| Characterizing key features of the early childhood professional development literature P Snyder, ML Hemmeter, KA Meeker, K Kinder, C Pasia, T McLaughlin Infants & Young Children 25 (3), 188-212, 2012 | 202 | 2012 |
| Professional development in early childhood intervention: Where we stand on the silver anniversary of PL 99-457 P Snyder, ML Hemmeter, T McLaughlin Journal of early intervention 33 (4), 357-370, 2011 | 175 | 2011 |
| Naturalistic instructional approaches in early learning: A systematic review PA Snyder, S Rakap, ML Hemmeter, TW McLaughlin, S Sandall, ... Journal of Early Intervention 37 (1), 69-97, 2015 | 168 | 2015 |
| Effects of professional development on preschool teachers’ use of embedded instruction practices P Snyder, ML Hemmeter, M McLean, S Sandall, T McLaughlin, J Algina Exceptional Children 84 (2), 213-232, 2018 | 107 | 2018 |
| Randomized evaluation of a supplemental grade-wide mathematics intervention A VanDerHeyden, T McLaughlin, J Algina, P Snyder American Educational Research Journal 49 (6), 1251-1284, 2012 | 69 | 2012 |
| Intentional teaching as a pathway to equity in early childhood education: Participation, quality, and equity T McLaughlin, K Aspden, P Snyder New Zealand Journal of Educational Studies 51, 175-195, 2016 | 65 | 2016 |
| Behavior support interventions implemented by families of young children: Examination of contextual fit TW McLaughlin, MK Denney, PA Snyder, JL Welsh Journal of Positive Behavior Interventions 14 (2), 87-97, 2012 | 56 | 2012 |
| How do teachers support children’s social–emotional competence? Strategies for teachers T McLaughlin, K Aspden, L Clarke Early Childhood Folio 21 (2), 21-27, 2017 | 55 | 2017 |
| Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching D Shannon, P Snyder, T McLaughlin The Professional Development of Early Years Educators, 132-151, 2019 | 50 | 2019 |
| Embedded instruction to support early learning in response-to-intervention frameworks P Snyder, ML Hemmeter, ME McLean, S Sandall, T McLaughlin Handbook of response-to-intervention in early childhood, 283-298, 2013 | 41 | 2013 |
| How do teachers build strong relationships? T McLaughlin, K Aspden, C McLachlan Early Childhood Folio 19, 31-38, 2015 | 36 | 2015 |
| Creating a rich curriculum through intentional teaching T McLaughlin, S Cherrington Early Childhood Folio 22 (1), 33-38, 2018 | 31 | 2018 |
| Development of teachers’ knowledge and skills in implementing a physical education curriculum: A New Zealand early childhood intervention study C McLachlan, J Smith, T McLaughlin, A Ali, C Conlon, O Mugridge, ... International Journal of Early Childhood 49, 211-228, 2017 | 27 | 2017 |
| Professional development in early childhood intervention: Emerging issues and promising approaches P Snyder, M Denney, C Pasia, S Rakap, C Crowe C. Groark (Series Ed.) & L. Kaczmarek (Vol. Ed.), Early childhood …, 2011 | 27 | 2011 |
| Promoting learning during toddlers’ peer conflicts: Teachers’ perspectives L Clarke, TW McLaughlin, K Aspden Early Years 39 (4), 426-440, 2019 | 21 | 2019 |
| Frameworks for guiding program focus and practices in early intervention PA Snyder, CC Bishop, TW McLaughlin Handbook of special education, 865-881, 2017 | 20 | 2017 |
| Essentials of practice-based coaching: Supporting effective practices in early childhood P Snyder (No Title), 2022 | 19 | 2022 |
| Supporting teachers’ practice through professional learning and development: What’s happening in New Zealand early childhood education? L Clarke, T McLaughlin, K Aspden, T Riley Australasian journal of early childhood 46 (1), 66-79, 2021 | 16 | 2021 |
| Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour D Kenwright, T McLaughlin, S Hansen International Journal of Inclusive Education 27 (6), 739-754, 2023 | 13 | 2023 |
| Examining preadolescent children’s engagement in out-of-school literacy and exploring opportunities for supporting literacy development S Cummings, T McLaughlin, B Finch The Australian Journal of Language and Literacy 41 (2), 103-116, 2018 | 13 | 2018 |
