Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

Journal of School Psychology

Volumn 51, Issue 5, 2013, Pages 557-569

  Curby, Timothy W ^a   Rimm Kaufman, Sara E ^b   Abry, Tashia ^c  

^a GEORGE MASON UNIVERSITY   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

^c ARIZONA STATE UNIVERSITY   (United States)

Author keywords

Bidirectional; Cross lagged autoregressive model; Elementary; Longitudinal; Teacher child interactions

Indexed keywords

ADULT; ARTICLE; BIDIRECTIONAL; CHILD PSYCHOLOGY; CROSS-LAGGED AUTOREGRESSIVE MODEL; ELEMENTARY; EMOTION; HUMAN; LONGITUDINAL; LONGITUDINAL STUDY; METHODOLOGY; ORGANIZATION AND MANAGEMENT; SCHOOL; SOCIAL SUPPORT; STANDARD; TEACHER-CHILD INTERACTIONS; TEACHING; UNIVERSITY;

BIDIRECTIONAL; CROSS-LAGGED AUTOREGRESSIVE MODEL; ELEMENTARY; LONGITUDINAL; TEACHER-CHILD INTERACTIONS;

ADULT; CHILD PSYCHOLOGY; EMOTIONS; FACULTY; HUMANS; LONGITUDINAL STUDIES; SCHOOLS; SOCIAL SUPPORT; TEACHING;

EID: 84884419040     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2013.06.001     Document Type: Article

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