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Psychology

D-Index
34
Citations
6016
World Ranking
10126
National Ranking
5337

Overview

Timothy W. Curby is affiliated with George Mason University in the United States and has contributed extensively to research in social sciences and psychology. Their work predominantly addresses the fields of education, clinical psychology, developmental and educational psychology, general health professions, and safety research.

Their research spans a range of topics including early childhood education and development, parental involvement in education, child and adolescent psychosocial and emotional development, child abuse and trauma, youth substance use and school attendance, educational and psychological assessments, and child development and digital technology.

Key recent publications by Timothy W. Curby include:

  • Emotion-focused teaching practices and preschool children's social and learning behaviors, 2021, Emotion
  • Survivor-Centered Practice and Survivor Empowerment: Evidence From A Research-Practitioner Partnership, 2020, Violence Against Women
  • The early academic resilience of children from low-income, immigrant families, 2020, Early Childhood Research Quarterly
  • An introduction to the many-facet Rasch model as a method to improve observational quality measures with an application to measuring the teaching of emotion skills, 2021, Early Childhood Research Quarterly
  • Teachers' beliefs about children and children's literacy development: The mediating role of responsive teaching, 2021, Journal of Early Childhood Literacy

Frequent co-authors collaborating with Curby include:

  • Katherine M. Zinsser
  • Rachel A. Gordon
  • Tara M. Chaplin
  • Claire E. Niehaus
  • Susanne A. Denham

Timothy W. Curby's research has been published frequently in venues such as Early Childhood Research Quarterly, Early Education and Development, Violence Against Women, Emotion, and Children and Youth Services Review.

Best Publications

  • The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.

    Sara E. Rimm-Kaufman;Tim W. Curby;Kevin J. Grimm;Lori Nathanson

  • Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.

    Timothy W. Curby;Sara E. Rimm-Kaufman;Claire Cameron Ponitz

  • 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

  • To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?

    Sara E. Rimm-Kaufman;Alison E. Baroody;Ross A. A. Larsen;Timothy W. Curby

  • Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement.

    Claire Cameron Ponitz;Sara E. Rimm-Kaufman;Kevin J. Grimm;Timothy W. Curby

  • Disentangling Fine Motor Skills’ Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination

    Abby G. Carlson;Ellen Rowe;Timothy W. Curby

  • Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills

    Timothy W. Curby;Laura L. Brock;Bridget K. Hamre

  • Efficacy of the Responsive Classroom Approach Results From a 3-Year, Longitudinal Randomized Controlled Trial

    Sara E. Rimm-Kaufman;Ross A. A. Larsen;Alison E. Baroody;Timothy W. Curby

  • A Mixed‐Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support

    Katherine M. Zinsser;Elizabeth A. Shewark;Susanne A. Denham;Timothy W. Curby

  • Relations among Teachers' Emotion Socialization Beliefs and Practices, and Preschoolers' Emotional Competence.

    Carol A S Morris;Susanne A Denham;Hideko H Bassett;Timothy W Curby

  • Associations Between Preschoolers' Social–Emotional Competence and Preliteracy Skills

    Timothy W. Curby;Chavaughn A. Brown;Hideko Hamada Bassett;Susanne A. Denham

  • Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

    Helyn Kim;Abby G. Carlson;Timothy W. Curby;Adam Winsler

  • Stability and change in early childhood classroom interactions during the first two hours of a day

    Timothy W. Curby;Kevin J. Grimm;Robert C. Pianta

  • The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament.

    Timothy W. Curby;Kathleen Moritz Rudasill;Taylor Edwards;Koraly Pérez-Edgar

  • Patterns of Sustained Attention in Infancy Shape the Developmental Trajectory of Social Behavior from Toddlerhood through Adolescence.

    Koraly Pérez-Edgar;Jennifer N. Martin McDermott;Katherine Korelitz;Kathryn A. Degnan

  • Emotional Support Consistency and Teacher–Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten

    Laura L. Brock;Timothy W. Curby

  • The Link Between Responsive Classroom Training and Student–Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation

    Alison E. Baroody;Sara E. Rimm-Kaufman;Ross A. Larsen;Timothy W. Curby

  • “Practice What You Preach”: Teachers’ Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices

    Katherine M. Zinsser;Susanne A. Denham;Timothy W. Curby;Elizabeth A. Shewark

  • Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms

    Katherine M. Zinsser;Craig S. Bailey;Timothy W. Curby;Susanne A. Denham

  • Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade

    Timothy W. Curby;Megan Stuhlman;Kevin Grimm;Andrew Mashburn

Frequent Co-Authors

Sara E. Rimm-Kaufman
Sara E. Rimm-Kaufman University of Virginia
Susanne A. Denham
Susanne A. Denham George Mason University
Adam Winsler
Adam Winsler George Mason University
Kevin J. Grimm
Kevin J. Grimm Arizona State University
Robert C. Pianta
Robert C. Pianta University of Virginia
Bridget K. Hamre
Bridget K. Hamre University of Virginia
Tara M. Chaplin
Tara M. Chaplin George Mason University
Christianne Esposito-Smythers
Christianne Esposito-Smythers George Mason University
Jason T. Downer
Jason T. Downer University of Virginia
Rajita Sinha
Rajita Sinha Yale University

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Related Online Degrees & Career Pathways

Exploring online degrees in psychology opens up a broad range of career opportunities across the USA. Many students choose to work closely with individuals as professional counselors. To achieve this, each state has specific licensure paths and educational requirements. For example, those interested in practicing in Louisiana should familiarize themselves with the Louisiana licensed professional counselor requirements.

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Whether you aim to become a licensed counselor or explore other psychology-related paths, understanding regional expectations is crucial to planning your education and future career.

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