Preschool Classroom Processes as Predictors of Children’s Cognitive Self-Regulation Skills Development<\/a><\/p>\n This article in School Psychology Quarterly focuses on the associations between interactive processes in early childhood classrooms and gains in children’s cognitive self-regulation across the preschool year.<\/p>\n Tools Final Technical Report September 2015<\/a><\/p>\n This report details study findings from both cohorts (1 & 2) and\u00a0includes information\u00a0from both\u00a0child assessments and classroom observations.<\/p>\n Tools Final Fidelity Technical Report September 2015<\/a><\/p>\n This report provides a more in-depth look at the fidelity of implementation data from the classroom observations, trainer ratings, and teacher surveys for cohorts 1 and 2.<\/p>\n Throughout the course of this project, interim reports were provided to the curriculum developers to assist them in evaluating the implementation of the curriculum in the participating classrooms. Since these reports were generated mid-project, the data may vary slightly from the data in the final technical reports.<\/p>\n Technical Report to Tools Developers August 2011<\/a><\/p>\n Technical Report to Tools Trainers September 2011<\/a><\/p>\n Technical Report to Tools Developers February 2012<\/a><\/p>\n Presentation to Developers June 2012<\/a><\/p>\nTechnical Reports<\/h2>\n
Reports to Curriculum Developers<\/h2>\n
Working Papers<\/h2>\n