Celene E Domitrovich, Yibing Li, Erin T Mathis, Mark T Greenberg
Individual and organizational factors associated with teacher self-reported implementation of the PATHS curriculum
Journal of school psychology
using ecological model study explored effects distal proximal sources influence students learning first examined three markers teacher qualification elementary education credential years education years experience observed classroom practices across three dimensions warmthresponsivity controldiscipline time spent academic activities related childrens vocabulary early reading skills examined impact core system embedded larger system included childrens vocabulary word recognition skills prior school entry home preschool learning environments family ses results using structural equation modeling revealed students whose teachers warm responsive spent time academic activities demonstrated stronger vocabulary decoding skills end first grade teachers years education interacted students responsively surprisingly students weaker early reading skills overall students language letterword recognition scores 54 months age home learning environment family ses accounted variability vocabulary early reading scores end first grade implications multiple concurrent sources influence students language literacy development discussed