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Volumn , Issue , 2006, Pages 217-236

The relations of classroom contexts in the early elementary years to children’s classroom and social behavior: Nichd early child care research network
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EID: 36749077137     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511499760.012     Document Type: Chapter
Times cited : (9)

References (24)
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    • R. M. Lerner (Ed.), 5th ed., New York: Wiley
    • Fisher, C. B., Jackson, J. F., & Villarruel, F. A. (1997). The study of African American and Latin American children and youth. In R. M. Lerner (Ed.), Theoretical models of human development (5th ed., pp. 1145–1208). New York: Wiley.
    • (1997) Theoretical Models of Human Development , pp. 1145-1208
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    • Ladd, G.W.1    Burgess, K.B.2
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    • Predicting children’s competence in the early school years: A meta-analytic review
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    • La Paro, K.1    Pianta, R.C.2
  • 13
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    • (2003) The Condition of Education 2003 (NCES 2003–067
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    • The relation of global first grade classroom environment to structural classroom features and teacher and student behaviors
    • NICHD Early Child Care Research Network. (2002). The relation of global first grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102, 367–387.
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  • 17
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    • The nichd study of early child care: Contexts of development and developmental outcomes over the first seven years of life
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    • NICHD Early Child Care Research Network. (2003a). The NICHD Study of Early Child Care: Contexts of development and developmental outcomes over the first seven years of life. In J. Brooks-Gunn & L. J. Berlin (Eds.), Early childhood development in the 21st century (pp. 182–201). New York: Teachers College Press.
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    • Social functioning in first grade: Association with earlier home and child care predictors and with current classroom practices
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    • A day in third grade: A large-scale study of classroom quality and teacher and student behavior
    • (in press)
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