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Gail E. Joseph
Abstract
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Attachments beyond infancy
10.1037/0003-066x.44.4.709 · 1989
Bayesian methods for the analysis of small sample multilevel data with a complex variance structure
10.1037/a0030642 · 2013
Teachers’ consistency of emotional support moderates the association between young children’s regulation capacities and their preschool adjustment
10.1002/pits.22659 · 2022
Beyond diathesis stress: Differential susceptibility to environmental influences
10.1037/a0017376 · 2009
Promoting academic and social-emotional school readiness: The Head Start REDI program
10.1111/j.1467-8624.2008.01227.x · 2008
School readiness and self-regulation: A developmental psychobiological approach
10.1146/annurev-psych-010814-015221 · 2015
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
10.1016/j.ecresq.2009.10.004 · 2010
The ecology of developmental processes
2006
Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?
10.1016/j.ecresq.2020.10.005 · 2021
Pre-kindergarten classroom experiences and child outcomes through first grade
10.1016/j.ecresq.2025.12.007 · 2026
brms: An R package for Bayesian multilevel models using Stan
10.18637/jss.v080.i01 · 2017
Teacher–child conversations in preschool classrooms: Contributions to children’s vocabulary development
10.1016/j.ecresq.2014.09.004 · 2015
Unresolved referenced work
2017
Stan: A probabilistic programming language
10.18637/jss.v076.i01 · 2017
Children’s classroom engagement and school readiness gains in prekindergarten
10.1111/j.1467-8624.2010.01490.x · 2010
Individual experiences of children with and without disabilities in early childhood settings
10.1177/0271121407311482 · 2008
The ISI Classroom observation system: Examining the literacy instruction provided to individual students
10.3102/0013189x09332373 · 2009
Preschool teachers’ socialization of emotion knowledge: Considering socioeconomic risk
10.1016/j.appdev.2020.101160 · 2020
The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions
10.1016/j.ecresq.2009.08.004 · 2010
Unresolved referenced work
2019
Differential susceptibility to the environment: An evolutionary–neurodevelopmental theory
10.1017/s0954579410000611 · 2011
Unresolved referenced work
2022
Variability in preschool CLASS scores and children's school readiness
2021
R-squared for Bayesian regression models
10.1080/00031305.2018.1549100 · 2019
The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects
10.1016/j.ecresq.2021.03.008 · 2021
Evidence regarding the domains of the CLASS PreK in Head Start classrooms
10.1016/j.ecresq.2020.01.008 · 2020
Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study
10.1016/j.ecresq.2020.07.009 · 2021
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
10.1111/j.1467-8624.2005.00889.x · 2005
Learning opportunities in preschool and early elementary classrooms
2007
Thresholds in the association between quality of teacher-child interactions and preschool children's school readiness skills
10.1016/j.ecresq.2015.09.005 · 2016
Measuring the quality of adult-child interactions in the context of ECEC: A systematic review on the relationship with developmental and educational outcomes
10.1007/s10648-023-09832-3 · 2024
Children’s individual experiences in early care and education: Relations with overall classroom quality and children’s school readiness
10.1080/10409280903292500 · 2010
Linguistic environment of preschool classrooms: What dimensions support children’s language growth?
10.1016/j.ecresq.2017.09.003 · 2018
Testing the structure–process–outcome model across different early care and education policy contexts
10.1037/dev0002018 · 2026
Using an individualized observational measure to understand children’s interactions in underserved kindergarten classrooms
10.1177/0734282918819579 · 2019
Evaluating the validity of classroom observations in the Head Start designation renewal system
10.1080/00461520.2016.1207539 · 2017
Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills
10.1111/j.1467-8624.2008.01154.x · 2008
Modeling clustered data with very few clusters
10.1080/00273171.2016.1167008 · 2016
Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school
10.1111/j.1540-4560.2008.00550.x · 2008
The classroom relational environment and children's early development in preschool
10.1111/sode.12447 · 2020
The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis
10.1080/00461520.2024.2315527 · doi-reference
Understanding how children’s engagement and teachers’ interactions combine to predict school readiness
10.1016/j.appdev.2013.05.002 · doi-reference
Associations between classroom quality and children’s vocabulary and executive function skills in an urban public prekindergarten program
10.1016/j.ecresq.2012.12.002 · doi-reference
Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools
10.1016/j.ecresq.2022.11.008 · doi-reference
Assessing individual-level quality in early childhood: Psychometric evidence with Quality Exposure Index
10.1080/10409289.2026.2680050 · doi-reference
Longitudinal impact of child care and home environments on low-income children's development
10.1016/j.appdev.2025.101800 · doi-reference
A typical morning in preschool: Observations of teacher–child interactions in German preschools
10.1016/j.ecresq.2014.05.010 · doi-reference
Variation in children’s classroom engagement throughout a day in preschool: Relations to classroom and child factors
10.1016/j.ecresq.2011.08.005 · doi-reference
Rank-normalization, folding, and localization: An improved R̂ for assessing convergence of MCMC (with discussion)
10.1214/20-ba1221 · doi-reference
Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research
10.1016/j.ecresq.2007.01.002 · doi-reference
A unified theory of development: A dialectic integration of nature and nurture
10.1111/j.1467-8624.2009.01378.x · doi-reference
Low-income ethnically diverse children’s engagement as a predictor of school readiness above preschool classroom quality
10.1111/cdev.12832 · doi-reference
Children’s school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
10.1016/j.appdev.2019.101084 · doi-reference
First do no harm: How teachers support or undermine children’s self-regulation
10.1016/j.ecresq.2021.12.001 · doi-reference
Same place, different experiences: Bringing individual differences to research in child care: Individual differences in child care
10.1111/j.1750-8606.2010.00155.x · doi-reference
A systematic review and meta-analysis of a measure of staff/child interaction quality (the Classroom Assessment Scoring System) in early childhood education and care settings and child outcomes
10.1371/journal.pone.0167660 · doi-reference
A new look at teacher interactional quality: Profiles of individual teacher–child relationship and classroom teaching quality among Head Start students
10.1080/10409289.2022.2094159 · doi-reference
Preschool children’s observed interactions with teachers: Implications for understanding teacher–child relationships
10.1007/s12310-022-09517-2 · doi-reference
The classroom relational environment and children's early development in preschool
10.1111/sode.12447 · doi-reference
Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school
10.1111/j.1540-4560.2008.00550.x · doi-reference
Modeling clustered data with very few clusters
10.1080/00273171.2016.1167008 · doi-reference
Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills
10.1111/j.1467-8624.2008.01154.x · doi-reference
Evaluating the validity of classroom observations in the Head Start designation renewal system
10.1080/00461520.2016.1207539 · doi-reference
Using an individualized observational measure to understand children’s interactions in underserved kindergarten classrooms
10.1177/0734282918819579 · doi-reference
Testing the structure–process–outcome model across different early care and education policy contexts
10.1037/dev0002018 · doi-reference
Linguistic environment of preschool classrooms: What dimensions support children’s language growth?
10.1016/j.ecresq.2017.09.003 · doi-reference
Children’s individual experiences in early care and education: Relations with overall classroom quality and children’s school readiness
10.1080/10409280903292500 · doi-reference
Measuring the quality of adult-child interactions in the context of ECEC: A systematic review on the relationship with developmental and educational outcomes
10.1007/s10648-023-09832-3 · doi-reference
Thresholds in the association between quality of teacher-child interactions and preschool children's school readiness skills
10.1016/j.ecresq.2015.09.005 · doi-reference
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
10.1111/j.1467-8624.2005.00889.x · doi-reference
Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study
10.1016/j.ecresq.2020.07.009 · doi-reference
Evidence regarding the domains of the CLASS PreK in Head Start classrooms
10.1016/j.ecresq.2020.01.008 · doi-reference
The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects
10.1016/j.ecresq.2021.03.008 · doi-reference
R-squared for Bayesian regression models
10.1080/00031305.2018.1549100 · doi-reference
Differential susceptibility to the environment: An evolutionary–neurodevelopmental theory
10.1017/s0954579410000611 · doi-reference
The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions
10.1016/j.ecresq.2009.08.004 · doi-reference
Preschool teachers’ socialization of emotion knowledge: Considering socioeconomic risk
10.1016/j.appdev.2020.101160 · doi-reference
The ISI Classroom observation system: Examining the literacy instruction provided to individual students
10.3102/0013189x09332373 · doi-reference
Individual experiences of children with and without disabilities in early childhood settings
10.1177/0271121407311482 · doi-reference
Children’s classroom engagement and school readiness gains in prekindergarten
10.1111/j.1467-8624.2010.01490.x · doi-reference