Margaret Burchinal | Academic Influence

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Margaret Burchinal

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Psychology

Margaret Burchinal's Degrees

PhD Quantitative Psychology University of North Carolina at Chapel Hill
Masters Quantitative Psychology University of North Carolina at Chapel Hill
Bachelors Psychology University of North Carolina at Chapel Hill

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Why Is Margaret Burchinal Influential?

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According to Wikipedia, Margaret R. Burchinal is a quantitative psychologist and statistician known for her research on child care. She is senior research scientist and director of the Data Management and Analysis Center of the Frank Porter Graham Child Development Institute of the University of North Carolina at Chapel Hill.

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Margaret Burchinal's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. (2008) (1758)
The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. (2001) (1192)
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs (2008) (1054)
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs. (2007) (930)
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? (2005) (875)
Are there long-term effects of early child care? (2007) (867)
Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. (2010) (766)
Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories (2002) (743)
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs (2010) (719)
The home environments of children in the United States part II: relations with behavioral development through age thirteen. (2001) (660)
The development of cognitive and academic abilities: growth curves from an early childhood educational experiment. (2001) (649)
Relating quality of center-based child care to early cognitive and language development longitudinally. (2000) (603)
Investing in Our Future: The Evidence Base on Preschool Education (2013) (569)
Child Care and Mother-Child Interaction in the First Three Years of Life (1999) (514)
The role of home literacy practices in preschool children's language and emergent literacy skills. (2005) (505)
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008) (492)
Caregiver Training and Classroom Quality in Child Care Centers (2002) (471)
The prediction of process quality from structural features of child care (1997) (452)
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics (2007) (440)
Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? (2006) (436)
A Course on Effective Teacher-Child Interactions (2012) (427)
Effects of an early literacy professional development intervention on head start teachers and children. (2010) (395)
Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12. (2006) (381)
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms (2010) (355)
Adult outcomes as a function of an early childhood educational program: an Abecedarian Project follow-up. (2012) (351)
Quality of center child care and infant cognitive and language development. (1996) (351)
Marital Perceptions and Interactions across the Transition to Parenthood (1999) (350)
Persistent Effects of Early Childhood Education on High-Risk Children and Their Mothers (2000) (349)
The Effects of Preschool Education (2009) (339)
Child-care effect sizes for the NICHD Study of Early Child Care and Youth Development. (2006) (339)
Cumulative risk and early cognitive development: a comparison of statistical risk models. (2000) (327)
Children's classroom engagement and school readiness gains in prekindergarten. (2010) (326)
Severity of spatial learning impairment in aging: Development of a learning index for performance in the Morris water maze. (1993) (317)
Early Intervention and Mediating Processes in Cognitive Performance of Children of Low-Income African American Families. (1997) (295)
Children's Social and Cognitive Development and Child-Care Quality: Testing for Differential Associations Related to Poverty, Gender, or Ethnicity (2000) (286)
Do regulable features of child-care homes affect children's development? (2002) (286)
Duration and developmental timing of poverty and children's cognitive and social development from birth through third grade. (2005) (277)
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009) (272)
Examining the Black-White achievement gap among low-income children using the NICHD study of early child care and youth development. (2011) (268)
Family and classroom correlates of head start children's developmental outcomes (1994) (260)
Structural and supportive changes in couples' family and friendship networks across the transition to parenthood (2002) (256)
Family income and its relation to preschool children's adjustment for families in the NICHD Study of Early Child Care. (2004) (234)
Parents as child care consumers (1997) (230)
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009) (227)
Child-care and family predictors of preschool attachment and stability from infancy. (2001) (225)
Structural predictors of child care quality in child care homes (2002) (221)
Diversity, child care quality, and developmental outcomes (2003) (217)
The Children of the Cost, Quality, and Outcomes Study Go to School. Technical Report. (1999) (217)
Preschool center quality and school readiness: quality effects and variation by demographic and child characteristics. (2013) (215)
Best practices in quantitative methods for developmentalists. (2006) (215)
How well do our measures of quality predict child outcomes? A meta-analysis and coordinated analysis of data from large-scale studies of early childhood settings. (2011) (212)
Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school. (2008) (209)
Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years (2006) (207)
Measuring Early Care and Education Quality (2018) (206)
INTRODUCTION TO THE MONOGRAPH (2006) (199)
The quality of teacher-student interactions: associations with first graders' academic and behavioral outcomes. (2010) (194)
Cumulative Social Risk, Parenting, and Infant Development in Rural Low-Income Communities (2008) (194)
Does quality of child care affect child outcomes at age 4(1/2)? (2003) (190)
Can Rating Pre-K Programs Predict Children's Learning? (2013) (187)
Predicting process quality from structural quality in preschool programs: a cross-country comparison (1999) (187)
Type of child care and children's development at 54 months (2004) (187)
Infant-mother attachment classification: risk and protection in relation to changing maternal caregiving quality. (2006) (186)
Environmental risk factors and children's achievement from middle childhood to early adolescence. (1996) (185)
Estimating Individual Developmental Functions: Methods and Their Assumptions (1991) (183)
The Relations of Maternal Social Support and Family Structure with Maternal Responsiveness and Child Outcomes among African American Families. (1996) (175)
Child care and children's peer interaction at 24 and 36 months: The NICHD study of early child care - NICHD early child care research network (2001) (173)
What is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs (2005) (172)
Developmental patterns of childhood peer relations as predictors of externalizing behavior problems (1995) (166)
Neurodevelopmental, health, and growth status at age 6 years of children with birth weights less than 1001 grams. (1991) (166)
Mother and Caregiver Sensitivity Over Time: Predicting Language and Academic Outcomes With Variable- and Person-Centered Approaches (2006) (165)
Early Childhood Care: Relations with Family Characteristics and Preferred Care Characteristics. (2001) (155)
Testing a series of causal propositions relating time in child care to children's externalizing behavior. (2010) (153)
Fathers' and mothers' parenting behavior and beliefs as predictors of children's social adjustment in the transition to school. (2005) (152)
Attachment and marital functioning: Comparison of spouses with continuous-secure, earned-secure, dismissing, and preoccupied attachment stances. (1999) (147)
Affect dysregulation in the mother-child relationship in the toddler years: antecedents and consequences. (2004) (143)
Instruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School. (2010) (142)
Young adult outcomes of the Abecedarian and CARE early childhood educational interventions (2008) (141)
Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school (2019) (140)
Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms (2007) (140)
Early Executive Function Predicts Reasoning Development (2013) (138)
Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills (2008) (135)
A randomized controlled trial of group cognitive-behavioral therapy vs. enhanced supportive therapy for auditory hallucinations (2009) (128)
Early child care and mother-child interaction from 36 months through first grade (2003) (125)
Receptive and expressive communication development of young males with fragile X syndrome. (2001) (125)
Type of day-care and preschool intellectual development in disadvantaged children. (1989) (124)
Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables (2014) (121)
An Eco-Behavioral Analysis of Children's Engagement in Urban Public School Preschool Classrooms. (2008) (120)
Multiple pathways to early academic achievement (2003) (120)
Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills (2016) (120)
Severity of spatial learning impairment in aging: development of a learning index for performance in the Morris water maze. (1993) (119)
Parents' report of vocabulary and grammatical development of African American preschoolers: child and environmental associations. (1999) (116)
Mothers' and fathers' support for child autonomy and early school achievement. (2008) (113)
Predictors and sequelae of trajectories of physical aggression in school-age boys and girls (2010) (111)
Early educational intervention, early cumulative risk, and the early home environment as predictors of young adult outcomes within a high-risk sample. (2010) (110)
Children enrolled in public pre-K: the relation of family life, neighborhood quality, and socioeconomic resources to early competence. (2006) (110)
Does class size in first grade relate to children's academic and social performance or observed classroom processes? (2004) (106)
Longitudinal predictors of reading and math trajectories through middle school for African American versus Caucasian students across two samples. (2010) (105)
Otitis media, hearing sensitivity, and maternal responsiveness in relation to language during infancy. (1995) (104)
Otitis media in early childhood and its relationship to later verbal and academic performance. (1986) (104)
Receptive vocabulary, expressive vocabulary, and speech production of boys with fragile X syndrome in comparison to boys with down syndrome. (2007) (103)
Otitis media in early childhood and later language. (1991) (102)
Timing of high-quality child care and cognitive, language, and preacademic development. (2013) (101)
An Eco-Behavioral Approach to Examining the Contextual Effects of Early Childhood Classrooms. (2002) (101)
Social and family risk factors for infant development at one year: An application of the cumulative risk model (1998) (100)
Early behavioral associations of achievement trajectories. (2010) (97)
Otitis media in early childhood in relation to children's school-age language and academic skills. (2002) (96)
Depression, Disease Severity, and Sickle Cell Disease (1999) (96)
IV. Stability of attachment security from infancy to late adolescence. (2014) (95)
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners (2012) (94)
Prevalence and clinical correlates of glomerulopathy in children with sickle cell disease. (2000) (93)
Early Otitis Media with Effusion, Hearing Loss, and Auditory Processes at School Age (2006) (90)
Otitis media in early childhood and cognitive, academic, and classroom performance of the school-aged child. (1989) (90)
Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services (2010) (89)
Otitis Media, the Caregiving Environment, and Language and Cognitive Outcomes at 2 Years (1998) (88)
European American and African American Mothers' Beliefs About Parenting and Disciplining Infants: A Mixed-Method Analysis (2010) (87)
Preschool center care quality effects on academic achievement: an instrumental variables analysis. (2014) (86)
Are child developmental outcomes related to before- and after-school care arrangements? Results from the NICHD study of early child care. (2004) (83)
Early child care experiences and their association with family and child characteristics during middle childhood (1995) (83)
Thresholds in the association between child care quality and child outcomes in rural preschool children (2014) (83)
The Transition to Parenthood: Marital Conflict and Withdrawal and Parent-Infant Interactions (1998) (82)
Early language and the development of children's reading skills (2004) (82)
The Quality of Toddler Child Care and Cognitive Skills at 24 Months: Propensity Score Analysis Results from the ECLS-B. (2014) (81)
Early child care and adolescent functioning at the end of high school: Results from the NICHD Study of Early Child Care and Youth Development. (2016) (80)
IV. GROWTH CURVE ANALYSIS: AN INTRODUCTION TO VARIOUS METHODS FOR ANALYZING LONGITUDINAL DATA (2006) (79)
Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness (2017) (76)
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children ☆ (2014) (76)
High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners (2015) (76)
Using Different Measures, Informants, and Clinical Cut-Off Points to Estimate Prevalence of Emotional or Behavioral Disorders in Preschoolers: Effects on Age, Gender, and Ethnicity (2005) (75)
Classroom Quality at Pre-kindergarten and Kindergarten and Children's Social Skills and Behavior Problems. (2016) (75)
Using Growth Curve Analysis to Evaluate Child Change in Longitudinal Investigations (1994) (73)
Neighborhood Characteristics, and Child Care Type and Quality (2008) (72)
Early Childcare and Education (2015) (71)
Child and Parenting Outcomes After 1 Year of Educare. (2017) (68)
Effects of transitions to new child care classes on infant/toddler distress and behavior (2005) (68)
Phonological process decline from 2 1/2 to 8 years. (1990) (68)
Relating quality of center care to early cognitive and language development longitudinally (1998) (66)
Early Intervention: The Moderating Role of the Home Environment (2001) (65)
Child Care Experiences and Developmental Outcomes (1999) (65)
Adult attachment and marital interaction as predictors of whole family interactions during the transition to parenthood. (2005) (64)
Otitis media in early childhood and its relationship to later phonological development. (1988) (62)
Prevelance and clinical correlates of glomerulopathy in children with sickle cell disease (2000) (62)
Racial identity, social context, and race-related social cognition in African Americans during middle childhood. (2008) (62)
Family selection and child care experiences: implications for studies of child outcomes (2000) (61)
Marital relationship and individual psychological characteristics that predict physical punishment of children. (2003) (61)
Differentiating among insecure mother - infant attachment classifications: A focus on child - friend interaction and exploration during solitary play at 36 months (2003) (61)
Otitis Media in Early Childhood in Relation to Preschool Language and School Readiness Skills Among Black Children (2000) (58)
Head Start at Ages 3 and 4 Versus Head Start Followed by State Pre-K (2016) (57)
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior (2014) (56)
Prenatal cocaine effects on brain structure in early infancy (2014) (53)
Language skills of children with different preschool experiences. (1989) (52)
Early Communication, Symbolic Behavior, and Social Profiles of Young Males With Fragile X Syndrome (2002) (50)
A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math (2014) (47)
I. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE AND EDUCATION: INTRODUCTION AND LITERATURE REVIEW. (2016) (46)
V. Caregiving and contextual sources of continuity and change in attachment security from infancy to late adolescence. (2014) (46)
Teaching Math to Young Children. Educator's Practice Guide. What Works Clearinghouse. NCEE 2014-4005. (2013) (46)
Early childhood education quality and child outcomes in China: Evidence from Zhejiang Province (2016) (46)
Age of Entry to Kindergarten and Children's Academic Achievement and Socioemotional Development. (2007) (45)
Quality of Prekindergarten: What Families Are Looking for in Public Sponsored Programs (2006) (43)
Otitis media in early childhood and cognitive, academic, and behavior outcomes at 12 years of age. (1995) (43)
Respiratory allergy and the relationship between early childhood lower respiratory illness and subsequent lung function. (1992) (43)
Using early care and education quality measures with dual language learners: A review of the research (2014) (42)
A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary School (2010) (42)
VI. SELECTION, DETECTION, AND REFLECTION (2006) (42)
Dimensions of mastery in same-age and mixed-age integrated classrooms (1993) (42)
Is the prediction of adolescent outcomes from early child care moderated by later maternal sensitivity? Results from the nichd study of early child care and youth development. (2014) (41)
Maternal role attainment with medically fragile infants: Part 2. relationship to the quality of parenting. (2011) (39)
Neuropsychologic functioning of human immunodeficiency virus-infected children with hemophilia. (1993) (38)
Age of peers and early childhood development. (1993) (38)
Early day care, infant-mother attachment, and maternal responsiveness in the infant's first year (1992) (38)
ECE quality indicators and child outcomes: Analyses of six large child care studies (2019) (37)
Associations between continuity of care in infant-toddler classrooms and child outcomes (2018) (35)
Maternal role attainment with medically fragile infants: Part 1. measurement and correlates during the first year of life. (2011) (35)
Long-Term Effect of Early Relationships for African American Children’s Academic and Social Development: An Examination From Kindergarten to Fifth Grade (2010) (34)
Adolescent paid labor and relationships with parents: early work-family linkages. (1996) (33)
Modeling Family Economic Conditions and Young Children’s Development in Rural United States: Implications for Poverty Research (2012) (32)
Maternal employment and child cognitive outcomes: the importance of analytic approach. (2007) (32)
Early childhood otitis media in relation to children's attention-related behavior in the first six years of life. (2001) (32)
II. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE AND EDUCATION: METHODS. (2016) (32)
Parental caregiving and developmental outcomes of infants of mothers with HIV. (2001) (30)
Social interactions of toddlers and preschoolers in same-age and mixed-age play groups (1993) (29)
Best practices in quantitative methods for developmentalists: VI. Selection, detection, and reflection. (2006) (29)
Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills (2019) (29)
Who uses early childhood education and care services? Comparing socioeconomic selection across five western policy contexts (2017) (28)
Otitis media in early childhood and patterns of intellectual development and later academic performance. (1994) (28)
School-entry skills predicting school-age academic and social–emotional trajectories (2020) (28)
Boosting School Readiness: Should Preschool Teachers Target Skills or the Whole Child? (2018) (28)
An Evaluation of the Psychometric Properties and Criterion Validity of the Religious Social Support Scale. (2008) (28)
Effects of a community initiative on the quality of child care (1999) (28)
Universal and targeted pre-kindergarten programmes: a comparison of classroom characteristics and child outcomes (2013) (27)
Testing the ‘thresholds’ of preschool education quality on child outcomes in China (2019) (26)
Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned (2011) (25)
Use of the home language in preschool classrooms and first- and second-language development among dual-language learners (2019) (25)
Cumulative years of classroom quality from kindergarten to third grade: Prediction to children’s third grade literacy skills (2019) (25)
V. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE AND EDUCATION: DISCUSSION AND CONCLUSIONS. (2016) (25)
Vicarious Effort-Based Decision-Making in Autism Spectrum Disorders (2017) (23)
Adolescent earnings and relationships with parents: The work–family nexus in urban and rural ecologies. (1996) (23)
Cumulative classroom quality during pre-kindergarten and kindergarten and children’s language, literacy, and mathematics skills (2019) (22)
Prospective surveillance for otitis media with effusion among black infants in group child care. (1995) (22)
Teacher education and child outcomes: A reply to the commentary (2008) (21)
III. TESTING FOR QUALITY THRESHOLDS AND FEATURES IN EARLY CARE AND EDUCATION. (2016) (21)
Maternal Psychological Adjustment and Knowledge of Infant Development as Predictors of Home Safety Practices in Rural Low-Income Communities (2008) (21)
The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices (2012) (20)
Developmental outcomes of infants with bronchopulmonary dysplasia: comparison with other medically fragile infants. (2001) (20)
A Course on Supporting Early Language and Literacy Development through Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice. (2010) (20)
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education (2011) (20)
A day in third grade: Classroom quality, teacher, and student behaviors (2005) (20)
Erratum to “Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs” [Early Childhood Research Quarterly 23 (2008) 27–50] (2008) (20)
Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice (2016) (19)
Dialogues with children about their families. (1990) (17)
Relating early care and education quality to preschool outcomes: The same or different models for different outcomes? (2021) (16)
Using Recognition & Response (R & R) to improve children's language and literacy skills: Findings from two studies (2016) (16)
Early Interactions Between Mothers and Their Medically Fragile Infants (1999) (15)
The development of children's early memory skills. (2011) (15)
Young women's antisocial behavior and the later emotional and behavioral health of their children. (1992) (15)
Depth, persistence, and timing of poverty and the development of school readiness skills in rural low-income regions: Results from the family life project (2018) (15)
Domain-Specific Cognitive Stimulation and Maternal Sensitivity as Predictors of Early Academic Outcomes among Low-Income African American Preschoolers (2022) (15)
II. RECRUITMENT OF THE FAMILY LIFE PROJECT SAMPLE (2013) (14)
Spatial Temporal Mathematics at Scale: An Innovative and Fully Developed Paradigm to Boost Math Achievement among All Learners (2010) (14)
Child Care Experiences Among Dual Language Learners in the United States (2017) (13)
Student Teaching Feedback and Evaluation: Results From a Seven-State Survey (2014) (13)
Diverging Destinies in Rural America (2015) (13)
II. MEASUREMENT ISSUES AND PSYCHOMETRIC METHODS IN DEVELOPMENTAL RESEARCH (2006) (13)
Communication among preschoolers with and without disabilities in same-age and mixed-age classes. (1994) (13)
Data Management Practices for Collaborative Research (2011) (12)
How Measurement Error Affects the Interpretation and Understanding of Effect Sizes (2008) (12)
Early Childhood Interventions: The Abecedarian Project (2007) (11)
Quality of infant child care and early infant development in Portuguese childcare centers (2019) (11)
Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions (2017) (11)
A Longitudinal Study of Risk Factors for Otitis Media in African American Children (2002) (10)
Developmental plasticity and predictability: Consequences of ecological change. (1989) (10)
Predictors of parent-teacher communication during infant transition to childcare in Portugal (2019) (10)
IV. TESTING FOR DOSAGE-OUTCOME ASSOCIATIONS IN EARLY CARE AND EDUCATION. (2016) (9)
Quality of infant center care and infant cognitive and language development (1996) (9)
Statistical Methods for Describing Developmental Patterns. (1999) (9)
A Course on Effective Teacher-Child Interactions. Research Brief. (2012) (9)
Quality Rating and Improvement Systems : Secondary Data Analyses of Psychometric Properties of Scale Development (2016) (9)
Trends in Children’s Academic Skills at School Entry: 2010 to 2017 (2020) (9)
Recognition & Response: Developing and Evaluating a Model of RTI for Pre-K. (2012) (9)
Behavioral adaptation to human immunodeficiency virus-seropositive status in children and adolescents with hemophilia. (1993) (9)
The Educare intervention: Outcomes at age 3 (2020) (8)
I. DATA MANAGEMENT: RECOMMENDED PRACTICES (2006) (8)
The Relation Between Classroom Age Composition and Children's Language and Behavioral Outcomes: Examining Peer Effects. (2020) (8)
IV. POVERTY AND ASSOCIATED SOCIAL RISKS: TOWARD A CUMULATIVE RISK FRAMEWORK (2013) (8)
The transition to parenting: Continuity and change in early parenting behavior and attitudes (2004) (8)
HIV-infected children with hemophilia: one- and two-year follow-up of neuropsychological functioning. (1997) (7)
Change in language and literacy knowledge for Spanish–English dual language learners at school-entry: Analyses from three studies (2020) (7)
Peer effects on low-income children's learning and development. (2018) (7)
Effect of chronic antiepileptic drug therapy on california achievement test scores (1998) (6)
Children of Poverty: A Multi-Level Analysis of the Determinants of Intellectual Development. (1987) (6)
Enhancing stress reactivity and wellbeing in early schizophrenia: A pilot study of individual coping awareness therapy (I-CAT) (2018) (6)
Sustaining Gains from Early Childhood Intervention: The Abecedarian Program (2019) (6)
Comparing Universal and Targeted Pre-Kindergarten Programs. Research Brief. (2012) (5)
Teacher Characteristics Influence Responsiveness to a Course and a Consultancy Focused on Effective Teacher-Child Interactions. (2012) (4)
Testing for Thresholds in Associations between Child Care Quality and Child Outcomes. (2010) (4)
A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten (2021) (4)
Examining three hypotheses for pre-kindergarten fade-out. (2022) (3)
Children's Outcomes through Second Grade: Findings from Year 4 of Georgia's Pre-K Longitudinal Study. (2019) (3)
Does Temperament Moderate the Relation between Preschool Parenting and School-Age Self-Regulation? Contrasting Diathesis-Stress and Differential Susceptibility Models (2018) (3)
Pathways to reading: The role of oral language in learning to read (2005) (3)
The promise and purpose of early care and education (2022) (3)
Preschool Center Quality and Socioemotional Readiness for School: Variation by Demographic and Child Characteristics. (2012) (3)
Pre-Kindergarten and Kindergarten Classroom Quality and Children's Social and Academic Skills in Early Elementary Grades. (2015) (3)
Quality Dosage Thresholds and Features in Early Childhood Settings Literature Review Tables (2010) (3)
Women’s Work and Child Care (2013) (3)
Which Combination of High Quality Infant-Toddler and Preschool Care Best Promotes School Readiness?. (2011) (2)
Boosting School Readiness (2018) (2)
Documenting bilingual experiences in the early years: Using the CECER-DLL Child and Family and Teacher Questionnaires (2020) (2)
Effects of Head Start Hours on Children's Cognitive, Pre-Academic, and Behavioral Outcomes: An Instrumental Variable Analysis. (2013) (2)
Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills (2022) (2)
Maternal history of childhood maltreatment and children's cognitive and social development (2019) (1)
Does High Quality Childcare Narrow the Achievement Gap at Two Years of Age (2011) (1)
Predicting poverty, children's IQ from mothers' social support networks (1984) (1)
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience (1)
Abstract Title Page Title Which Combination of High Quality Infant-Toddler and Preschool Care Best Promotes School Readiness? Authors (2011) (1)
Comparison of Models for Estimating Individual Growth Curves. (1989) (1)
Large-Scale Evaluations of Child Care as a Context for Development (2016) (1)
Instruction in Spanish and Outcomes for Pre-Kindergarten English Language Learners. Research Brief. (2013) (1)
Do more hours in center-based care cause more externalizing problems? A cross-national replication study. (2022) (1)
Evaluating the Head Start Designation Renewal System (2016) (1)
Use of the short form of the communicative development inventory with African American infants and families (1998) (0)
Child Conduct Problems Across Home and School Contexts: a Person-Centered Approach (2016) (0)
Title: Testing for thresholds in associations between child care quality and child outcomes. Author(s): (2010) (0)
What Does it Mean to be Evidence‐based? (2017) (0)
Vicarious Effort-Based Decision-Making in Autism Spectrum Disorders (2017) (0)
Title: Effects of Head Start hours on children's cognitive, pre-academic, and behavioral outcomes: An instrumental variable analysis Authors and Affiliations: (2013) (0)
IV. GROWTHCURVE ANALYSIS: AN INTRODUCTION TO VARIOUSMETHODSFOR ANALYZINGLONGITUDINALDATA Margaret Burchinal, LaurenNelson, andMichele Poe (2007) (0)
Parenting Effects in Middle Childhood and Adolescence (2014) (0)
Modeling Family Economic Conditions and Young Children’s Development in Rural United States: Implications for Poverty Research (2012) (0)
Title: A Course on Supporting Early Language and Literacy Development through Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice. Author(s): (2009) (0)
Consulting Editors (2010) (0)
Academic Early Education: Developing an Evidence Base for Policy Contexts and Outcomes (2015) (0)
Smart Start Evaluation Plan. (1994) (0)
Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions (2016) (0)
Chapter 3. Persistent Effects of Early Childhood Education on High-Risk Children and their Mothers (2008) (0)
Comparing the Effectiveness of Head Start and State Pre-K Using a Propensity-Score Matching Regression Discontinuity Design. (2014) (0)
A conversation about data presentation. (2005) (0)
Who uses early childhood education and care services? Comparing socioeconomic selection across five western policy contexts (2017) (0)
Health Status of Children Enrolled in a Family Navigator Program to Eliminate Intergenerational Poverty (2019) (0)
Patterns of development predicted from measures of the infant's environment (1986) (0)
Head Start in Low-Wealth, Rural Communities: Evidence from the Family Life Project (2022) (0)
Mark I. Appelbaum (1941-2020). (2021) (0)
The Feasibility of a Common Course in Early Childhood Teacher Preparation Programs. Research Brief. (2011) (0)
Examining Longitudinal Associations between Externalizing and Internalizing Behavior Problems at Within- and Between-Child Levels (2020) (0)
Methodological Issues in Research on the Sustainable Development of the Next Generation (2018) (0)
Quality of infant and toodler center care: Inter-relations among process and structural measures (1996) (0)
31.4 ENHANCING STRESS REACTIVITY AND WELLBEING IN FIRST EPISODE PSYCHOSIS WITH INDIVIDUAL COPING AWARENESS THERAPY (I-CAT): PILOT DATA AND EFFICACY STUDY DESIGN (2019) (0)

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