Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Priscilla Goble"'
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
One of the more prominent early childhood interventions focused on the development of executive function (EF) skills is Tools of the Mind (Tools; Bodrova and Leong, 2019). Intervention studies comparing Tools classrooms with control classrooms, howev
Externí odkaz:
https://doaj.org/article/9414694a1177467ca49bb7b4c6226b08
Autor:
Laura D. Hanish, Sonya Xinyue Xiao, Laura Means Malouf, Carol Lynn Martin, Priscilla Goble, Richard A. Fabes, Dawn DeLay, Crystal Bryce
Publikováno v:
Early Education and Development. :1-15
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ef901e5ed65500d47a642f1b49a5e950
https://doi.org/10.1080/10409289.2022.2090773
https://doi.org/10.1080/10409289.2022.2090773
Autor:
Sonya Xinyue Xiao, Laura D. Hanish, Laura Means Malouf, Carol Lynn Martin, Bridget Lecheile, Priscilla Goble, Richard A. Fabes, Dawn DeLay, Crystal I. Bryce
Publikováno v:
Early Childhood Research Quarterly. 60:403-413
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f45eadc2ad28c311a2d1468788d8ce9b
https://doi.org/10.1016/j.ecresq.2022.04.004
https://doi.org/10.1016/j.ecresq.2022.04.004
Publikováno v:
Journal of Child and Family Studies.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a9073479b5b86b530f8abe9ad4581722
https://doi.org/10.1007/s10826-022-02496-7
https://doi.org/10.1007/s10826-022-02496-7
Publikováno v:
Early Education and Development. 31:1169-1185
Research Findings: The present study explored the extent to which teachers’ participation in professional development focused on children’s social-emotional learning moderated the relation between ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::692e28ba2a669cd16713e9e644cf477d
https://doi.org/10.1080/10409289.2020.1788331
https://doi.org/10.1080/10409289.2020.1788331
Publikováno v:
Applied Developmental Science. 23:353-370
A person-oriented approach examined the extent to which patterns of school readiness across social and cognitive domains in 944 typically-developing 54-month-old children forecast academic achievem...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::942f3fb4cea710e10cf940b4aeb8889d
https://doi.org/10.1080/10888691.2018.1436439
https://doi.org/10.1080/10888691.2018.1436439
Publikováno v:
Early Childhood Research Quarterly. 42:280-290
The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher–child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ff1b4d185998702d13de72243ed4cb35
https://doi.org/10.1016/j.ecresq.2017.10.009
https://doi.org/10.1016/j.ecresq.2017.10.009
Autor:
Priscilla Goble, Robert C. Pianta
Publikováno v:
Early Education and Development. 28:1035-1051
Research Findings: This article examines whether time spent in free choice and teacher-directed activity settings within preschool was associated with indicators of school readiness and the extent ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::65dfbbbb146ba909e8721ee2c6275c17
https://doi.org/10.1080/10409289.2017.1322449
https://doi.org/10.1080/10409289.2017.1322449
Autor:
Carol Lynn Martin, Laura D. Hanish, Natalie D. Eggum-Wilkens, Crystal I. Bryce, Stacie A. Foster, Priscilla Goble, Richard A. Fabes
Publikováno v:
Journal of Applied Developmental Psychology. 49:55-67
Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Star
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9d5441046c000b3b9d2e73eaae881925
https://doi.org/10.1016/j.appdev.2017.01.007
https://doi.org/10.1016/j.appdev.2017.01.007