2015). Motivation interventions in education: A meta-analysis. Review of Educational Research. Online first edition.

      • Leis, M., Schmidt, K. & Rimm-Kaufman, S. E. (2015). Using the partial credit model to evaluate the student engagement in mathematics scale. Journal of Applied Measurement, 16(3), 251-267.

      • Martin, D. P. & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53(5), 359-373.

      • Ottmar, E.R., Rimm-Kaufman, S.E., Larsen, R. A., & Berry, R.Q. (2015). Mathematical knowledge for teaching, standards-based mathematics teaching practices, and student achievement in the context of the Responsive Classroom Approach. American Educational Research Journal, 52(4), 787-821. doi: 10.3102/0002831215579484

      • Pianta, R. C. (December 15, 2015).  Teacher–Student interactions: Measurement, impacts,  

      • Rimm-Kaufman, S. E. & Hulleman, C. S. (2015). Social and emotional learning in elementary school settings: Identifying mechanisms that matter. In J. Durlak, R. Weissberg, C. Domitrovich, & T. Gullotta (Eds.), The Handbook of Social and Emotional Learning. New York, NY: Guilford Press.

      • Rimm-Kaufman, S. E., Baroody, A., Larsen, R., Curby, T. W., & Abry, T. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170-185. doi: http://dx.doi.org/10.1037/a0037252

      • Roberts, A. L., LoCasale-Crouch, J., DeCoster, J., Hamre, B. K., Downer, J. T., Williford, A. P., & Pianta, R. C. (2015). Individual and contextual factors associated with pre-kindergarten teachers’ responsiveness to the MyTeachingPartner coaching intervention. Prevention Science, 16(8), 1044-1053. doi:10.1007/s11121-014-0533-8

      • Roberts, A. M., LoCasale-Crouch, J., DeCoster, J., Hamre, B. K., Downer, J. T., Williford, A. P., & Pianta, R. C. (2015). Individual and contextual factors associated with pre-kindergarten teachers’ responsiveness to the MyTeachingPartner coaching intervention. Prevention Science, 16(8), 1044-1053.

      • Ruzek, E. A. & Pianta, R. C. (2015). The value of using observational and student report methodologies in classroom research. In C. M. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), The Routledge International Handbook of Social Psychology of the Classroom (pp. 231-241). New York, NY: Routledge.

      • Ruzek, E. A., Domina, T., Conley, A. M., Duncan, G. J., & Karabenick, S. A. (2015). Using value-added models to measure teacher effects on students’ motivation and achievement. The Journal of Early Adolescence, 35(5-6), 852–882. http://doi.org/10.1177/0272431614525260

      • Sabol, T. J., & Pianta, R. C. (2015). Validating Virginia's quality rating and improvement system among state-funded pre-kindergarten programs. Early Childhood Research Quarterly, 30, 183-198. doi:10.1016/j.ecresq.2014.03.004

      • Whorrall, J., & Cabell, S. Q. (2015). Supporting children’s oral language development in the preschool classroom. Early Childhood Education Journal. doi: 10.1007/s10643-015-0719-0 

      • Williford, A. P. (June, 2015). Getting your child ready for kindergarten: For young children, there are more important things than the three Rs. The University of Virginia Magazine. Charlottesville, VA. http://uvamagazine.org/articles/getting_your_child_ready_for_kindergarten

      • Williford, A. P., *Wolcott , C. S., Whittaker, J. E., & LoCasale-Crouch, J. (2015). Classroom and teacher characteristics predicting the implementation of Banking Time with preschoolers who display disruptive behaviors.  Prevention Science, 16(8), 1054-1063.

      • Wolcott, C. S., & Williford, A. P. (2015). Teacher and TA ratings of preschoolers’ externalizing behavior agreement and associations with observed classroom behavior. Topics in Early Childhood Special Education, 34, 211-222.

    • 2014 Publications
      • 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 Publications
        • 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