Preschool Learning Behaviors Scale
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An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competence
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An examination of the contributions of interactive peer play to salient classroom competencies for urban Head Start children
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Preschool competency in context: An investigation of the unique contribution of child competencies in early academic success
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The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children
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Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct
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Parent self-efficacy: Relationship with parent involvement and preschoolers' school readiness
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Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success
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Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children
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Effects of preschool curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation Research initiative
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The Chicago Program Evaluation Project: A picture of early childhood programs, teachers, and preschool-age children in Chicago: Final external report
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Learning behaviors mediating the effects of behavior problems on academic outcomes
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Preschoolers at risk of developing concurrent academic and behavioral difficulties
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An evaluation of the Individualized Learning Intervention: A mentoring program for early childhood teachers
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Cognitive flexibility, approaches to learning, and academic school readiness in Head Start preschool children
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Saint Paul Early Childhood Scholarship Program evaluation: Final evaluation report: 2008-2011
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Refining the Preschool Self-regulation Assessment for use in preschool classrooms
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"No-o-o-o peeking": Preschoolers' executive control, social competence, and classroom adjustment
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The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning
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Saint Paul Early Childhood Scholarship Program evaluation: Annual report: Year 3
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Social-emotional learning profiles of preschoolers' early school success: A person-centered approach
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The Preschool Learning Behaviors Scale: Dimensionality and external validity in Head Start
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Observing preschoolers' social-emotional behavior: Structure, foundations, and prediction of early school success
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"I know how you feel": Preschoolers' emotion knowledge contributes to early school success
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Transition and protective agency of early childhood learning behaviors as portents of later school attendance and adjustment
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Exploring teachers' depressive symptoms, interaction quality, and children's social-emotional development in Head Start
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The validity of interactive peer play competencies for Latino preschool children from low-income households
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The associations among maternal negative control, children's social information processing patterns, and teachers' perceptions of children's behavior in preschool
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Validation of the QRIS YoungStar rating scale: Report 2: Wisconsin Early Child Care Study findings on the validity of YoungStar rating for children's school readiness
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Peer interaction in rural preschool classrooms: Contributions of children's learning-related behaviors, language and literacy skills, and problem behaviors
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Supporting parent-child experiences with PEG+CAT early math concepts: Report to the CPB-PBS Ready To Learn Initiative
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Evaluation of Parent Aware: Minnesota's quality rating and improvement system pilot: Final evaluation report
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Are two years better than one year?: A propensity score analysis of the impact of Head Start program duration on children's school performance in kindergarten
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Report to Congress on dual language learners in Head Start and Early Head Start programs
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Social and emotional information processing in preschoolers: Indicator of early school success?
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Identifying family and classroom practices associated with stability and change of social-emotional readiness for a national sample of low-income children
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Head Start classrooms and children's school readiness benefit from teachers' qualifications and ongoing training
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Head Start and housing (in)stability: Examining the school readiness of children experiencing homelessness
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Tracing children's approaches to learning through Head Start, kindergarten, and first grade: Different pathways to different outcomes
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Massachusetts Quality Rating and Improvement System (QRIS) validation study: Final report
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Parent involvement in Head Start and children's development: Indirect effects through parenting
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How preschoolers' social-emotional learning predicts their early school success: Developing theory-promoting, competency-based assessments
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Executive function and learning behaviors: Associations with academic skills among preschoolers
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Reliability and validity of a measure of preschool children's theatre arts skills: The Preschool Theatre Arts Rubric
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Home literacy environment and Head Start children's language development: The role of approaches to learning
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Learning-related social skills as a mediator between teacher instruction and child achievement in Head Start
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An investigation of the roles of temperament and approaches to learning on Head Start children's school readiness
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Preschoolers' emotion expression and regulation: Relations with school adjustment
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Is full day better than half day?: A propensity score analysis of the association between Head Start program intensity and children's school performance in kindergarten
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Children and caregivers' exposure to adverse childhood experiences (ACES): Association with children's and caregivers' psychological outcomes in a therapeutic preschool program
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Social information processing patterns, social skills, and school readiness in preschool children
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Two-year versus one-year Head Start program impact: Addressing selection bias by comparing regression modeling with propensity score analysis
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Early childhood professional development: Coaching and coursework effects on indicators of children's school readiness
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Teacher-child relationships and classroom-learning behaviours of children with developmental language disorders
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Preschool children's interest, social-emotional skills, and emergent mathematics skills
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Effect of classroom language diversity on Head Start ELL and non-ELL children’s social-emotional development
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Visuomotor integration and inhibitory control compensate for each other in school readiness
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Executive functions and approaches to learning: Relationships to school readiness in Head Start preschoolers
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Low-income ethnically diverse children's engagement as a predictor of school readiness above preschool classroom quality
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Trajectories of early education learning behaviors among children at risk: A growth mixture modeling approach
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Parent Aware: Minnesota's quality rating and improvement system: Initial validation report
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Addressing challenging behaviors in challenging environments: Findings from Ohio’s early childhood mental health consultation system
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Assessing school communities using Google Street View: A virtual systematic social observation approach
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Emotional support moderates associations between preschool approaches to learning and academic skills
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Pushing the boundaries of education research: A multidimensional approach to characterizing preschool neighborhoods and their relations with child outcomes
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Sleep patterns and school readiness of pre-kindergarteners from racially and ethnically diverse, low-income backgrounds
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Promoting preschoolers’ social and emotional competencies through emotion-focused teaching
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Teacher turnover and residential instability: Exploring joint and contextual associations with child behavior
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Does teachers’ self-efficacy vary for different children? A study of early childhood special educators
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- Related Studies
Head Start Family and Child Experiences Survey (FACES): 2006 Cohort United States, 2006-2009
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Preschool and Kindergarten Behavior Scales (2nd ed.)
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Preschool Social Behavior Scale--Teacher Form
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