Timothy W. Curby
Timothy W. Curby
Associate Professor of Applied Developmental Psychology, George Mason University
Verified email at gmu.edu - Homepage
Title
Cited by
Cited by
Year
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.
SE Rimm-Kaufman, TW Curby, KJ Grimm, L Nathanson, LL Brock
Developmental psychology 45 (4), 958, 2009
5792009
Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.
TW Curby, SE Rimm-Kaufman, CC Ponitz
Journal of Educational Psychology 101 (4), 912, 2009
3562009
The relations of observed pre-K classroom quality profiles to children's achievement and social competence
TW Curby, J LoCasale-Crouch, TR Konold, RC Pianta, C Howes, ...
Early Education and Development 20 (2), 346-372, 2009
3082009
Kindergarten classroom quality, behavioral engagement, and reading achievement
CC Ponitz, SE Rimm-Kaufman, KJ Grimm, TW Curby
School Psychology Review 38 (1), 102-120, 2009
2322009
Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial
SE Rimm-Kaufman, RAA Larsen, AE Baroody, TW Curby, M Ko, ...
American Educational Research Journal 51 (3), 567-603, 2014
1582014
To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?
SE Rimm-Kaufman, AE Baroody, RAA Larsen, TW Curby, T Abry
Journal of Educational Psychology 107 (1), 170, 2015
1442015
Disentangling fine motor skills’ relations to academic achievement: the relative contributions of visual-spatial integration and visual-motor coordination
AG Carlson, E Rowe, TW Curby
The Journal of genetic psychology 174 (5), 514-533, 2013
1422013
Teachers’ emotional support consistency predicts children’s achievement gains and social skills.
TW Curby, LL Brock, BK Hamre
Early Education & Development 24 (3), 292-309, 2013
1352013
Stability and change in early childhood classroom interactions during the first two hours of a day
TW Curby, KJ Grimm, RC Pianta
Early Childhood Research Quarterly 25 (3), 373-384, 2010
1002010
Relations among teachers’ emotion socialization beliefs and practices and preschoolers’ emotional competence
CAS Morris, SA Denham, HH Bassett, TW Curby
Early Education & Development 24 (7), 979-999, 2013
892013
A mixed‐method examination of preschool teacher beliefs about social–emotional learning and relations to observed emotional support
KM Zinsser, EA Shewark, SA Denham, TW Curby
Infant and Child Development 23 (5), 471-493, 2014
842014
Associations between preschoolers' social–emotional competence and preliteracy skills
TW Curby, CA Brown, HH Bassett, SA Denham
Infant and Child Development 24 (5), 549-570, 2015
802015
The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament.
TW Curby, KM Rudasill, T Edwards, K Pérez-Edgar
School Psychology Quarterly 26 (2), 175, 2011
772011
Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?
TW Curby, SE Rimm-Kaufman, T Abry
Journal of school psychology 51 (5), 557-569, 2013
742013
Patterns of sustained attention in infancy shape the developmental trajectory of social behavior from toddlerhood through adolescence.
K Pérez-Edgar, JNM McDermott, K Korelitz, KA Degnan, TW Curby, ...
Developmental psychology 46 (6), 1723, 2010
702010
Within-day variability in the quality of classroom interactions during third and fifth grade: Implications for children’s experiences and conducting classroom observations
TW Curby, M Stuhlman, K Grimm, A Mashburn, L Chomat-Mooney, ...
The Elementary School Journal 112 (1), 16-37, 2011
642011
The Link Between Responsive Classroom Training and Student–Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation
AE Baroody, SE Rimm-Kaufman, RA Larsen, TW Curby
School Psychology Review 43 (1), 69-85, 2014
552014
Emotional support consistency and teacher–child relationships forecast social competence and problem behaviors in prekindergarten and kindergarten
LL Brock, TW Curby
Early Education and Development 25 (5), 661-680, 2014
542014
Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities
H Kim, AG Carlson, TW Curby, A Winsler
Research in developmental disabilities 53, 43-60, 2016
502016
Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms
KM Zinsser, CS Bailey, TW Curby, SA Denham, HH Bassett
NHSA Dialog 16 (2), 2013
492013
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