Priscilla Goble, Ph.D.
Affiliations: | 2014 | Family and Human Development | Arizona State University, Tempe, AZ, United States |
Area:
Curriculum and Instruction Education, Early Childhood Education, Educational Psychology EducationGoogle:
"Priscilla Goble"Parents
Sign in to add mentor| Laura D. Hanish | grad student | 2014 | Arizona State | |
| (Examining Child-Centered and Direct Instruction Approaches to Early Education.) | ||||
BETA: Related publications
See more...
Publications
|
You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect. |
| Sandilos L, Goble P, Ezra P, et al. (2023) Head start classroom demands and resources: Identifying associations with teacher burnout. School Psychology (Washington, D.C.) |
| Goble P, Flynn T, Nauman C, et al. (2021) Intervention Implementation of Tools of the Mind for Preschool Children's Executive Functioning. Frontiers in Psychology. 12: 624140 |
| Hanish LD, Martin CL, Cook R, et al. (2021) Building integrated peer relationships in preschool classrooms: The potential of buddies Journal of Applied Developmental Psychology. 73: 101257 |
| Sandilos L, Goble P, Schwartz S. (2020) Burnout and Teacher–Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms Early Education and Development. 31: 1169-1185 |
| Goble P, Nauman C, Fife K, et al. (2020) Development of executive function skills: Examining the role of teachers and externalizing behaviour problems Infant and Child Development. 29 |
| Goble P, Sandilos LE, Pianta RC. (2019) Gains in teacher-child interaction quality and children's school readiness skills: Does it matter where teachers start? Journal of School Psychology. 73: 101-113 |
| Bryce CI, Goble P, Swanson J, et al. (2018) Kindergarten School Engagement: Linking Early Temperament and Academic Achievement at the Transition to School. Early Education and Development. 29: 780-796 |
| Goble P, Pianta RC, Sabol TJ. (2018) Forecasting youth adjustment at age 15 from school readiness profiles at 54 months Applied Developmental Science. 23: 353-370 |
| Sandilos LE, Goble P, Rimm-Kaufman SE, et al. (2018) Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms? Early Childhood Research Quarterly. 42: 280-290 |
| Goble P, Pianta RC. (2017) Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness Early Education and Development. 28: 1035-1051 |