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Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program

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Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program (English)

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4

Robert C. Pianta

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author name string

Katherine C. Driscoll

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1

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Lijuan Wang

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2

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Andrew J. Mashburn

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3

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publication date

July 2011

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published in

Early Education and Development

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volume

22

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issue

4

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page(s)

593-619

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cites work

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Early elementary school intervention to reduce conduct problems: a randomized trial with Hispanic and non-Hispanic children

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Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Conduct Problems Prevention Research Group

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Ongoing, Web-Mediated Professional Development Focused on Teacher–Child Interactions: Early Childhood Educators' Usage Rates and Self-Reported Satisfaction

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Teacher Characteristics Associated with Responsiveness and Exposure to Consultation and On-line Professional Development Resources

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Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships

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A review of research on fidelity of implementation: implications for drug abuse prevention in school settings

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Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade

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

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Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship

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Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Promoting Alternative THinking Skills Curriculum

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Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten

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Preschoolers' academic readiness: What role does the teacher-child relationship play?

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Relationships between children and teachers: Associations with classroom and home behavior

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Diffusion of a school-based substance abuse prevention program: predictors of program implementation

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Type II translation: transporting prevention interventions from research to real-world settings

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Professional Development in Early Childhood Programs: Process Issues and Research Needs

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Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?

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DOI

10.1080/10409289.2010.502015

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(Q56930210)

Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program

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