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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Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills?: Evidence from the Foundations of Learning project
Using data-driven, video-based early childhood consultation with teachers to reduce children's challenging behaviors and improve engagement in preschool classrooms
Preschool children’s engagement and school readiness skills: Exploring differences between Spanish-speaking dual language learners and monolingual English-speaking preschoolers
Making the invisible visible: Using a contextual measurement approach to identify children with social-emotional and behavioral needs in preschool classrooms
Preschool teacher-child relationships and children’s expressive vocabulary skills: The potential mediating role of profiles of children’s engagement in the classroom
Implementing Banking Time with teachers and preschoolers displaying disruptive behaviors: Links between consultant-teacher relationship quality, implementation fidelity and dosage, and dyadic teacher-child interactions
Coaching and coursework focused on teacher–child interactions during language/literacy instruction: Effects on teacher outcomes and children’s classroom engagement