This issue features the following articles by SETL Lab members and collaborators:

Examining CLASS dimensions as predictors of pre-k children’s development of language, literacy, and mathematics - by Timothy Curby & Catherine Chavez

Head Start Preschoolers' Emotional Positivity and Emotion Regulation Predict their Social-Emotional Behavior, Classroom Adjustment, and Early School Success - by Susanne Denham, Hideko Bassett, Yana Siortkin, & Katherine Zinsser

Exploring the Predictable Classroom: Preschool Teacher Stress, Emotional Supportiveness, and Students' Social-Emotional Behavior in Private and Head Start Classrooms - by Katherine Zinsser, 

Additionally, each article has a research-to-practice summary that translates the empirical findings of the studies into practical suggestions for classroom practice.   Check them out here