| The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. SE Rimm-Kaufman, TW Curby, KJ Grimm, L Nathanson, LL Brock Developmental psychology 45 (4), 958, 2009 | 951 | 2009 |
| Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. TW Curby, SE Rimm-Kaufman, CC Ponitz Journal of Educational Psychology 101 (4), 912, 2009 | 511 | 2009 |
| The relations of observed pre-K classroom quality profiles to children's achievement and social competence TW Curby, J LoCasale-Crouch, TR Konold, RC Pianta, C Howes, ... Early Education and Development 20 (2), 346-372, 2009 | 444 | 2009 |
| To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? SE Rimm-Kaufman, AE Baroody, RAA Larsen, TW Curby, T Abry Journal of educational psychology 107 (1), 170, 2015 | 355 | 2015 |
| Kindergarten classroom quality, behavioral engagement, and reading achievement CC Ponitz, SE Rimm-Kaufman, KJ Grimm, TW Curby School Psychology Review 38 (1), 102-120, 2009 | 337 | 2009 |
| Disentangling fine motor skills’ relations to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination AG Carlson, E Rowe, TW Curby The Journal of genetic psychology 174 (5), 514-533, 2013 | 315 | 2013 |
| Teachers’ emotional support consistency predicts children’s achievement gains and social skills. TW Curby, LL Brock, BK Hamre Early Education & Development 24 (3), 292-309, 2013 | 283 | 2013 |
| Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial SE Rimm-Kaufman, RAA Larsen, AE Baroody, TW Curby, M Ko, ... American educational research journal 51 (3), 567-603, 2014 | 275 | 2014 |
| A mixed‐method examination of preschool teacher beliefs about social–emotional learning and relations to observed emotional support KM Zinsser, EA Shewark, SA Denham, TW Curby Infant and child development 23 (5), 471-493, 2014 | 224 | 2014 |
| Relations among teachers’ emotion socialization beliefs and practices and preschoolers’ emotional competence CAS Morris, SA Denham, HH Bassett, TW Curby Early Education & Development 24 (7), 979-999, 2013 | 196 | 2013 |
| Associations between preschoolers' social–emotional competence and preliteracy skills TW Curby, CA Brown, HH Bassett, SA Denham Infant and Child Development 24 (5), 549-570, 2015 | 192 | 2015 |
| Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities H Kim, AG Carlson, TW Curby, A Winsler Research in developmental disabilities 53, 43-60, 2016 | 143 | 2016 |
| Stability and change in early childhood classroom interactions during the first two hours of a day TW Curby, KJ Grimm, RC Pianta Early childhood research quarterly 25 (3), 373-384, 2010 | 138 | 2010 |
| Exploring the predictable classroom: Preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms KM Zinsser, CS Bailey, TW Curby, SA Denham, HH Bassett HS Dialog: The Research to Practice Journal for the Early Childhood Field 16 (2), 2013 | 134 | 2013 |
| Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? TW Curby, SE Rimm-Kaufman, T Abry Journal of school psychology 51 (5), 557-569, 2013 | 128 | 2013 |
| The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament. TW Curby, KM Rudasill, T Edwards, K Pérez-Edgar School Psychology Quarterly 26 (2), 175, 2011 | 117 | 2011 |
| The link between responsive classroom training and student–teacher relationship quality in the fifth grade: A study of fidelity of implementation AE Baroody, SE Rimm-Kaufman, RA Larsen, TW Curby School psychology review 43 (1), 69-85, 2014 | 115 | 2014 |
| Emotional support consistency and teacher–child relationships forecast social competence and problem behaviors in prekindergarten and kindergarten LL Brock, TW Curby Early education and development 25 (5), 661-680, 2014 | 114 | 2014 |
| Child, family, and school characteristics related to English proficiency development among low-income, dual language learners. YK Kim, TW Curby, A Winsler Developmental psychology 50 (12), 2600, 2014 | 108 | 2014 |
| Patterns of sustained attention in infancy shape the developmental trajectory of social behavior from toddlerhood through adolescence. K Pérez-Edgar, JNM McDermott, K Korelitz, KA Degnan, TW Curby, ... Developmental psychology 46 (6), 1723, 2010 | 108 | 2010 |
Sara Rimm-KaufmanProfessor, University of Virginia在 virginia.edu 的电子邮件经过验证
