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  1.  25
    Expressive Morphological Skills of Dual Language Learning and Monolingual German Children: Exploring Links to Duration of Preschool Attendance, Classroom Quality, and Classroom Composition.Lilly-Marlen Bihler, Alexandru Agache, Katja Schneller, Jessica A. Willard & Birgit Leyendecker - 2018 - Frontiers in Psychology 9.
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  2.  28
    Socio-Economic Status and Psychological Well-Being in a Sample of Turkish Immigrant Mothers in Germany.Ina Fassbender & Birgit Leyendecker - 2018 - Frontiers in Psychology 9.
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  3.  35
    Balanced Cultural Identities Promote Cognitive Flexibility among Immigrant Children.Olivia Spiegler & Birgit Leyendecker - 2017 - Frontiers in Psychology 8.
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  4.  74
    Challenges and Solutions Perceived by Educators in an Early Childcare Program for Refugee Children.Julian Busch, Lilly-Marlen Bihler, Hanna Lembcke, Thimo Buchmüller, Katerina Diers & Birgit Leyendecker - 2018 - Frontiers in Psychology 9.
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  5.  23
    Factor Analysis of the Classroom Assessment Scoring System Replicates the Three Domain Structure and Reveals no Support for the Bifactor Model in German Preschools.Lilly-Marlen Bihler, Alexandru Agache, Katharina Kohl, Jessica A. Willard & Birgit Leyendecker - 2018 - Frontiers in Psychology 9:371477.
    The quality of early childhood education and care (ECEC) is important for children’s development. One instrument that was developed to assess an aspect of ECEC quality is the Classroom Assessment Scoring System for pre-kindergarten children (CLASS Pre-K). We examined the factorial validity of the instrument using data from 177 German preschool classrooms. The three-factor teaching through interaction model (Hamre et al., 2013) was contrasted to a one-factor, a two-factor, and a bifactor model as proposed by Hamre et al. (2014). Our (...)
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