The present study examined the longitudinal associations between children's perceptions of
parental involvement in math homework (control and support) and their math performance …

This study examined the extent to which child-centered versus teacher-directed teaching
practices predicted the development of children's reading and math skills in the first year of …

In the present study, we examined the longitudinal relations between child-perceived
parental help with math homework (ie, support and control), children's math skills, and …

This study examined associations between classroom-level reading fluency,
comprehension, interest in reading, and teaching practices. Participants were 466 children …

Background Teachers' self‐reported stress is related to the quality of teacher–student
interactions and students' learning outcomes. However, it is unclear if teachers' …

This study examined transactional associations between classroom-level math skills and
teaching practices. Participants were 523 children from 31 classrooms. Math skills were …

The purpose of the study was to examine whether teacher's individualized support affects
students' reading skills and interest in classrooms with different teaching styles. Groups of …

Abstract The Early Childhood Classroom Observation Measure was used to observe 91 first-
grade and 70 third-grade teachers in Estonia and Finland. Using a person-oriented …

This study examined relations between child-reported teacher emotional support, teaching
practices, and children's task-persistent learning behaviour. The study was carried out in …

This study examined the effects of first-grade teachers' emotional support on task
persistence and academic skills in the sixth grade and the mediational role of children's …