A cross-lag analysis of longitudinal associations between preschool teachers' instructional support identification skills and observed behavior

Early Childhood Research Quarterly

Volumn 29, Issue 2, 2014, Pages 144-154

  Pianta, Robert C ^a   Burchinal, Margaret ^b,c   Jamil, Faiza M ^g   Sabol, Terri ^a,f   Grimm, Kevin ^d   Hamre, Bridget K ^a   Downer, Jason ^a   LoCasale Crouch, Jennifer ^a   Howes, Carollee ^e  

^a UNIVERSITY OF VIRGINIA   (United States)

^b UNIVERSITY OF NORTH CAROLINA   (United States)

^c UNIVERSITY OF CALIFORNIA   (United States)

^d UNIVERSITY OF CALIFORNIA   (United States)

^e UNIVERSITY OF CALIFORNIA   (United States)

^f NORTHWESTERN UNIVERSITY   (United States)

^g CLEMSON UNIVERSITY   (United States)

Author keywords

Behavior; Interactions; Knowledge; Preschool; Teachers

Indexed keywords

EID: 84921024250     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2013.11.006     Document Type: Article

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