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Psychology

D-Index
47
Citations
14939
World Ranking
6046
National Ranking
3281

Overview

Jason T. Downer is affiliated with the University of Virginia in the United States. Their research spans several fields within social sciences and psychology, with a particular emphasis on education and developmental psychology.

The main fields of study covered by their work include:

  • Social Sciences
  • Psychology

Their subfields of research focus on:

  • Education
  • Clinical Psychology
  • Developmental and Educational Psychology
  • Statistics and Probability
  • Pediatrics, Perinatology and Child Health

Jason T. Downer's primary research topics consist of:

  • Early Childhood Education and Development
  • Child and Adolescent Psychosocial and Emotional Development
  • Parental Involvement in Education
  • Educational and Psychological Assessments
  • Behavioral and Psychological Studies
  • Child Development and Digital Technology
  • Cognitive and developmental aspects of mathematical skills

Their recent publications include:

  • Coaching and Coursework Focused on Teacher-Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children's Classroom Engagement, 2024, Early Education and Development
  • Developmental Trajectories of Executive Functions from Preschool to Kindergarten, 2022, Developmental Science
  • Randomized Trial Testing the Integration of the Good Behavior Game and MyTeachingPartner™: The Moderating Role of Distress Among New Teachers on Student Outcomes, 2020, Journal of School Psychology
  • Understanding Teachers' Emotion Regulation Strategies and Related Teacher and Classroom Factors, 2024, School Mental Health
  • How Does Inhibitory Control Predict Emotion Regulation in Preschool? The Role of Individual Children's Interactions with Teachers and Peers, 2022, Developmental Psychology

Notable venues frequently publishing their work include:

  • Early Education and Development
  • School Mental Health
  • Journal of School Psychology
  • Frontiers in Education
  • Journal of Applied Developmental Psychology

Collaborations have been common with several coauthors, including:

  • Amanda P. Williford
  • Pilar Álamos
  • Joshua L. Brown
  • Khara L. P. Turnbull
  • Amy E. Lowenstein

Best Publications

  • Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    Andrew J. Mashburn;Robert C. Pianta;Bridget K. Hamre;Jason T. Downer

  • Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

  • Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

    Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Jamie DeCoster

  • 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

  • Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

    Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Andrew J. Mashburn

  • The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

    Sara E. Rimm‐Kaufman;Karen M. La Paro;Jason T. Downer;Robert C. Pianta

  • Peer Effects on Children’s Language Achievement During Pre-Kindergarten

    Andrew J. Mashburn;Laura M. Justice;Jason T. Downer;Robert C. Pianta

  • Parent characteristics, economic stress, and neighborhood context as predictors of parent involvement in preschool children’s education

    Christine Waanders;Julia L. Mendez;Jason T. Downer

  • Teacher and Classroom Characteristics Associated With Teachers' Ratings of Prekindergartners' Relationships and Behaviors.

    Andrew J. Mashburn;Bridget K. Hamre;Jason T. Downer;Robert C. Pianta

  • Teacher-Child Interactions in the Classroom: Toward a Theory of within- and Cross-Domain Links to Children's Developmental Outcomes.

    Jason Downer;Terri J. Sabol;Bridget Hamre

  • Academic and Cognitive Functioning in First Grade: Associations with Earlier Home and Child Care Predictors and with Concurrent Home and Classroom Experiences.

    Jason T. Downer;Robert C. Pianta

  • The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers' Competence in Classroom Interactions.

    Jason T. Downer;Leslie M. Booren;Olivia K. Lima;Amy E. Luckner

  • Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten

    Jennifer LoCasale-Crouch;Andrew J. Mashburn;Jason T. Downer;Robert C. Pianta

  • How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning?.

    Jason T. Downer;Sara E. Rimm-Kaufman;Robert C. Pianta

  • Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation

    Amanda P. Williford;Jessica E. Vick Whittaker;Virginia E. Vitiello;Jason T. Downer

  • Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis

    Christine McWayne;Jason T. Downer;Rodrigo Campos;Robby D. Harris

  • Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion.

    Faiza M. Jamil;Jason T. Downer;Robert C. Pianta

  • Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors.

    Virginia E. Vitiello;Leslie M. Booren;Jason T. Downer;Amanda P. Williford

  • Observations of teacher–child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings

    Jason T. Downer;Michael L. López;Kevin J. Grimm;Aki Hamagami

  • Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings.

    Leslie M. Booren;Jason T. Downer;Virginia E. Vitiello

  • Effects of web-mediated professional development resources on

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

Frequent Co-Authors

Robert C. Pianta
Robert C. Pianta University of Virginia
Bridget K. Hamre
Bridget K. Hamre University of Virginia
Andrew J. Mashburn
Andrew J. Mashburn Portland State University
Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Carollee Howes
Carollee Howes University of California, Los Angeles
Laura M. Justice
Laura M. Justice The Ohio State University
Jamie DeCoster
Jamie DeCoster University of Virginia
Kevin J. Grimm
Kevin J. Grimm Arizona State University
Sara E. Rimm-Kaufman
Sara E. Rimm-Kaufman University of Virginia
Timothy W. Curby
Timothy W. Curby George Mason University

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