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Timothy W. Curby, PhD - Publications

Affiliations: 
Psychology George Mason University, Washington, DC 
Area:
Social–Emotional, Classroom Quality
Website:
disc.gmu.edu
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53 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2022 Bailey CS, Ondrusek AR, Curby TW, Denham SA. Teachers' Consistency of Emotional Support Moderates the Association Between Young Children's Regulation Capacities and Their Preschool Adjustment. Psychology in the Schools. 59: 1051-1074. PMID 35573130 DOI: 10.1002/pits.22659  0.708
2021 Curby TW, Zinsser KM, Gordon RA, Ponce E, Syed G, Peng F. Emotion-focused teaching practices and preschool children's social and learning behaviors. Emotion (Washington, D.C.). PMID 34726429 DOI: 10.1037/emo0000988  0.797
2020 Wang S, Hu BY, Curby T, Fan X. Multiple Approaches for Assessing Within-Day Stability in Teacher-Child Interactions Early Education and Development. 1-19. DOI: 10.1080/10409289.2020.1760040  0.348
2020 De Feyter JJ, Parada MD, Hartman SC, Curby TW, Winsler A. The early academic resilience of children from low-income, immigrant families Early Childhood Research Quarterly. 51: 446-461. DOI: 10.1016/J.Ecresq.2020.01.001  0.399
2019 Stillerova L, Troxler JR, Curby TW, Roth A. Teachers’ perceptions of children’s Kindergarten readiness in Slovakia International Journal of School and Educational Psychology. 1-10. DOI: 10.1080/21683603.2019.1700859  0.347
2019 Stokes LRE, Suh JM, Curby TW. Examining the nature of teacher support during different iterations and modalities of lesson study implementation Professional Development in Education. 46: 97-111. DOI: 10.1080/19415257.2019.1634623  0.418
2019 Greenburg JE, Carlson AG, Kim H, Curby TW, Winsler A. Early Visual-Spatial Integration Skills Predict Elementary School Achievement Among Low-Income, Ethnically Diverse Children Early Education and Development. 31: 234-252. DOI: 10.1080/10409289.2019.1636353  0.783
2019 Curby T, McKnight P, Alexander L, Erchov S. Sources of variance in end-of-course student evaluations Assessment & Evaluation in Higher Education. 45: 44-53. DOI: 10.1080/02602938.2019.1607249  0.35
2018 An X, Curby TW, Brock LL. Is the Child Really What’s Being Rated? Sources of Variance in Teacher Ratings of Socioemotional Skills Journal of Psychoeducational Assessment. 37: 899-910. DOI: 10.1177/0734282918808618  0.505
2018 An X, Curby TW, Xie Q. Chinese teachers’ perceptions of early childhood school readiness School Psychology International. 39: 454-469. DOI: 10.1177/0143034318790635  0.348
2018 Hu BY, Wu H, Curby TW, Wu Z, Zhang X. Teacher–child interaction quality, attitudes toward reading, and literacy achievement of Chinese preschool children: Mediation and moderation analysis Learning and Individual Differences. 68: 1-11. DOI: 10.1016/J.Lindif.2018.09.004  0.542
2017 Rowe EW, Curby TW, Kim H. Variance in Teacher Ratings of Children’s Adjustment Journal of Psychoeducational Assessment. 37: 26-39. DOI: 10.1177/0734282917728235  0.466
2016 Abry T, Rimm-Kaufman SE, Curby TW. Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality. Prevention Science : the Official Journal of the Society For Prevention Research. PMID 27957668 DOI: 10.1007/S11121-016-0743-3  0.809
2016 Klein SR, Renshaw KD, Curby TW. Emotion Regulation and Perceptions of Hostile and Constructive Criticism in Romantic Relationships. Behavior Therapy. 47: 143-54. PMID 26956648 DOI: 10.1016/J.Beth.2015.10.007  0.392
2016 Kim H, Carlson AG, Curby TW, Winsler A. Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities. 53: 43-60. PMID 26852279 DOI: 10.1016/J.Ridd.2016.01.016  0.767
2016 Carter SP, DiMauro J, Renshaw KD, Curby TW, Babson KA, Bonn-Miller MO. Longitudinal associations of friend-based social support and PTSD symptomatology during a cannabis cessation attempt. Journal of Anxiety Disorders. 38: 62-7. PMID 26836369 DOI: 10.1016/J.Janxdis.2016.01.008  0.307
2016 Howarth GZ, Fettig NB, Curby TW, Bell MA. Frontal Electroencephalogram Asymmetry and Temperament Across Infancy and Early Childhood: An Exploration of Stability and Bidirectional Relations. Child Development. 87: 465-76. PMID 26659466 DOI: 10.1111/Cdev.12466  0.333
2016 Bailey CS, Denham SA, Curby TW, Bassett HH. Emotional and organizational supports for preschoolers' emotion regulation: Relations with school adjustment. Emotion (Washington, D.C.). 16: 263-79. PMID 26479772 DOI: 10.1037/A0039772  0.758
2016 Brock LL, Curby TW. The role of children's adaptability in classrooms characterized by low or high teacher emotional support consistency School Psychology Review. 45: 209-225. DOI: 10.17105/Spr45-2.209-225  0.584
2016 Bassett HH, Denham SA, Fettig NB, Curby TW, Mohtasham M, Austin N. Temperament in the classroom International Journal of Behavioral Development. 41: 4-14. DOI: 10.1177/0165025416644077  0.745
2016 Flores RL, Curby TW, Coleman H, Melo K. Using Early Learning Standards to Provide High-Quality Education for All Children: The Early Learning Guidelines Toolkit Theory Into Practice. 55: 145-152. DOI: 10.1080/00405841.2016.1157422  0.379
2016 Baroody AE, Rimm-Kaufman SE, Larsen RA, Curby TW. A multi-method approach for describing the contributions of student engagement on fifth grade students' social competence and achievement in mathematics Learning and Individual Differences. 48: 54-60. DOI: 10.1016/J.Lindif.2016.02.012  0.692
2016 Zinsser KM, Denham SA, Curby TW, Chazan-Cohen R. Early childhood directors as socializers of emotional climate Learning Environments Research. 19: 267-290. DOI: 10.1007/S10984-016-9208-7  0.8
2015 Zinsser KM, Denham SA, Curby TW, Shewark EA. “Practice What You Preach”: Teachers’ Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices Early Education and Development. 26: 899-919. DOI: 10.1080/10409289.2015.1009320  0.815
2015 Rimm-Kaufman SE, Baroody AE, Larsen RAA, Curby TW, Abry T. To what extent do teacher-student interaction quality and student gender contribute to fifth graders' engagement in mathematics learning? Journal of Educational Psychology. 107: 170-185. DOI: 10.1037/A0037252  0.807
2015 Curby TW, Brown CA, Bassett HH, Denham SA. Associations between preschoolers' social-emotional competence and preliteracy skills Infant and Child Development. DOI: 10.1002/Icd.1899  0.734
2014 Curby TW, Downer JT, Booren L. Behavioral Exchanges between Teachers and Children Over the Course of a Typical Preschool Day: Testing Bidirectional Associations. Early Childhood Research Quarterly. 29: 193-204. PMID 26722153 DOI: 10.1016/J.Ecresq.2014.01.002  0.547
2014 An X, Rojahn J, Curby TW, Ding Y. Psychometric properties of the Chinese Behavior Problems Inventory-01 in children and adolescents with or at risk for intellectual disabilities. Research in Developmental Disabilities. 36: 256-263. PMID 25462486 DOI: 10.1016/J.Ridd.2014.10.006  0.309
2014 Kim YK, Curby TW, Winsler A. Child, family, and school characteristics related to English proficiency development among low-income, dual language learners. Developmental Psychology. 50: 2600-13. PMID 25313591 DOI: 10.1037/A0038050  0.407
2014 Rimm-Kaufman SE, Larsen RAA, Baroody AE, Curby TW, Ko M, Thomas JB, Merritt EG, Abry T, DeCoster J. Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial American Educational Research Journal. 51: 567-603. DOI: 10.3102/0002831214523821  0.748
2014 Zinsser KM, Curby TW. Understanding preschool teachers’ emotional support as a function of center climate Sage Open. 4. DOI: 10.1177/2158244014560728  0.778
2014 Brock LL, Curby TW. Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten Early Education and Development. 25: 661-680. DOI: 10.1080/10409289.2014.866020  0.574
2014 Curby TW, Downer JT, Booren LM. Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations Early Childhood Research Quarterly. 29: 193-204. DOI: 10.1016/j.ecresq.2014.01.002  0.321
2014 Ottmar ER, Decker LE, Cameron CE, Curby TW, Rimm-Kaufman SE. Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade Learning Environments Research. 17: 243-262. DOI: 10.1007/S10984-013-9146-6  0.677
2014 Zinsser KM, Shewark EA, Denham SA, Curby TW. A mixed-method examination of preschool teacher beliefs about social-emotional learning and relations to observed emotional support Infant and Child Development. 23: 471-493. DOI: 10.1002/Icd.1843  0.826
2014 Baroody AE, Rimm-Kaufman SE, Larsen RA, Curby TW. The link between Responsive Classroom training and student-teacher relationship quality in the fifth grade: A study of fidelity of implementation School Psychology Review. 43: 69-85.  0.725
2013 Carlson AG, Rowe E, Curby TW. Disentangling fine motor skills' relations to academic achievement: the relative contributions of visual-spatial integration and visual-motor coordination. The Journal of Genetic Psychology. 174: 514-33. PMID 24303571 DOI: 10.1080/00221325.2012.717122  0.758
2013 Morris CA, Denham SA, Bassett HH, Curby TW. Relations among Teachers' Emotion Socialization Beliefs and Practices, and Preschoolers' Emotional Competence. Early Education and Development. 24: 979-999. PMID 24159256 DOI: 10.1080/10409289.2013.825186  0.742
2013 Curby TW, Rimm-Kaufman SE, Abry T. Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology. 51: 557-69. PMID 24060059 DOI: 10.1016/J.Jsp.2013.06.001  0.815
2013 Curby TW, Brock LL, Hamre BK. Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills Early Education and Development. 24: 292-309. DOI: 10.1080/10409289.2012.665760  0.62
2013 Bailey CS, Denham SA, Curby TW. Questioning as a component of scaffolding in predicting emotion knowledge in preschoolers (Early Child Development and Care, (2013), 183, 2 (335)) Early Child Development and Care. 183: 335. DOI: 10.1080/03004430.2012.759015  0.631
2013 Bailey CS, Denham SA, Curby TW. Questioning as a component of scaffolding in predicting emotion knowledge in preschoolers Early Child Development and Care. 183: 265-279. DOI: 10.1080/03004430.2012.671815  0.693
2012 Kidd JK, Curby TW, Boyer CE, Gadzichowski KM, Gallington DA, Machado JA, Pasnak R. Benefits of an Intervention Focused on Oddity and Seriation Early Education and Development. 23: 900-918. DOI: 10.1080/10409289.2011.621877  0.431
2012 Curby TW, Boyer C, Edwards T, Chavez C. Assistant Teachers in Head Start Classrooms: Comparing to and Working With Lead Teachers Early Education and Development. 23: 640-653. DOI: 10.1080/10409289.2011.607361  0.525
2011 Curby TW, Stuhlman M, Grimm K, Mashburn A, Chomat-Mooney L, Downer J, Hamre B, Pianta RC. Within-day variability in the quality of classroom interactions during third and fifth grade Elementary School Journal. 112: 16-37. DOI: 10.1086/660682  0.418
2011 Curby TW, Rudasill KM, Edwards T, Pérez-Edgar K. The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated With Difficult Temperament School Psychology Quarterly. 26: 175-188. DOI: 10.1037/A0023042  0.494
2010 Pérez-Edgar K, McDermott JN, Korelitz K, Degnan KA, Curby TW, Pine DS, Fox NA. Patterns of sustained attention in infancy shape the developmental trajectory of social behavior from toddlerhood through adolescence. Developmental Psychology. 46: 1723-30. PMID 20873921 DOI: 10.1037/A0021064  0.318
2010 Curby TW, Grimm KJ, Pianta RC. Stability and change in early childhood classroom interactions during the first two hours of a day Early Childhood Research Quarterly. 25: 373-384. DOI: 10.1016/J.Ecresq.2010.02.004  0.512
2009 Rimm-Kaufman SE, Curby TW, Grimm KJ, Nathanson L, Brock LL. The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology. 45: 958-72. PMID 19586173 DOI: 10.1037/A0015861  0.769
2009 Curby TW, LoCasale-Crouch J, Konold TR, Pianta RC, Howes C, Burchinal M, Bryant D, Clifford R, Early D, Barbarin O. The relations of observed pre-K classroom quality profiles to children's achievement and social competence Early Education and Development. 20: 346-372. DOI: 10.1080/10409280802581284  0.584
2009 Curby TW, Rimm-Kaufman SE, Ponitz CC. Teacher-Child Interactions and Children's Achievement Trajectories Across Kindergarten and First Grade Journal of Educational Psychology. 101: 912-925. DOI: 10.1037/A0016647  0.749
2009 Ponitz CC, Rimm-Kaufman SE, Grimm KJ, Curby TW. Kindergarten classroom quality, behavioral engagement, and reading achievement School Psychology Review. 38: 102-120.  0.714
2008 Curby TW, Rudasill KM, Rimm-Kaufman SE, Konold TR. The role of social competence in predicting gifted enrollment Psychology in the Schools. 45: 729-744. DOI: 10.1002/Pits.20338  0.698
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