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

Description:
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
Country:
United States
State(s)/Territories/Tribal Nation(s):
California; Georgia; Illinois; Kentucky; Massachusetts; New Jersey; New York; Ohio; Texas; Washington; Wisconsin

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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