(Q30275245)

English

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality

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scholarly article

1 reference

Europe PubMed Central

PubMed publication ID

14 June 2017

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality (English)

1 reference

Europe PubMed Central

PubMed publication ID

14 June 2017

Sara E Rimm-Kaufman

object named as

Sara E Rimm-Kaufman

2

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author name string

Tashia Abry

1

1 reference

Europe PubMed Central

PubMed publication ID

14 June 2017

Timothy W Curby

3

1 reference

Europe PubMed Central

PubMed publication ID

14 June 2017

publication date

12 December 2016

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Europe PubMed Central

PubMed publication ID

14 June 2017

Prevention Science

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Europe PubMed Central

PubMed publication ID

14 June 2017

18

1 reference

Europe PubMed Central

PubMed publication ID

14 June 2017

2

1 reference

Europe PubMed Central

PubMed publication ID

14 June 2017

193-203

1 reference

Europe PubMed Central

PubMed publication ID

14 June 2017

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

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Common elements of adolescent prevention programs: minimizing burden while maximizing reach

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Identifying and selecting the common elements of evidence based interventions: a distillation and matching model.

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Classroom context, school engagement, and academic achievement in early adolescence

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Evidence-based kernels: fundamental units of behavioral influence

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Improving classroom quality with the RULER Approach to Social and Emotional Learning: proximal and distal outcomes

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness.

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Improving the power of an efficacy study of a social and emotional learning program: application of generalizability theory to the measurement of classroom-level outcomes

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms.

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

A procedure for assessing intervention fidelity in experiments testing educational and behavioral interventions

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Teaching. Opportunities to learn in America's elementary classrooms

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Efficacy of the Responsive Classroom Approach

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Individual and Contextual Factors Associated with Pre-Kindergarten Teachers' Responsiveness to the MyTeachingPartner Coaching Intervention

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

Promoting social and academic competence in the classroom: An intervention study examining the contribution of theResponsive Classroom approach

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?

1 reference

https://api.crossref.org/works/10.1007%2FS11121-016-0743-3

21 January 2018

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10.1007/S11121-016-0743-3

1 reference

Europe PubMed Central

PubMed publication ID

14 June 2017

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0 references

PubMed publication ID

1 reference

Europe PubMed Central

PubMed publication ID

14 June 2017

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