This project focused on teachers’ representations and behavior in the classroom. The project involved three samples: special education classrooms in elementary schools, kindergartens serving families from low SES, and special education preschool classrooms. We documented associations between teachers’ representations of their teaching experiences and their classroom climate in kindergartens and elementary school classrooms, as well as longitudinal links between teacher-child emotional availability and the developmental gains of children with developmental delay.

Joint work of Dr. Smadar Dolev & Efrat Sher-Censor

Funding: The MOFET Institute

Related Publications:

Sher-Censor, E., Nahamias-Zlotolov, A., & Dolev, S. (2019). Special education teachers’ narratives and attachment style: Associations with classroom emotional support. Journal of Child and Family Studies, 28, 2232-2242. View

Dolev, S., Sher-Censor, E., & Tal, L. (2020). Teachers’ perceptions of their classroom experiences in kindergartens serving low SES families: Associations with global classroom quality. Early Education and Development, 32 (4), 572-588. View