Interactions between teachers and students contribute to the quality of the classroom setting and growing evidence that the affective undertone of these interactions matters when considering outcomes for both the students and the teachers they serve. Although numerous measures of teacher-student interactions exist, relying on self-report or…

Continuity of pre-k and kindergarten classroom experiences is a key area of interest for early childhood researchers interested in supporting public pre-k children's development over time. To advance the empirical evidence on this topic, this study examined whether differences in classroom experiences as children transition from pre-k to…