Lista de obras - Carollee Howes - Dominio Público Uruguay

A Course on Effective Teacher-Child Interactions

article

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

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

artículo científico publicado en 2011

Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?

article

Attachment stability and the emergence of unresolved representations during adolescence

artículo científico publicado en 2009

Children enrolled in public pre-K: the relation of family life, neighborhood quality, and socioeconomic resources to early competence

artículo científico publicado en 2006

Children's classroom engagement and school readiness gains in prekindergarten

artículo científico publicado en 2010

Cumulative perinatal steroids: child development of preterm infants

artículo científico publicado en 2008

Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

article

Diverse Pathways in Early Childhood Professional Development: An Exploration of Early Educators in Public Preschools, Private Preschools, and Family Child Care Homes

artículo científico publicado en 2009

Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children

article

Erratum to “Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs” [Early Childhood Research Quarterly 23 (2008) 27–50]

scholarly article published in Early Childhood Research Quarterly

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

article

How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms

article

Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education

Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned

article

Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners

article

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills

artículo científico publicado en 2008

Observations of teacher–child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings

article

Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

article

Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills

article by Oscar A. Barbarin et al published 2 October 2008 in Early Education and Development

Peer relations in the transition to adolescence.

artículo científico publicado en 2002

Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction

article

Preschool center quality and school readiness: quality effects and variation by demographic and child characteristics

artículo científico publicado en 2013

Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

article

Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

article

Respectful relationships: Socialization goals and practices among Mexican mothers

artículo científico publicado en 2009

State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs

Student Teaching Feedback and Evaluation: Results From a Seven-State Survey

Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions

Teacher education and child outcomes: A reply to the commentary

Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs

article

The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence

article

Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice

Ways with children: examining the role of cultural continuity in early educators' practices and beliefs about working with low-income children of color.

artículo científico publicado en 2007

Lista de obras de Carollee Howes

A Course on Effective Teacher-Child Interactions

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

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?

Attachment stability and the emergence of unresolved representations during adolescence

Children enrolled in public pre-K: the relation of family life, neighborhood quality, and socioeconomic resources to early competence

Children's classroom engagement and school readiness gains in prekindergarten

Cumulative perinatal steroids: child development of preterm infants

Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

Diverse Pathways in Early Childhood Professional Development: An Exploration of Early Educators in Public Preschools, Private Preschools, and Family Child Care Homes

Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children

Erratum to “Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs” [Early Childhood Research Quarterly 23 (2008) 27–50]

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

How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms

Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education

Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned

Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills

Observations of teacher–child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings

Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills

Peer relations in the transition to adolescence.

Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction

Preschool center quality and school readiness: quality effects and variation by demographic and child characteristics

Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

Respectful relationships: Socialization goals and practices among Mexican mothers

State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs

Student Teaching Feedback and Evaluation: Results From a Seven-State Survey

Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions

Teacher education and child outcomes: A reply to the commentary

Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs

The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence

Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice

Ways with children: examining the role of cultural continuity in early educators' practices and beliefs about working with low-income children of color.