Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Jenna Futterer"'
Autor:
Ruby Natale, Jhonelle Bailey, Ellen Kolomeyer, Jenna Futterer, Maite Schenker, Rebecca Bulotsky-Shearer
Publikováno v:
Journal of Early Childhood Teacher Education. :1-18
Publikováno v:
Assessing Competencies for Social and Emotional Learning ISBN: 9781003102243
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2d61cdc59304fbd3c98325a629836327
https://doi.org/10.4324/9781003102243-4
https://doi.org/10.4324/9781003102243-4
Autor:
Krystal Bichay-Awadalla, Jenna Futterer, Jhonelle Bailey, Rebecca Bulotsky Shearer, Cathy Huaqing Qi
Publikováno v:
Topics in Early Childhood Special Education. 40:159-171
Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for
Autor:
Rebecca J. Bulotsky-Shearer, Jhonelle Bailey, Jenna Futterer, Roxanne C. Lawrence, Krystal Bichay-Awadalla
Publikováno v:
Psychology in the Schools. 57:1132-1154
Autor:
Ruby Natale, Ellen Kolomeyer, Jenna Futterer, Farah D. Mahmoud, Maite Schenker, Ana Robleto, Neal Horen, Rachel Spector
Publikováno v:
Infant mental health journalREFERENCES. 43(3)
IECMHC can and should be a vehicle that promotes greater equity in access to high quality relationships within an early classroom environment. It is important to consider consultation through a racial equity lens to ensure that it is integrated in al
Publikováno v:
Healthy development in young children: Evidence-based interventions for early education.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5c3f969de3fab88888357150af576182
https://doi.org/10.1037/0000197-009
https://doi.org/10.1037/0000197-009
Autor:
Cathy Huaqing Qi, Jenna Futterer, Jhonelle Bailey, Veronica A. Fernandez, Rebecca J. Bulotsky-Shearer, Krystal Bichay-Awadalla
Publikováno v:
Journal of Applied Developmental Psychology. 67:101103
Guided by an ecological model, the study examined the extent to which domains of teacher-child interaction quality moderated associations between early problem behavior within preschool classroom contexts and social competence. A series of multilevel