, George Mason University
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HS Dialog: The Research to Practice Journal for the Early Childhood Field Vol. 16 No. 2 - Research Articles
Examining CLASS dimensions as predictors of pre-k children’s development of language, literacy, and mathematics
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HS Dialog: The Research to Practice Journal for the Early Childhood Field Vol. 16 No. 2 - Research Articles
Head Start Preschoolers' Emotional Positivity and Emotion Regulation Predict their Social-Emotion Behavior, Classroom Adjustment, and Early School Success
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HS Dialog: The Research to Practice Journal for the Early Childhood Field Vol. 16 No. 2 - Research Articles
Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms
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HS Dialog: The Research to Practice Journal for the Early Childhood Field Vol. 16 No. 2 - Research-to-Practice Summaries
Prioritizing Interactions to Support Children’s Academic Achievement
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HS Dialog: The Research to Practice Journal for the Early Childhood Field Vol. 16 No. 2 - Research-to-Practice Summaries
Keep Calm and Carry on: The importance of children’s emotional positivity and regulation for success in Head Start
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HS Dialog: The Research to Practice Journal for the Early Childhood Field Vol. 16 No. 2 - Research-to-Practice Summaries
Consistently Emotionally Supportive Preschool Teachers and Children’s Social-emotional Learning in the Classroom: Implications for Center Directors and Teachers
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HS Dialog: The Research to Practice Journal for the Early Childhood Field Vol. 19 No. 1 - Research Articles
From Research to Evidence Based Practice: An Account of the Scientific Implementation of Dialogic Buddy Reading
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