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Testing a holistic conceptual framework for early childhood teacher well-being
Testing a holistic conceptual framework for early childhood teacher well-being
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Testing a holistic conceptual framework for early childhood teacher well-being

Kwon, Kyong-Ah ; Ford, Timothy G. ; Jeon, Lieny ; Malek-Lasater, Adrien ; Ellis, Natalie ; Randall, Ken ; Kile, Mia ; Salvatore, Alicia L.

Journal of school psychology, 2021-06, Vol.86, p.178-197 [Periódico revisado por pares]

New York: Elsevier Ltd

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She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being
She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being
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She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being

Zinsser, Katherine M. ; Christensen, Claire G. ; Torres, Luz

Journal of school psychology, 2016-12, Vol.59, p.55-66 [Periódico revisado por pares]

United States: Elsevier Ltd

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3
Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement
Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement
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Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement

Ogg, Julia ; Anthony, Christopher J.

Journal of school psychology, 2020-02, Vol.78, p.96-114 [Periódico revisado por pares]

United States: Elsevier Ltd

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4
Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis
Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis
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Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis

Schindler, Holly S. ; Kholoptseva, Jenya ; Oh, Soojin S. ; Yoshikawa, Hirokazu ; Duncan, Greg J. ; Magnuson, Katherine A. ; Shonkoff, Jack P.

Journal of school psychology, 2015-06, Vol.53 (3), p.243-263 [Periódico revisado por pares]

United States: Elsevier Ltd

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5
Cumulative risk, teacher-child closeness, executive function and early academic skills in kindergarten children
Cumulative risk, teacher-child closeness, executive function and early academic skills in kindergarten children
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Cumulative risk, teacher-child closeness, executive function and early academic skills in kindergarten children

Suntheimer, Noelle M. ; Wolf, Sharon

Journal of school psychology, 2020-02, Vol.78, p.23-37 [Periódico revisado por pares]

United States: Elsevier Ltd

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6
Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms
Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms
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Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms

Becker, Brandon D. ; Gallagher, Kathleen C. ; Whitaker, Robert C.

Journal of school psychology, 2017-12, Vol.65, p.40-53 [Periódico revisado por pares]

United States: Elsevier Ltd

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7
Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences
Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences
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Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences

Salvas, Marie-Claude ; Archambault, Isabelle ; Olivier, Elizabeth ; Vitaro, Frank ; Cantin, Stéphane ; Guimond, Fanny-Alexandra ; Robert-Mazaye, Christelle

Journal of school psychology, 2022-08, Vol.93, p.138-153 [Periódico revisado por pares]

New York: Elsevier Ltd

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8
Evaluating measurement of longitudinal education data using the Measurement Model of Derivatives
Evaluating measurement of longitudinal education data using the Measurement Model of Derivatives
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Evaluating measurement of longitudinal education data using the Measurement Model of Derivatives

Husmann, Kyle D. ; Brick, Timothy R. ; DiPerna, James C.

Journal of school psychology, 2022-06, Vol.92, p.360-375 [Periódico revisado por pares]

United States: Elsevier Ltd

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9
Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping
Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping
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Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping

Jeon, Lieny ; Hur, Eunhye ; Buettner, Cynthia K.

Journal of school psychology, 2016-12, Vol.59, p.83-96 [Periódico revisado por pares]

United States: Elsevier Ltd

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10
Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?
Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?
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Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?

McCormick, Meghan P. ; O'Connor, Erin E. ; Parham Horn, E.

Journal of school psychology, 2017-10, Vol.64, p.76-92 [Periódico revisado por pares]

United States: Elsevier Ltd

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