Teacher-child racial congruence and young children's preschool adjustment
Knox-Lane T, Bailey C, Ponnock A, Denham S. Teacher-child racial congruence and young children's preschool adjustment. Early Childhood Research Quarterly 2022, 63: 249-263. PMID: 37663016, PMCID: PMC10470814, DOI: 10.1016/j.ecresq.2022.12.013.Peer-Reviewed Original ResearchBlack teachersWhite teachersRacial congruencePreschool adjustmentBlack boysBlack girlsClassroom level varianceMulti-level structural equation modelingDirect child assessmentTeachersTeacher reportsChildren's AssessmentClassroomStructural equation modelingWhite boyWhite girlsPreschoolersChild-level covariatesGirlsEquation modelingBoysSchoolsPreschoolGenderMore researchTeachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Bailey C, Ondrusek A, Curby T, Denham S. Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment. Psychology In The Schools 2022, 59: 1051-1074. PMID: 35573130, PMCID: PMC9098181, DOI: 10.1002/pits.22659.Peer-Reviewed Original ResearchPreschool adjustmentEmotional supportMultilevel structural equation modelingSocial-emotional functioningRegulation capacityStructural equation modelingEmotion regulationCognitive regulationTeacher–child interactionsEquation modelingHead StartAverage levelResponsive interactionChildrenTeacher consistencyTeachersSupportAdjustmentConsistencyFunctioningClassroomModeratesGirlsBoysAssociation