Child Care and Early Education Research Connections
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Teacher-Child Rating Scale
Resource Type:
Instruments
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Mother-child relationships, teacher-child relationships, and school outcomes in preschool in kindergarten
Quality child care and socio-emotional risk factors: No evidence of diminishing returns for urban children
Enhancing the transition to kindergarten: Linking children, families, & schools
Differences in social adjustment and classroom behavior between children retained in kindergarten and groups of age and grade matched peers
Teacher-rated family involvement and children's social and academic outcomes in kindergarten
Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence
An after-school program for elementary school aged children: Academic and socio-emotional outcomes
Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors
Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence
Rochester Early Childhood Assessment Partnership: 2003-04 seventh annual report
Rochester Early Childhood Assessment Partnership: 2002-2003 annual report
Rochester Early Childhood Assessment Partnership: 2004-05 eighth annual report: Statistical supplement
Rochester Early Childhood Assessment Partnership: 2005-06 ninth annual report: Statistical supplement
Rochester Early Childhood Assessment Partnership: 2004-05 eighth annual report
The protective function of after-school programming and parent education and support for students at risk for substance abuse
Rochester Early Childhood Assessment Partnership: 2005-06 ninth annual report
Who benefits from high-quality kindergarten?: Investigating ethnicity/race differences in the RECAP 2002 sample
Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate
Rochester Early Childhood Assessment Partnership: 2001-2002 annual report
Family involvement & school performance in the Chinatown YMCA 21st Century Community Learning Center
Does early childhood intervention affect the social and emotional development of participants?
Home-school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness
Spanish-speaking children's social and language development in pre-kindergarten classrooms
Implementation study of the Comprehensive Services program of Palm Beach County, Florida: Final report
Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs
Mental health screening of preschool children: Validity and reliability of ABLE
Getting ready for school: Palm Beach County's Early Childhood Cluster Initiative
Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten
Shyness and emotion-processing skills in preschoolers: A 6-month longitudinal study
Parental conceptions of school readiness: Relation to ethnicity, socioeconomic status, and children?s skills
The relations of observed pre-k classroom quality profiles to children's achievement and social competence
Teachers' perceptions of conflict with young students: Looking beyond problem behaviors
The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes
Getting ready for school: The Early Childhood Cluster Initiative of Palm Beach County, Florida: Program implementation and early outcomes: Year 3 report
Measuring the social competence of preschool children with specific language impairment: Correspondence among informant ratings and behavioral observations
Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships
The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers? competence in classroom interactions
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Rochester Early Childhood Assessment Partnership: 2006-07 tenth annual report
Rochester Early Childhood Assessment Partnership: 2007-08 eleventh annual report
Rochester Early Childhood Assessment Partnership: 2007-08 twelfth annual report
Preschool education, educational attainment, and crime prevention: Contributions of cognitive and non-cognitive skills
Strong Start recap analysis results
Promoting young children's social competence through the Preschool PATHS curriculum and MyTeachingPartner professional development resources
Will public pre-K really close achievement gaps?: Gaps in prekindergarten quality between students and across states
Rochester Early Childhood Assessment Partnership: 2010-2011 fourteenth annual report
Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality
Teacher-Child Rating Scale 2.1
Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program
Rochester Early Childhood Assessment Partnership: 2011-2012 fifteenth annual report
Teachers' emotional support consistency predicts children's achievement gains and social skills
Children's engagement within the preschool classroom and their development of self-regulation
Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development
Classroom context and years of teaching experience as predictors of misalignment on ratings of preschoolers' classroom engagement
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children's early school adjustment
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
Distinctions without a difference?: Preschool curricula and children's development
Rochester Early Childhood Assessment Partnership: 2017-2018 twenty-first annual report
Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers
Will public pre-K really close achievement gaps?: Gaps in prekindergarten quality between students and across states
Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
Rochester Early Childhood Assessment Partnership: 2012-2013 fifteenth annual report
Rochester Early Childhood Assessment Partnership: 2013-2014 seventeenth annual report
Banking Time in Head Start: Effectiveness of an intervention designed to promote supportive teacher-child relationships
The classroom relational environment and children's early development in preschool
Emotional support consistency and teacher-child relationships forecast social competence and problem behaviors in prekindergarten and kindergarten
Rochester Early Childhood Assessment Partnership: 2014-2015 eighteenth annual report
Will public pre-K really close achievement gaps?: Gaps in prekindergarten quality between students and across states
Cumulative experience of educational assets from preschool through first grade and the social-emotional well-being of English- and Spanish-speaking children
Classrooms are complex host environments: An integrative theoretical measurement model of the pre-k to grade 3 classroom ecology
Examining three hypotheses for pre-kindergarten fade-out
Differences between pre-k and kindergarten classroom experiences: Do they predict children’s social-emotional skills and self-regulation across the transition to kindergarten?
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
Enrollment in pre-k and children’s social–emotional and executive functioning skills: To what extent are associations sustained across time?
The role of teacher–child relationship quality in Black and Latino boys’ positive development
Sleep patterns and school readiness of pre-kindergarteners from racially and ethnically diverse, low-income backgrounds
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