Timothy W. Curby
Timothy W. Curby
Professor of Applied Developmental Psychology, George Mason University
Verified email at - Homepage
Cited by
Cited by
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
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
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
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
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
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
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
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
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
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
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
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
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
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
HS Dialog: The Research to Practice Journal for the Early Childhood Field 16 (2), 2013
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
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
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
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
Child, family, and school characteristics related to English proficiency development among low-income, dual language learners.
YK Kim, TW Curby, A Winsler
Developmental psychology 50 (12), 2600, 2014
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
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