La Paro, Karen

UNCG

There are 5 item/s.

TitleDateViewsBrief Description
Teacher personal and professional characteristics: contributions to emotional support and behavior guidance in early childhood classrooms 2011 77465 Emotional support and behavior guidance in early childhood classrooms have important influences on the social and emotional competence of the children within them. Accumulating evidence suggests that a higher percentage of children than ever before a...
Teachers' expression of mental state talk in Head Start classrooms 2013 1046 This study examined teachers' use of four categories of mental state talk (verbalizations of mental processes using emotion terms, cognition terms, desire terms, and perception terms) in approximately hour-long observations in 34 Head Start classroom...
Teacher–child interpersonal dynamics: a closer look at prekindergarten children’s classroom experience 2013 633 Data from three large national datasets were examined to determine the extent to which teacher-child relationships and teacher-child classwide interactions operate as unique and important interpersonal dynamics in early childhood classrooms. Confirma...
Predictors of teachers’ emotion language and its association with toddlers’ social emotional competence 2016 639 The current study examined teachers’ emotion language (verbalization of emotions using labeling, questioning, explaining, and minimizing language) within naturally-occurring teacher–toddler interactions with 28 teachers and 115 toddlers in 28 toddler...
An exploratory study of culturally relevant teaching practices: number and types utilized by mentor teachers during students’ practicum experience 2018 118 This exploratory study was conducted to investigate mentor teachers’ utilization of culturally relevant teaching practices from the perspective of early childhood teacher candidates. More specifically, the current study aimed to identify the number a...