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Scott-Jones, D. (1995). Parent-child interactions and school achievement. In B. A. Ryan, G. R. Adams, T. P. Gullota, R. P. Weissberg, & R. L. Hampton (Eds.), The family-school connection: Theory, research, and practice (pp. 75-107). Thousand Oaks, CA: Sage.

has been cited by the following article:

• TITLE: Teacher Observations on the Implementation of the Tools of the Mind Curriculum in the Classroom: Analysis of Interviews Conducted over a One-Year Period

  AUTHORS: Susan Imholz, Anthony Petrosino

  KEYWORDS: Curriculum; Preschool Education; Early Childhood Education; Learning; Social Development; Self-Regulation

  JOURNAL NAME: Creative Education, Vol.3 No.2, April 26, 2012

  ABSTRACT: The following pilot study reports on teacher observations and reflections of implementing the Tools of the Mind curriculum in pre-k and kindergarten classrooms in an east coast urban school district in the US. The study followed five teachers over the course of a school year. Structured interviews were conducted with each teacher individually shortly after Tools of the Mind teacher training sessions took place. The analysis reports on themes that emerged in these conversations. Findings address; challenges the teachers faced in implementing the program, training issues, and the effectiveness of the program in supporting children’s intellectual and social skills.