Sara E. Rimm-Kaufman

TL;DR: The authors examined teachers' judgments of the prevalence and types of problems children present upon entering kindergarten and found that up to 46% of teachers reported that half their class or more had specific problems in any of a number of areas in kindergarten transition.

TL;DR: In this article, the authors present a dynamic, ecologically informed approach to conceptualizing and studying the transition to formal schooling, and suggest that future policy, practice, and research be based on the following three premises: 1) The transition to school must be conceptualized in terms of relationships between children and their surrounding contexts, such as schools, peers, families, and neighborhoods.

TL;DR: Classroom quality, particularly teachers' effective classroom management, was linked to children's greater behavioral and cognitive self-control, children's higher behavioral engagement, and less time spent off-task in the classroom, while classroom quality did not moderate the relation between children's self-regulation upon school entry and children's adaptive classroom behaviors in kindergarten.

TL;DR: In this paper, the relative contributions of hot and cool executive functioning (EF) to children's academic achievement and learning-related classroom behaviors and observed engagement were investigated. But, they did not predict any achievement or behavior outcomes when examined concurrently with cool EF.

TL;DR: In this article, the authors examined contributions of child temperament (shyness, effortful control, and gender) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-student interactions in the classroom.