J. Downer

发表

Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.

Andrew J. Mashburn, L. Justice, B. Hamre, 2008, Early childhood research quarterly.

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

Andrew J. Mashburn, B. Hamre, R. Pianta, 2008, Child development.

Measuring Effective Teacher-Student Interactions From a Student Perspective

J. Downer, J. Schweig, J. Martínez, 2015 .

An Exploration of Electronic Media Use Profiles for Preschoolers of Low-Income Families.

Amanda P. Williford, J. Downer, Khara L. P. Turnbull, 2020, Academic pediatrics.

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs.

Andrew J. Mashburn, L. Justice, Xitao Fan, 2011, NHSA dialog.

The Role of Teacher-Child Interactions and Academic Content in Determining the Short-Term Impact of Head Start on Child ’ s Pre-academic and Social Skills

Laura R. Peck, S. Bell, J. Downer, 2016 .

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

Allison M. Leach, Marcia E. Kraft-Sayre, B. Hamre, 2011 .

Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten

Andrew J. Mashburn, R. Pianta, J. Downer, 2008 .

Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources

Andrew J. Mashburn, B. Hamre, R. Pianta, 2012, Early education and development.

Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors

Andrew J. Mashburn, B. Hamre, R. Pianta, 2006 .

Title: An Increase in Emotional Support, A Reduction in Negative Social Emotional Skills, Or Both?: Examining How Universal Social Emotional Programs Achieve Reductions in Aggression Authors and Affiliations:

J. Downer, Sam Portnow, Josh Brown, 2015 .

An Increase in Emotional Support, a Reduction in Negative Social Emotional Skills, or Both?: Examining How Universal Social Emotional Programs Achieve Reductions in Aggression.

J. Downer, Sam Portnow, Josh Brown, 2015 .

Developmental trajectories of executive functions from preschool to kindergarten

Kevin J. Grimm, K. Grimm, J. Downer, 2022, Developmental science.

Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries

Amanda P. Williford, J. Downer, Jennifer LoCasale-Crouch, 2022, Frontiers in Education.

Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis

J. Downer, C. McWayne, Robby Harris, 2013 .

Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade

Andrew J. Mashburn, Kevin J. Grimm, Timothy W. Curby, 2011, The Elementary School Journal.

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

B. Hamre, R. Pianta, Karen M. la Paro, 2014 .

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

B. Hamre, R. Pianta, Amy C. Thomason, 2011 .

Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten

Andrew J. Mashburn, L. Justice, B. Hamre, 2010, Applied developmental science.

Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes

Terri J. Sabol, B. Hamre, J. Downer, 2010 .

Ongoing, Web-Mediated Professional Development Focused on Teacher–Child Interactions: Early Childhood Educators' Usage Rates and Self-Reported Satisfaction

Marcia E. Kraft-Sayre, R. Pianta, J. Downer, 2009, Early education and development.

Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development

J. Downer, Joshua L. Brown, Christina L. Rucinski, 2017, Journal of Educational Psychology.

African American Father Involvement and Preschool Children's School Readiness

Julia L. Mendez, J. Downer, 2005 .

Peer effects on children's language achievement during pre-kindergarten.

Andrew J. Mashburn, Laura M Justice, L. Justice, 2009, Child development.

Father Involvement and Children's Early Learning: A Critical Review of Published Empirical Work from the Past 15 Years

J. Downer, C. McWayne, R. Campos, 2008 .

Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness

Amanda P. Williford, B. Hamre, R. Pianta, 2017 .

Teacher-Child Racial/Ethnic Match within Pre-Kindergarten Classrooms and Children's Early School Adjustment.

R. Pianta, J. Downer, Priscilla Goble, 2016 .

Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings.

Kevin J. Grimm, K. Grimm, R. Pianta, 2012 .

Third Grade Follow-Up to the Head Start Impact Study: Final Report. OPRE Report 2012-45b. Executive Summary.

Camilla A. Heid, Andrew J. Mashburn, M. Puma, 2012 .

Improving the Power of an Efficacy Study of a Social and Emotional Learning Program: Application of Generalizability Theory to the Measurement of Classroom-Level Outcomes

Andrew J. Mashburn, M. Brackett, J. Downer, 2014, Prevention Science.

Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors.

Amanda P. Williford, J. Downer, Jason T Downer, 2012, Early childhood research quarterly.

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

Sonia Q. Cabell, Amanda P. Williford, J. DeCoster, 2014 .

Teacher Characteristics Associated With Responsiveness and Exposure to Consultation and Online Professional Development Resources

B. Hamre, R. Pianta, J. Downer, 2009, Early education and development.

Contextual Characteristics Inside and Outside of School Walls as Predictors of Differential Effectiveness in Teacher Professional Development

Kathryn E. Gonzalez, D. McCoy, J. Downer, 2022, Journal of Research on Educational Effectiveness.

Quality in Early Education Classrooms: Definitions, Gaps, and Systems

B. Hamre, J. Downer, R. Pianta, 2016 .

A Course on Effective Teacher-Child Interactions

Robert C. Pianta, Jennifer LoCasale-Crouch, Bridget K. Hamre, 2012 .

Roles of Executive Functioning and Language in Developing Low-Income Preschoolers' Behavior and Emotion Regulation.

J. Downer, S. Reilly, 2019, Early childhood research quarterly.

Teaching through Interactions

Robert C. Pianta, Elise Cappella, Marc A. Brackett, 2013, The Elementary School Journal.

Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation

Amanda P. Williford, J. Downer, Jessica Vick Whittaker, 2013, Early education and development.

Predicting acceptance of diversity in pre-kindergarten classrooms

J. Downer, Kay Sanders, 2012 .

Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion.

R. Pianta, J. Downer, Faiza M. Jamil, 2012 .

Effects of an attachment-focused group preventive intervention on insecure women.

J. Laughlin, J. Downer, P. Kilmann, 1999 .

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

J. Downer, Jason T Downer, Leslie M. Booren, 2012, Early education and development.

Predicting implementation of the PAX Good Behavior Game + MyTeachingPartner interventions

Catherine P. Bradshaw, Lydia A. Beahm, C. Bradshaw, 2023, Frontiers in Psychology.

Bidirectional associations among teachers' burnout and classroom relational climate across an academic year.

J. Downer, Joshua L. Brown, Catherine M. Corbin, 2022, Journal of school psychology.

Understanding High Quality Teacher-Student Interactions in High Needs Elementary Schools: An Exploration of Teacher, Student, and Relational Contributors

J. Downer, Joshua L. Brown, Amy E. Lowenstein, 2022, School Mental Health.

Children’s academic and social-emotional competencies and the quality of classroom interactions in high-needs urban elementary schools

J. Downer, Joshua L. Brown, Amy E. Lowenstein, 2021, Contemporary Educational Psychology.

Classroom racial/ethnic diversity and upper elementary children’s social-emotional development

J. Downer, Joshua L. Brown, Christina L. Rucinski, 2019, Applied Developmental Science.

Reductions in aggressive behavior within the context of a universal, social emotional learning program: Classroom- and student-level mechanisms.

J. Downer, Sam Portnow, Joshua L. Brown, 2018, Journal of school psychology.

Teacher engagement in core components of an effective, early childhood professional development course: Links to changes in teacher–child interactions

Amanda P. Williford, B. Hamre, R. Pianta, 2017 .

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

Sonia Q. Cabell, Bridget E. Hatfield, Amy M. Roberts, 2016 .

Behavioral Exchanges between Teachers and Children Over the Course of a Typical Preschool Day: Testing Bidirectional Associations.

Timothy W. Curby, J. Downer, Leslie M. Booren, 2014, Early childhood research quarterly.

Understanding how children's engagement and teachers' interactions combine to predict school readiness.

Amanda P. Williford, Michelle F Maier, R. Pianta, 2013, Journal of applied developmental psychology.

How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning?

S. Rimm-Kaufman, R. Pianta, J. Downer, 2007 .

The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

S. Rimm-Kaufman, R. Pianta, Karen M. la Paro, 2005, The Elementary School Journal.

Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes.

Catherine P. Bradshaw, C. Bradshaw, N. Ialongo, 2020, Journal of school psychology.

The role of teacher-student relationships in predicting teachers' personal accomplishment and emotional exhaustion.

J. Downer, Joshua L. Brown, Catherine M. Corbin, 2019, Journal of school psychology.

Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

Andrew J. Mashburn, B. Hamre, R. Pianta, 2007 .

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

Kevin J. Grimm, K. Grimm, B. Hamre, 2014 .

Improving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development.

Sonia Q. Cabell, J. Downer, 2011, NHSA dialog.

The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers' Competence in Classroom Interactions.

R. Pianta, A. Luckner, J. Downer, 2010, Early childhood research quarterly.

Teacher Characteristics Influence Responsiveness to a Course and a Consultancy Focused on Effective Teacher-Child Interactions.

Bridget E. Hatfield, B. Hamre, R. Pianta, 2012 .

Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality.

J. Downer, T. Sabol, Natalie L. Bohlmann, 2018, Child development.

Observing children's engagement: Examining factorial validity of the inCLASS across demographic groups

Amanda P. Williford, C. Howes, J. Downer, 2019, Journal of Applied Developmental Psychology.

Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills

J. Downer, Natalie L. Bohlmann, 2016 .

Academic and Cognitive Functioning in First Grade: Associations with Earlier Home and Child Care Predictors and with Concurrent Home and Classroom Experiences

R. Pianta, J. Downer, 2006 .

Home Literacy Exposure and Early Language and Literacy Skills in Children Who Struggle With Behavior and Attention Problems

J. Downer, R. Reeve, Jill S. Haak, 2012 .

Parent characteristics, economic stress, and neighborhood context as predictors of parent involvement in preschool children’s education

Julia L. Mendez, J. Downer, Christine Waanders, 2007 .

Implementation of an early childhood mental health consultation pilot in Virginia: Critical tensions and implications for scale-up

Amanda P. Williford, J. Downer, Pilar Alamos, 2023, Frontiers in Education.

Using Data-Driven, Video-Based Early Childhood Consultation with Teachers to Reduce Children’s Challenging Behaviors and Improve Engagement in Preschool Classrooms

Amanda P. Williford, J. Downer, Rebecca J. Bulotsky-Shearer, 2018 .

Using Data-Driven, Video-Based Early Childhood Consultation with Teachers to Reduce Children’s Challenging Behaviors and Improve Engagement in Preschool Classrooms

Amanda P. Williford, J. Downer, Rebecca J. Bulotsky-Shearer, 2017, School Mental Health.

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

B. Hamre, R. Pianta, C. Howes, 2017 .

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

B. Hamre, R. Pianta, Karen M. la Paro, 2016, Early Childhood Education Journal.

Variation in Teachers' Instructional Interactions within Two Interventions: Associations with Intervention Responsiveness and Teacher/Classroom Characteristics.

Sonia Q. Cabell, J. DeCoster, B. Hamre, 2012 .

High quality implementation of 4Rs + MTP increases classroom emotional support and reduces absenteeism

J. Downer, Joshua L. Brown, John A. Gomez, 2023, Frontiers in Psychology.

Implementation Fidelity of MyTeachingPartner Literacy and Language Activities: Association with Preschoolers' Language and Literacy Growth.

Carolyn R. Kilday, L. Justice, R. Pianta, 2010, Early childhood research quarterly.

Partner Attachment and Interpersonal Characteristics

Holmes W. Finch, J. Downer, P. Kilmann, 2013, Journal of sex & marital therapy.

Correlates of change in elementary students' perceptions of interactions with their teacher

J. Downer, Joshua L. Brown, E. Ruzek, 2020 .

Home-School Differences in Beliefs, Support, and Control during Public Pre-kindergarten and their Link to Children's Kindergarten Readiness.

J. Downer, O. Barbarin, D. Head, 2010, Early childhood research quarterly.

Classroom Context and Years of Teaching Experience as Predictors of Misalignment on Ratings of Preschoolers’ Classroom Engagement

J. Downer, Krishtine Phillips, 2017 .

How does inhibitory control predict emotion regulation in preschool? The role of individual children's interactions with teachers and peers.

Amanda P. Williford, J. Downer, Khara L. P. Turnbull, 2022, Developmental psychology.

Reconsidering teachers' basic psychological needs in relation to psychological functioning across an academic year

J. Downer, Joshua L. Brown, Catherine M. Corbin, 2023, Teaching and Teacher Education.

Adapting assessments of child engagement to develop an early childhood consultation model

Amanda P. Williford, J. Downer, Rebecca J. Bulotsky-Shearer, 2018 .

Individual and Contextual Factors Associated with Pre-Kindergarten Teachers’ Responsiveness to the MyTeachingPartner Coaching Intervention

Amy M. Roberts, Amanda P. Williford, J. DeCoster, 2015, Prevention Science.

Implementation Fidelity and Teachers' Engagement in a Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice.

B. Hamre, R. Pianta, C. Howes, 2011 .

Title : Implementation Fidelity and Teachers ’ Engagement in a Course on Effective Teacher-Child Interactions : Effects on Teacher Beliefs , Knowledge and Practice

B. Hamre, R. Pianta, C. Howes, 2010 .

Teachers’ Use of Spanish in the Classroom: Implications for Hispanic Dual Language Learners’ Classroom Engagement

J. Downer, Carina Alvarez, 2023, Early Education and Development.

PEER-REVIEmD RESEARCH HEAD START UNIVERSITY-COMMUNITY PARTNERSHIPS AND MENTORSHIP OF GRADUATE STUDENTS IN EARLY CHILDHOOD RESEARCH

J. Downer, 2006 .

Preschool Children’s Observed Interactions with Teachers: Implications for Understanding Teacher–Child Relationships

Amanda P. Williford, J. Downer, Pilar Alamos, 2022, School Mental Health.

Coaching Quality and Teachers' Implementation of the 4Rs Social-Emotional and Literacy Curriculum: Testing the Link between Two Levels of Intervention Fidelity.

K. Bourassa, J. Downer, Megan W. Stuhlman, 2013 .

Testing the integration of a teacher coaching model and a social-emotional learning and literacy intervention in urban elementary schools

J. Downer, Joshua L. Brown, Nicole B. Doyle, 2023, Teaching and Teacher Education.

Individual toddlers' interactions with teachers, peers, and the classroom environment in Danish and Dutch childcare: First validation of the inCLASS Toddler

Dorthe Bleses, J. Downer, P. Slot, 2023, Learning and Individual Differences.

Reductions in aggressive behavior within the context of a universal, social emotional learning program: Classroom- and student-level mechanisms.

J. Downer, Sam Portnow, Joshua L. Brown, 2018, Journal of school psychology.

How Changes in the DSM-5 Will Likely Affect Professionals Working with Youth with Mood Disorders and/or Substance Abuse

J. Downer, Sadie Hasbrouck, Krishtine Phillips, 2015 .

Partner Attachment and Interpersonal Characteristics

Holmes W. Finch, J. Downer, P. Kilmann, 2013, Journal of sex & marital therapy.

Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement

B. Hamre, R. Pianta, C. Howes, 2024, Early Education and Development.

Father involvement during early childhood.

J. Downer, 2007 .

Individualized Classroom Assessment Scoring System

R. Pianta, A. Luckner, J. Downer, 2021 .