Timothy W. Curby

The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.

Sara E. Rimm‐Kaufman, Timothy W. Curby, Kevin J. Grimm et al. · Developmental Psychology · 2009 · 641 citations

Kindergarten Education, Education, Preschool Development +22

Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.

Timothy W. Curby, Sara E. Rimm‐Kaufman, Claire Cameron Ponitz · Journal of Educational Psychology · 2009 · 292 citations

Kindergarten Education, Teacher-student Relation, Education +18

The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence

Timothy W. Curby, Jennifer LoCasale‐Crouch, Timothy R. Konold et al. · Early Education and Development · 2009 · 269 citations

Kindergarten Education, Educational Psychology, Teacher-student Relation +26

To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?

Sara E. Rimm‐Kaufman, Alison E. Baroody, Ross Larsen et al. · Journal of Educational Psychology · 2014 · 231 citations

Educational Psychology, Teacher-student Relation, Education +22

Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement

Claire Cameron Ponitz, Sara E. Rimm‐Kaufman, Kevin J. Grimm et al. · School Psychology Review · 2009 · 212 citations

Early Education, Teacher Education, Kindergarten Classroom Quality +14