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Teacher-Child Rating Scale
Resource Type:
Instruments
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.
Mother-child relationships, teacher-child relationships, and school outcomes in preschool in kindergarten
Quality child care and socio-emotional risk factors: No evidence of diminishing returns for urban children
Enhancing the transition to kindergarten: Linking children, families, & schools
Differences in social adjustment and classroom behavior between children retained in kindergarten and groups of age and grade matched peers
Teacher-rated family involvement and children's social and academic outcomes in kindergarten
Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence
An after-school program for elementary school aged children: Academic and socio-emotional outcomes
Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors
Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence
Rochester Early Childhood Assessment Partnership: 2003-04 seventh annual report
Rochester Early Childhood Assessment Partnership: 2002-2003 annual report
Rochester Early Childhood Assessment Partnership: 2004-05 eighth annual report: Statistical supplement
Rochester Early Childhood Assessment Partnership: 2005-06 ninth annual report: Statistical supplement
Rochester Early Childhood Assessment Partnership: 2004-05 eighth annual report
The protective function of after-school programming and parent education and support for students at risk for substance abuse
Rochester Early Childhood Assessment Partnership: 2005-06 ninth annual report
Who benefits from high-quality kindergarten?: Investigating ethnicity/race differences in the RECAP 2002 sample
Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate
Rochester Early Childhood Assessment Partnership: 2001-2002 annual report
Family involvement & school performance in the Chinatown YMCA 21st Century Community Learning Center
Does early childhood intervention affect the social and emotional development of participants?
Home-school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness
Spanish-speaking children's social and language development in pre-kindergarten classrooms
Implementation study of the Comprehensive Services program of Palm Beach County, Florida: Final report
Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs
Mental health screening of preschool children: Validity and reliability of ABLE
Getting ready for school: Palm Beach County's Early Childhood Cluster Initiative
Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten
Shyness and emotion-processing skills in preschoolers: A 6-month longitudinal study
Parental conceptions of school readiness: Relation to ethnicity, socioeconomic status, and children?s skills
The relations of observed pre-k classroom quality profiles to children's achievement and social competence
Teachers' perceptions of conflict with young students: Looking beyond problem behaviors
The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes
Getting ready for school: The Early Childhood Cluster Initiative of Palm Beach County, Florida: Program implementation and early outcomes: Year 3 report
Measuring the social competence of preschool children with specific language impairment: Correspondence among informant ratings and behavioral observations
Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships
The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers? competence in classroom interactions
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Rochester Early Childhood Assessment Partnership: 2006-07 tenth annual report
Rochester Early Childhood Assessment Partnership: 2007-08 eleventh annual report
Rochester Early Childhood Assessment Partnership: 2007-08 twelfth annual report
Preschool education, educational attainment, and crime prevention: Contributions of cognitive and non-cognitive skills
Strong Start recap analysis results
Promoting young children's social competence through the Preschool PATHS curriculum and MyTeachingPartner professional development resources
Will public pre-K really close achievement gaps?: Gaps in prekindergarten quality between students and across states
Rochester Early Childhood Assessment Partnership: 2010-2011 fourteenth annual report
Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality
Teacher-Child Rating Scale 2.1
Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program
Rochester Early Childhood Assessment Partnership: 2011-2012 fifteenth annual report
Teachers' emotional support consistency predicts children's achievement gains and social skills
Children's engagement within the preschool classroom and their development of self-regulation
Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development
Classroom context and years of teaching experience as predictors of misalignment on ratings of preschoolers' classroom engagement
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children's early school adjustment
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
Distinctions without a difference?: Preschool curricula and children's development
Rochester Early Childhood Assessment Partnership: 2017-2018 twenty-first annual report
Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers
Will public pre-K really close achievement gaps?: Gaps in prekindergarten quality between students and across states
Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
Rochester Early Childhood Assessment Partnership: 2012-2013 fifteenth annual report
Rochester Early Childhood Assessment Partnership: 2013-2014 seventeenth annual report
Banking Time in Head Start: Effectiveness of an intervention designed to promote supportive teacher-child relationships
The classroom relational environment and children's early development in preschool
Emotional support consistency and teacher-child relationships forecast social competence and problem behaviors in prekindergarten and kindergarten
Rochester Early Childhood Assessment Partnership: 2014-2015 eighteenth annual report
Will public pre-K really close achievement gaps?: Gaps in prekindergarten quality between students and across states
Cumulative experience of educational assets from preschool through first grade and the social-emotional well-being of English- and Spanish-speaking children
Classrooms are complex host environments: An integrative theoretical measurement model of the pre-k to grade 3 classroom ecology
Examining three hypotheses for pre-kindergarten fade-out
Differences between pre-k and kindergarten classroom experiences: Do they predict children’s social-emotional skills and self-regulation across the transition to kindergarten?
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
Enrollment in pre-k and children’s social–emotional and executive functioning skills: To what extent are associations sustained across time?
The role of teacher–child relationship quality in Black and Latino boys’ positive development
Sleep patterns and school readiness of pre-kindergarteners from racially and ethnically diverse, low-income backgrounds
Transition practices of rural pre-k and kindergarten teachers and their relations to children’s academic and social skills
African-American males in Chicago: Pathways from early childhood intervention to reduce violence
Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors
Antiracism defined as equitable sociocultural interactions in prekindergarten: Classroom racial composition makes a difference
Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction
Kindergarten readiness profiles of rural, Appalachian children from low-income households
Teacher perceptions of preschool parent engagement: Causal effects of a connection-focused intervention
Academics of the early primary grades: Investigating the alignment of instructional practices from pre-k to third grade
Off-task behavior as a measure of in-classroom executive function skills? Evidence for construct validity and contributions to gains in prekindergartners’ academic achievement
Does home media use predict preschoolers’ skill gains? A time diary study
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