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Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships

An investigation of the effects of a pro-social teacher-child intervention on teacher-reported relationship quality, teacher-rated child behavioral outcomes, and observer-rated teacher-child interactions during two six-week intervention periods with 116 children and 29 Head Start teachers from video-taped observations of semi-structured interactions
Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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