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Teachers' emotional support consistency predicts children's achievement gains and social skills

A study of the relationship between consistency of teachers' emotional support and academic and social outcomes for young children, based on multiple observations conducted in 694 early care and education classrooms
Resource Type:
Reports & Papers
United States
State(s)/Territories/Tribal Nation(s):
California; Georgia; Illinois; Kentucky; Massachusetts; New Jersey; New York; Ohio; Texas; Washington; Wisconsin

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