Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Downer, J. T., Doyle, N. B., Pianta, R. C., Burchinal, M., Field, S., Hamre, B. K., LoCasale-Crouch, J., Howes, C. H., LaParo, K. et Scott-Little, C.
(2024). Coaching and Coursework Focused on Teacher-Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement.
Early Education and Development, 35(5), 1032-1062.
Taylor, M., Alamos, P., Turnbull, K. L. P., LoCasale-Crouch, J. et Howes, C.
(2023). Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality.
Early Childhood Research Quarterly, 64(3rd quarter), 331-344.
Rojas, N. M., Yoshikawa, H. et Morris, P.
(2023). Preschool Children’s Engagement and School Readiness Skills: Exploring Differences between Spanish-speaking Dual Language Learners and Monolingual English-speaking Preschoolers.
Early Education and Development, 34(1), 86-110.
Cadima, J., Barros, S., Bryant, D. M., Peixoto, C., Coelho, V. et Pessanha, M.
(2023). Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities.
Early Education and Development, 34(2), 469-484.
Smidt, W. et Embacher, E.-M.
(2023). The importance of structural characteristics for interaction quality in Austrian preschools.
European Early Childhood Education Research Journal, 31(5), 752-771.
Julie Lachapelle Maude Roy-Vallières Nathalie Bigras Lise Lemay et Caroline Bouchard
(2023). Factorial structure of the inCLASS: validation study in Quebec early childcare centers.
SN Social Sciences, 3(8), article 132.
Smidt, W. et Embacher, E.-M.
(2023). Examining the factorial validity of the Individualized Classroom Assessment Scoring System in preschools in Austria.
International Journal of Early Years Education, 31(3), 675-687.
Smidt, W. et Embacher, E.-M.
(2023). The importance of structural characteristics for interaction quality in Austrian preschools.
European Early Childhood Education Research Journal, 31(5), 752-771.
Yang, Q. et Purtell, K. M.
(2023). Preschoolers’ Vocabulary Skills And Inhibitory Control: The Role Of Classroom Engagement.
Early Education and Development, 34(5), 1109-1127.
Yang, Q., Bartholomew, C. P., Ansari, A. et Purtell, K. M.
(2022). Classroom age composition and preschoolers’ language and literacy gains: The role of classroom engagement.
Early Childhood Research Quarterly, 60, 49-58.
Ramirez, M. et Linberg, A.
(2022). Child-specific interaction quality at the first and last year of preschool and its relationship to preschool, child, and family characteristics – an empirical perspective using the inCLASS.
Early Child Development and Care, 192(12), 1886-1900.
Diebold, T. et Perren, S.
(2022). Toddlers’ peer engagement in Swiss childcare: contribution of individual and contextual characteristics.
European Journal of Psychology of Education, 37, 627-648.
Geißler, C., Sonnleithner, T., Petritsch, M. et Walter-Laager, C.
(2022). The influence of formal education, years of service and team meetings on the quality of interaction in Austrian centre-based settings for children under 3 years.
Journal of Early Childhood Education Research, 11(1), 68-96.
Caroline Bouchard Stéphanie Duval Anne-Sophie Parent Christelle Robert-Mazaye et Nathalie Bigras
(2021). Lien entre l’engagement des enfants âgés de 4-5 ans dans leurs apprentissages et des profils de la qualité des interactions en centre de la petite enfance.
Revue canadienne de l’éducation, 44(2), 337-370.
Kluczniok, K. et Schmidt, T.
(2020). Socio-cultural disparities in the quality of children's interactions in preschools.
European Early Childhood Education Research Journal, 28(4), 519-533.
Vitiello, V. E. et Williford, A. P.
(2020). Context influences on task orientation among preschoolers who display disruptive behavior problems.
Early Childhood Research Quarterly, 51, 256-266.
Williford, A. P. et Vitiello, V. E.
(2020). Who’s in charge? Child behavior predicts teacher subsequent classroom management practice for preschoolers reported to display disruptive behavior.
School Psychology, 35(5), 299-310.
Bohlmann, N. L., Downer, J. T., Williford, A. P., Maier, M. F., Booren, L. M. et Howes, C.
(2019). Observing children's engagement: Examining factorial validity of the inCLASS across demographic groups.
Journal of Applied Developmental Psychology, 60, 166-176.
Carbonneau, K. J., Van Orman, D. S., Lemberger-Truelove, M. E. et Atencio, D. J.
(2019). Leveraging the Power of Observations: Locating the Sources of Error in the Individualized Classroom Assessment Scoring System.
Early Education and Development, 31(1), 1-16.
Nancy Allen Nathalie Bigras et Johanne April
(2018). Comment des informations issues de grilles d’observation standardisées (CLASS et inCLASS) recueillies auprès de groupes d’enfants de 3-4 ans peuvent-elles soutenir le développement d’une formation des éducateurs en ce qui concerne le soutien au développement langagier ?.
Communication présentée au 5e Colloque international en éducation, Montréal, Canada.
Lemberger‐Truelove, M. E., Carbonneau, K. J., Atencio, D. J., Zieher, A. K. et Palacios, A. F.
(2018). Self‐Regulatory Growth Effects for Young Children Participating in a Combined Social and Emotional Learning and Mindfulness‐Based Intervention.
Journal of Counseling & Development, 96(3), 289-302.
Lewis, H. R.
(2018). Family-Teacher Relationships and Child Engagement in Early Care and Education.
Masters Thesis, Oregon State University, United-States.
Sabol, T. J., Bohlmann, N. L. et Downer, J. T.
(2018). Low-income ethnically diverse children’s engagement as a predictor of school readiness above preschool classroom quality.
Child Development, 89(2), 556-576.
Slot, P. L. et Bleses, D.
(2018). Individual children's interactions with teachers, peers, and tasks: The applicability of the inCLASS Pre-K in Danish preschools.
Learning and Individual Differences, 61, 68-76.
Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G. et Gyure, M.
(2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS.
Early Childhood Research Quarterly, 42, 31-43.
Williford, A. P., Bulotsky-Shearer, R., Bichay, K., Reilly, S. et Downer, J. T.
(2018). Adapting assessments of child engagement to develop an early childhood consultation model.
Journal of Applied Developmental Psychology, 56, 67-78.
Hartz, K., Williford, A. P. et Koomen, H. M. Y.
(2017). Changes in teachers’ perceptions of teacher–child relationships: Links with children’s observed interactions.
Early Education and Development, 28(4), 441-456.
Kroeker, J.
(2017). Indoor and Outdoor Play in Preschool Programs.
Universal Journal of Educational Research, 5(4), 641-647.
LoCasale-Crouch, J., Williford, A., Whittaker, J., DeCoster, J. et Alamos, P.
(2017). Does fidelity of implementation account for changes in teacher-child interactions in a randomized control trial of banking time?.
Journal of Research on Educational Effectiveness, 11(1), 35-55.
Phillips, K. et Downer, J.
(2017). Classroom context and years of teaching experience as predictors of misalignment on ratings of preschoolers’ classroom engagement.
Early Education and Development, 28(3), 343-367.
Bichay, K.
(2016). Classroom engagement mediates the relationship between internalizing behavior and academic outcomes in Head Start children.
Mémoire de maîtrise, University of Miami, États-Unis.
Bohlmann, N. L. et Downer, J. T.
(2016). Self-regulation and task engagement as predictors of emergent language and literacy skills.
Early Education and Development, 27(1), 18-37.
Carter Clopet, T. et Bulotsky-Shearer, R.
(2016). Relationship between Peer Social Competence and Academic Readiness for Head Start Children: A Multi-Method, Multi-Source Measurement Approach.
NHSA Dialog, 19(1), 1-25.
Clopet, T. C. et Bulotsky-Shearer, R.
(2016). A Comprehensive Look at Peer Social Competence in Preschool.
NHSA Dialog, 19(1), 72-77.
Vitiello, V. et Williford, A. P.
(2016). Relations between social skills and language and literacy outcomes among disruptive preschoolers: Task engagement as a mediator.
Early Childhood Research Quarterly, 36, 136-144.
West, H.
(2016). Contextualizing Classroom Behavior In Low-Income Children With High Behavioral Self-Regulation Relative To Peers.
Thèse de doctorat, University of South Carolina, États-Unis.
Williford, A. P., LoCasale-Crouch, J., Whittaker, J. V., DeCoster, J., Hartz, K. A., Carter, L. M., Wolcott, C. S. et Hatfield, B. E.
(2016). Changing Teacher–Child Dyadic Interactions to Improve Preschool Children’s Externalizing Behaviors.
Child Development, 88(5), 1544-1553.
Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J. et Prokasky, A.
(2015). Temperament and preschool children’s peer interactions.
Early Education and Development, 26(4), 479-495.
Carter, T.
(2015). Profiles of Classroom Engagement in Head Start Children: Associations with Academic Readiness.
Thèse de doctorat, University of Miami, États-Unis.
Wolcott, C. S. et Williford, A. P.
(2015). Teacher and TA ratings of preschoolers’ externalizing behavior: agreement and associations with observed classroom behavior.
Topics in Early Childhood Special Education, 34(4), 211-222.
Brouwer, J. E.
(2015). The relationship between language delays and emotional and behavioral problems during preschool years?.
Mémoire de maîtrise Utrecht university, Pays-Bas.
Willems, M. M.
(2015). Executive functions in relation to task orientation in preschoolers with attention problems?.
Mémoire de maîtrise, Utrecht university, Pays-Bas.
Carter, L. M., Williford, A. P. et LoCasale-Crouch, J.
(2014). Reliability and validity of a measure of preschool teachers’ attributions for disruptive behavior.
Early Education and Development, 25(7), 949-972.
Curby, T. W., Downer, J. T. et Booren, L. M.
(2014). Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations.
Early Childhood Research Quarterly, 29(2), 193-204.
Acar, I. H.
(2013). Predictors of preschool children’s peer interactions: Temperament and prosocial behavior.
Masters Thesis, University of Nebraska.
Baldanza, M. T.
(2013). Teacher-child interactions and children’s peer engagement in pre-kindergarten.
Thèse de doctorat, University of California, États-Unis.
Holley, M. M.
(2013). The Effects of the Classroom Schedule and Teacher Beliefs on Head Start Teacher-Child Interactions.
Thèse de doctorat, University of Missouri-Kansas City, États-Unis.
Morris, P., Millenky, M., Raver, C. C. et Jones, S. M.
(2013). Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills? Evidence from the foundations of learning project.
Early Education & Development, 24(7), 1020-1042.
Williford, A. P., Maier, M. F., Downer, J. T., Pianta, R. C. et Howes, C.
(2013). Understanding how children’s engagement and teachers’ interactions combine to predict school readiness.
Journal of Applied Developmental Psychology, 34(6), 299-309.
Williford, A. P., Whittaker, J. E. V., Vitiello, V. E. et Downer, J. T.
(2013). Children’s engagement within the preschool classroom and their development of self-regulation.
Early Education and Development, 24(2), 162-187.
Baldanza, M., Herrera, M. J., LoCasale-Crouch, J. et Cabell, S.
(2013). Teacher reflection over time: Associations with change in teacher practice and children's engagement.
Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA.
Bohlmann, N., Downer, J. et Sabol, T.
(2013). Contribution of Engagement with Teachers, Peers, and Tasks to Variation in School Readiness Development during Preschool and the Role of Instructional Context.
In J. T. Downer (chair), Understanding How Children’s Engagement in Different Preschool Classroom Contexts Contributes to Social and Academic Development. Paper symposium conducted at the biennial meeting of the Society for Research in Child Development, Seattle, WA.
Cabell, S. Q., Bohlman, N., Booren, L., DeCoster, J. et Williford, A.
(2013). Variation in children's engagement in conversational exchanges with teachers and peers across preschool classroom settings.
Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA.
Booren, L. M., Downer, J. T. et Vitiello, V. E.
(2012). Observing differences in children’s interactions with teachers, peers, and tasks across preschool classroom activity settings.
Early Education and Development, 23(4), 517-538.
Vitiello, V. E., Booren, L. M., Downer, J. T. et Williford, A. P.
(2012). Variation in children’s classroom engagement throughout a day in preschool: Relations to classroom and child factors.
Early Childhood Research Quarterly, 27(2), 210-220.
Bohlmann, N. L., Downer, J. T., Booren, L. M., Maier, M. F. et Williford, A. P.
(2012). Using the inCLASS to Measure Preschool Children's Engagement with Teachers, Peers and Tasks: Examining Measurement Invariance Across Gender, Ethnicity, and Poverty Status in Three Samples.
Poster presented at the biennial Head Start’s National Research Conference, Washington, D.C.
Curby. T. W., Downer, J. T. et Booren, L. M.
(2012). The Influence of Classrooms on Children and Children on Classrooms: Testing Bidirectional Associations During a Typical Day of Preschool.
Poster presented at the biennial Head Start’s National Research Conference, Washington, D.C.
Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E. et Pianta, R. C.
(2010). The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions.
Early Childhood Research Quarterly, 25(1), 1-16.

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