J
Jennifer LoCasale-Crouch
Researcher at University of Virginia
Publications - 77
Citations - 3141
Jennifer LoCasale-Crouch is an academic researcher from University of Virginia. The author has contributed to research in topics: Early childhood education & Early childhood. The author has an hindex of 23, co-authored 66 publications receiving 2598 citations. Previous affiliations of Jennifer LoCasale-Crouch include Curry School of Education.
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Journal ArticleDOI
A Course on Effective Teacher-Child Interactions Effects on Teacher Beliefs, Knowledge, and Observed Practice
Bridget K. Hamre,Robert C. Pianta,Margaret Burchinal,Samuel Field,Jennifer LoCasale-Crouch,Jason T. Downer,Carollee Howes,Karen LaParo,Catherine Scott-Little +8 more
TL;DR: Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions, which used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacherchild interactions.
Journal ArticleDOI
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Jennifer LoCasale-Crouch,Timothy R. Konold,Robert C. Pianta,Carollee Howes,Margaret Burchinal,Donna M. Bryant,Richard M. Clifford,Diane M. Early,Oscar A. Barbarin +8 more
TL;DR: In this article, a multi-dimensional profile of observed quality across 692 classrooms in 11 states representing 80% of available pre-kindergarten programs and examines teacher, program, and classroom characteristics associated in these profiles.
Journal ArticleDOI
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,Robert C. Pianta,Carollee Howes,Margaret Burchinal,Donna M. Bryant,Richard M. Clifford,Diane M. Early,Oscar A. Barbarin +9 more
TL;DR: In this article, the links between these five quality profiles of teacher-child interactions and pre-kindergarten children's academic growth and social competence were examined using multilevel modeling techniques.
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Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms
Karen M. La Paro,Bridget K. Hamre,Jennifer LoCasale-Crouch,Robert C. Pianta,Donna M. Bryant,Dianne Early,Richard M. Clifford,Oscar A. Barbarin,Carollee Howes,Margaret Burchinal +9 more
TL;DR: In this article, the authors focus on the quality of children's learning opportunities in kindergarten classrooms and find that children experience moderate to low levels of quality in the areas of classroom organization and instructional support in kindergarten.
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Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten
TL;DR: This paper found that children were judged by their kindergarten teachers to have more positive social competencies and fewer problem behaviors when they attended pre-kindergarten classrooms in which more transition activities were implemented and teachers discussed curricula or specific children with kindergarten teachers.