* denotes student researcher
Curby, T. W., Downer, J. T., & Booren, L. (in press). Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bi-directional associations. Early Childhood Research Quarterly.
Brock, L. B., & Curby, T. W. (in press). Emotional support consistency and teacher-child relationships forecast social competence and problem behaviors in pre-kindergarten and kindergarten. Early Education and Development.
Carlson, A.*, Rowe, E., & Curby, T. W. (in press). Disentangling fine motor skills’ relation to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. Journal of Genetic Psychology.
Ottmar, E., Decker, L., Cameron, C., Curby, T. W., & Rimm-Kaufman, S. E. (in press). Classroom instructional quality, exposure to mathematics instruction, and mathematics achievement in fifth grade. Learning Environments Research. doi:10.1007/s10984-013-9146-6
Perloe, A.*, Esposito-Smythers, C., Curby, T. W., & Renshaw, K. (in press). Concurrent trajectories of change in adolescent and maternal depression in the TORDIA study. Journal of Youth and Adolescence.doi:10.1007/s10964-013-9999-0
Zinsser, K.*, Shewark, E., Denham, S. A., & Curby, T. W. (in press). A mixed-method examination of preschool teacher beliefs about social emotional learning and relations to observed emotional support. Infant and Child Development.
Rimm-Kaufman, S. E., Larsen, R., Baroody, A., Curby, T. W., Ko, M., Thomas, J., Merritt, E., Abry, T., & DeCoster, J. (in press).Efficacy of the Responsive Classroom approach: Results from a three year, longitudinal randomized control trial. American Educational Research Journal.
Bailey, C. S.*, Denham, S., & Curby, T. W. (2013). 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
Bailey, C. S.*, Zinsser, K. M.*, Curby, T. W., Denham, S. A., & Bassett, H. H. (2013). Becoming a consistently emotionally supportive preschool teacher: Implications for center directors and teachers. [Research-To-Practice Summary to accompany Zinsser, Bailey, Curby, Denham, Bassett, & Morris research article in same issue.] NHSA Dialog: A Research to Practice Journal, 16(2), 131-137.
Curby, T. W., Brock, L., & Hamre, B. (2013). 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
Curby, T. W., & Chavez, C.* (2013). Examining CLASS dimensions as predictors of pre-k children’s development of language, literacy, and mathematics. NHSA Dialog: A Research to Practice Journal, 16(2), 1-17.
Curby, T. W., & Chavez, C.* (2013). Prioritizing interactions to support children’s academic achievement. [Research-To-Practice Summary to accompany Curby & Chavez research article in same issue.] NHSA Dialog: A Research to Practice Journal, 16(2), 109-112.
Curby, T. W., Rimm-Kaufman, S. E., & Abry, T. (2013). Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology, 51, 557-569. doi:10.1016/j.jsp.2013.06.001
Medeiros, K.*, Curby, T. W., Bernstein, A.*, Rojahn, J., & Schroeder, S. R. (2013). The progression of severe behavior disorder in young children with intellectual and developmental disabilities. Research in Developmental Disabilities, 34, 3639-3647.
Morris, C. A. S.*, Denham, S. A., Bassett, H. H., & Curby, T. W. (2013). Relations among teachers’ emotion socialization beliefs and practices and preschoolers’ emotional competence. Early Education and Development, 24, 979-999.
Zinsser, K.*, Bailey, C.*, Curby, T. W., Denham, S., Basset, H., & Morris, C. (2013). Exploring the predictable classroom: Preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start centers. NHSA Dialog: A Research to Practice Journal, 16(2), 90-108.
Curby, T. W., Boyer, C.*, Edwards, T.*, & Chavez, C*. (2012). Assistant teachers in Head Start classrooms: Comparing to and working with lead teachers. Early Education and Development, 23(5), 623-636.doi:10.1080/10409289.2011.607361
Kidd, J. K., Curby, T. W., Boyer, C. E.,* Gadzichowski, K. M.*, Gallington, D. A, Machado, J. A.,* & Pasnak, R. (2012). Benefits of an intervention focused on oddity and seriation. Early Education and Development, 23, 900-918. doi:10.1080/10409289.2011.621877
Curby, T. W., Rudasill, K., Edwards, T.*, & Perez-Edgar, K. (2011). The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament. School Psychology Quarterly. 26(2), 175-188doi:10.1037/a0023042
Curby, T. W., Stuhlman, M., Grimm, K., Mashburn, A., Chomat-Mooney, L., Downer, J., Hamre, B.K., & Pianta, R.C. (2011). Within-day variability in the quality of classroom interactions during third and fifth grade: Implications for children’s experiences and conducting classroom observations. Elementary School Journal, 112(1), 16-37. doi:10.1086/660682
Pérez-Edgar, K., McDermott, J. M., Korelitz, K., Degnan, K. E., Curby, T. W., Pine, D. S., & Fox, N. A. (2010). Patterns of sustained attention in infancy shape the developmental trajectory of social behavior from toddlerhood through adolescence. Developmental Psychology, 46, 1723-1730. doi: 10.1037/a0021064
Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). 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
Curby, T. W., Rimm-Kaufman. S. E., & Ponitz, C. C. (2009). Teacher-child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101(4), 912-925. doi:10.1037/a0016647
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K., Nathanson, L., & Brock, L. L. (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958-972. doi:10.1037/a0015861
Curby, T. W., LoCasale-Crouch, J., Konold, T.R., Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2009). The relations of observed pre-k classroom quality profiles to children’s academic achievement and social competence. Early Education and Development, 20(2), 346-372. doi:10.1080/10409280802581284
Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W. (2009). Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review, 38(1), 102-120.
Curby, T. W., Rudasill, K.M., Rimm-Kaufman, S.E., & Konold, T.R. (2008). The role of social competence in predicting gifted enrollment. Psychology in the Schools, 45(8). doi: 729-744. 10.1002/pits.20338
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