Found 12 results
Author Title [ Type(Desc)] Year
Filters: Author is Bridget E Hatfield  [Clear All Filters]
Journal Article
A. P. Williford, LoCasale-Crouch, J., Whittaker, J. Vick, DeCoster, J., Hartz, K. A., Carter, L. M., Wolcott, C. Sanger, and Hatfield, B. E., Changing Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors, Child Development, vol. 2313372521228228857611314792924771443342429, 2016.
M. Macdonald, Hatfield, B. E., and Twardzik, E., Child Behaviors of Young Children With Autism Spectrum Disorder Across Play Settings., Adapt Phys Activ Q, vol. 34, no. 1, pp. 19-32, 2017.
B. E. Hatfield, Hestenes, L. L., Kintner-Duffy, V. L., and O’Brien, M., Classroom Emotional Support predicts differences in preschool children's cortisol and alpha-amylase levels, Early Childhood Research Quarterly, vol. 28, no. 2, pp. 347 - 356, 2013.
B. E. Hatfield and Williford, A. P., Cortisol Patterns for Young Children Displaying Disruptive Behavior: Links to a Teacher-Child, Relationship-Focused Intervention, Prevention Science, vol. 1850235746725202122825275881722814944315109417434356030353424, no. 1, pp. 40 - 49, 2017.
B. Hamre, Hatfield, B. E., Pianta, R., and Jamil, F., Evidence for General and Domain-Specific Elements of Teacher-Child Interactions: Associations With Preschool Children's Development., Child development, 2013.
D. A. Crosby and Hatfield, B. E., Immigrants' Access to Public Assistance: Missed Opportunities following Welfare Reform., Zero to Three, vol. 29, pp. 31–38, 2008.
B. E. Hatfield, Lower, J. K., Cassidy, D. J., and Faldowski, R. A., Inequities in access to quality early care and education: Associations with funding and community context, Early Childhood Research Quarterly, vol. 30, pp. 316 - 326, 2015.
B. E. Hatfield and LoCasale-Crouch, J., Making a College Course Matter at Scale: The Importance of Implementation Support, NHSA Dialog, vol. 14, no. 4, pp. 345 - 350, 2011.
B. E. Hatfield, Burchinal, M. R., Pianta, R. C., and Sideris, J., Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills, Early Childhood Research Quarterly, vol. 36, pp. 561 - 571, 2016.
J. LoCasale-Crouch, DeCoster, J., Cabell, S. Q., Pianta, R. C., Hamre, B. K., Downer, J. T., Hatfield, B. E., Larsen, R., Burchinal, M., Howes, C., LaParo, K., Scott-Little, C., and Roberts, A., Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice, Early Childhood Research Quarterly, vol. 36, pp. 201 - 209, 2016.
J. R. H. Tudge, Mokrova, I., Hatfield, B. E., and Karnik, R. B., Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human Development, Journal of Family Theory & Review, vol. 1, no. 4, pp. 198 - 210, 2009.
C. E. Cameron, Brock, L. L., Hatfield, B. E., Cottone, E. A., Rubinstein, E., LoCasale-Crouch, J., and Grissmer, D. W., Visuomotor integration and inhibitory control compensate for each other in school readiness., Developmental Psychology, vol. 51, no. 11, pp. 1529 - 1543, 2015.