Conference Presentations – Early Learning Network
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Conference Presentations

Feb. 18-21, 2020

National Association of School Psychologists Annual Convention

2020 Vision: Leadership in Focus

 

Presentations

“Student-Teacher Relationships and Classroom Quality: Implications for Children of Color”
Hannah Kerby, Rachel Schumacher, Susan Sheridan, Natalie Koziol and Amanda Witte, University of Nebraska-Lincoln; Iheoma Iruka, UNL and HighScope

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Jan. 8, 2020

Institute of Education Sciences’ 2020 Principal Investigators Meeting

 

Presentation

 

“Examining Achievement Gaps Starting in Pre-K: Identifying Malleable Factors to Close the Gap”
Susan Sheridan, University of Nebraska-Lincoln (Introduction)
Meghan McCormick, MDRC team
Iheoma U. Iruka, University of Nebraska-Lincoln/HighScope
Peg Burchinal, University of North Carolina at Chapel Hill
Carol M. Connor, University of California, Irvine
Michael López, National Research Center on Hispanic Children & Families; NORC at the University of Chicago (Discussant)

View slides  |  Watch video

August 2019

American Psychological Association Annual Convention

 

Poster

 

“Neighborhood Characteristics and Geographic Contexts: Impacts on Children’s Social-Emotional Skills”
Hannah Kerby, Rachel Schumacher, Susan Sheridan, Dongho Choi, Natalie Koziol, Barabara Racine, Rebecca Overfield, and Cassidy Spradlin, University of Nebraska-Lincoln.

July 17-20, 2019

Society for the Scientific Study of Reading (SSSR) 26th Annual Conference

 

Posters

 

“Relations Among 2nd and 3rd grade Students’ Social Skills, Inhibitory Control and Genre Writing”
Taffeta Wood, Young-Suk Kim and Elham Zargar, University of California, Irvine; and Sarah Siegal, Learning Ovations Inc.

 

“Observing Individual Children in Early Childhood Classrooms Using OLOS: Optimizing Learning Opportunities for Students”
Elham Zargar, Carol Connor, Ashley Adams, Taffeta Wood, Belinda Hernandez and Deborah Vandell, University of California, Irvine

April 5-9, 2019

2019 American Educational Research Association (AERA) Annual Meeting

 

Presentations

 

Home Learning Activities and Family Engagement Across Preschool and Kindergarten
Christina Weiland, Amanda Ketner, Gloria Yeomans-Maldonado, University of Michigan; Meghan McCormick, JoAnn Hsueh, MDRC; Maureen Myrtil, Laura M. Justice, Kelly Purtell, Jessica Logan, Tzu-Jung Lin, Ann A. O’Connell, Ohio State University

“The Added Value of Learning Activities at Home During the Preschool Year” (MDRC)
“Stability and Variability in Family Involvement Across the Preschool-Kindergarten Transition” (OSU)
“The Home Literacy Environment of Spanish-Speaking Latino Families with Kindergarten Children” (OSU and University of Michigan)

 

Patterns of Preschool Enrollment Across Diverse Localities: Results from the Early Learning Research Network
JoAnn Hsueh, Meghan McCormick, MDRC; Christina Weiland, University of Michigan; Catherine E. Snow, Harvard University; Jason Sachs, Boston Public Schools; Margaret R. Burchinal, Ellen S. Peisner-Feinberg, Mary Bratsch, Kyle Bezdek, Tiffany Foster, University of North Carolina – Chapel Hill; Kelly Purtell, Jessica Logan, Tzu-Jung Lin, Laura M. Justice, The Ohio State University; Erik Ruzek, Jessica Vick Whittaker, Robert Pianta, University of Virginia; Virginia E. Vitiello, Teachstone Training, LLC; Lisa Knoche, Susan M. Sheridan, Natalie Koziol, Amanda Witte, University of Nebraska-Lincoln; Iheoma Iruka, HighScope Educational Research Foundation

“Who Enrolls in Public Preschool Programs and Why? Evidence from the Boston Public Schools” (MDRC)
“School Readiness Skills: Pre-Kindergarten Compared to No Preschool Experiences” (UNC)
“Preschool Attendance and the Transition to Kindergarten” (OSU)
“The Pre-K Boost into Kindergarten” (UVA)
“Exploring Preschool Participation: What Are Benefits for Students from Rural and Urban Communities in the Midwest?” (UNL)

 

Early Childhood Education and the Transition to Kindergarten
Lora A. Cohen-Vogel, Michael Little, Margaret R. Burchinal, James Sadler, University of North Carolina – Chapel Hill

“Explaining Pre-K Fade-Out? Content Coverage Redundancy in Pre-K and Kindergarten” (UNC)

 

Young Children’s Cognitive and Social-Emotional Development
Anna Rhoad-Drogalis, Robin Sayers, Laura M. Justice, Tzu-Jung Lin, Jessica Logan, Kelly Purtell, Ohio State University

“Early Teacher-Child Relationships of Multilingual Children” (OSU)

 

Attendance in Public Pre-Kindergarten Increases School Readiness Skills at Kindergarten Entry
Robert Pianta, Erik Ruzek, Jessica Whittaker, Virginia Vitiello, & Arya Ansari, University of Virginia

March 21-23, 2019

2019 Society for Research in Child Development (SRCD) Biennial Meeting

 

Presentations

Family Engagement in Early Childhood: New Findings Across Developmental Periods, Intervention Types and Ecological Settings
Meghan McCormick, JoAnn Hsueh, MDRC; Amanda Ketner, Christina Weiland, University of Michigan; Catherine Snow, Harvard University; Jason Sachs, Boston Public Schools; Susan Sheridan, Lisa Knoche, Amanda Witte, Natalie Koziol, University of Nebraska-Lincoln

“The Added Value of Learning Activities at Home During the Preschool Year” (MDRC)

“Parent Engagement in Rural and Urban Contexts” (UNL)

 

Disparities in Early Childhood Education: Three Observational Approaches to Literacy Achievement and Development
Paola Andrea Guerrero Rosada, Christina Weiland, University of Michigan; Catherine Snow, Harvard University; JoAnn Hsueh, MDRC; Jason Sachs, Boston Public Schools

“Associations Between Classroom Quality and Early Development: The Moderating Role of Early Gaps in Language” (MDRC)

 

Teacher-Child Relationships in the Early Years of Schooling
Anna Rhoad-Drogalis, Kelly Purtell, Robin Sayers, Laura Justice, Tzu-Jung Lin, Jessica Logan, Ohio State University; Iheoma U. Iruka, HighScope Educational Research Foundation; Susan Sheridan, Lisa Knoche, Amanda Witte, University of Nebraska-Lincoln; Arya Ansari, Tutrang Nguyen, Jessica Whittaker, Bob Pianta, Virginia Vitiello, Erik Ruzek, University of Virginia

“Child-Teacher Relationships and Classroom Quality Across Racial Groups” (UNL)

“Early Teacher-Child Relationships and Behavioral Adjustment of Multilingual Children” (OSU)

“Classroom Interactions, Teacher-Child Relationships and Children’s Early Learning in Preschool” (UVA)

 

Kindergarten Transition and Context: Factors that Influence the Effects of Pre-K Programs
Meghan McCormick, JoAnn Hsueh, Barbara Condliffe, MDRC; Christina Weiland, University of Michigan; Catherine Snow, Harvard University; Jason Sachs, Boston Public Schools

“Summer Skill Development Between Pre-K and Kindergarten” (MDRC)

 

Preschool Selection, Sequences, and Persistence: Examining Programming and Child Development in the P-3 Continuum
Arya Ansari, Robert Pianta, Jessica Whittaker, Virginia Vitiello, Erik Ruzek, University of Virginia

“Starting Early: The Benefits of Attending Early Childhood Education Programs and Age 3” (UVA)

 

Examining Associations Between Executive Function, Classroom Engagement and Mathematics Outcomes: Does Gender Play a Role?
Jessica Whittaker, Tara Hofkens, Robert Pianta, Virginia Vitiello and Erik Ruzek, University of Virginia

March 15, 2019

Virginia Association for the Education of Young Children (VAAEYC) Annual Conference

 

Presentation

“The Transition from Pre-K to Kindergarten: Perspectives Across the Divide”
Nica Basuel and Marianna Lyulchenko, University of Virginia

March 6-9, 2019

Society for Research on Educational Effectiveness (SREE) Spring 2019 Conference

Tensions and Trade-Offs: Responding to Diverse Demands for Evidence

 

Presentations

“Effects of Instructional Alignment across PreK and Kindergarten: Evidence from the Boston Public Schools”
Meghan McCormick, Samantha Xia, Mirjana Pralica, MDRC; Christina Weiland, University of Michigan; JoAnn Hsueh, Michelle Maier, MDRC; Catherine Snow, Harvard University; Jason Sachs, Boston Public Schools

 

“Classroom and Instructional Quality in Community-Based and Public School PreK Programs: Evidence from New York City”
Meghan McCormick, Shira Mattera, Michelle Maier, MDRC; Anne Kou, Pamela Morris, New York University

Feb. 18-21, 2019

National Association of School Psychologists Annual Convention

Critical Questions and Practical Solutions: Improving the Practice and Usefulness of Education Research

 

Presentations

“Family-School Partnerships During the Transition into Kindergarten: Does Geography Matter?”
Rachel Schumacher, Hannah Kerby, Susan Sheridan, Amanda Witte, Natalie Koziol, Lisa Knoche, University of Nebraska-Lincoln

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Jan. 9-10, 2019

2019 Institute of Education Sciences Principal Investigators Meeting

Critical Questions and Practical Solutions: Improving the Practice and Usefulness of Education Research

 

Presentations

“Early Learning Research Network: Supporting Early Learning from Preschool through Early Elementary School Grades”
Arya Ansari, University of Virginia; Margaret Burchinal, University of North Carolina at Chapel Hill; Carol Connor, University of California, Irvine;
JoAnn Hsueh, MDRC; Jessica Logan, Ohio State University; Susan Sheridan, University of Nebraska-Lincoln; Virginia Vitiello, University of Virginia.

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“Evaluating features of personalized learning: including whether it is working for different students”
Concurrent Session: The Promise of Personalized Learning to Meet All Students’ Needs
Carol M. Connor; University of California, Irvine

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Oct. 18-20, 2018

Society for Research in Child Development Meeting

Promoting Character Development Among Diverse Children and Adolescents: The Roles of Families, Schools and Out-Of-School-Time Youth Development Programs

 

Poster

“Pre-K Children’s Academic Orientations: A New Child Survey Measure”
Erik Ruzek, Jamie Jirout, Virginia Vitiello, Jessica Vick Whittaker, Robert C. Pianta, University of Virginia; Katerina Schenke, UCLA

See poster details

Aug. 9-12, 2018

American Psychological Association Annual Convention

 

Poster

Context Matters: Neighborhood Characteristics and Preschool Children’s Vocabulary and Achievement
Hannah Kerby, Rachel Meisinger, Susan Sheridan, Amanda Witte, Lisa Knoche, Paul Dizona; University of Nebraska-Lincoln

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June 25-27, 2018

National Research Conference on Early Childhood 2018

 

Symposium
Early Learning Network Year 1 Results: Preschool Educational Practices and Child Outcomes
Chair: Susan Sheridan, University of Nebraska–Lincoln
Discussant: Sara Vecchiotti, Foundation for Child Development

Boston and North Carolina Pre-kindergarten Programs: Educational Practices and Child Outcomes
JoAnn Hseuh, Meghan McCormick, Michelle Maier; MDRC, Christina Weiland, University of Michigan; Margaret Burchinal, Irina Mokrova, Mary Bratsch-Hines, Ellen Peisner-Feinberg, University of North Carolina at Chapel Hill
Classroom Quality and Classroom Network Structure Predicting Student Outcomes
Jessica Logan, Kelly Purtell, Tzu-Jung Lin, Laura Justice, Ohio State University
Understanding the Effects of Classroom Processes on Child Outcomes in Pre-Kindergarten
Robert Pianta, Virginia Vitiello, Jessica Whittaker, Erik Ruzek, University of Virginia

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Presentation

Alignment of Early Childhood Policy and Classroom Processes and Practices in a Large, Diverse, Public School District
Jessica Whittaker, Robert Pianta, Virginia Vitiello, Erik Ruzek, Arya Ansari, University of Virginia

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April 25, 2018

CYFS Summit on Research in Early Childhood

 

Presentation

Preschool Profile in Urban/Rural Nebraska: Preliminary Findings From Network Research
Susan Sheridan, Lisa Knoche, Iheoma Iruka, Natalie Koziol, Amanda Witte, Bonnie Mackintosh, University of Nebraska-Lincoln

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April 13-17, 2018

American Educational Research Association 2018 Annual Meeting

 

Symposium
Cross-Sector Policy Alignment and Early Learning: Evidence From the Early Learning Network
Chair: Margaret Burchinal, University of North Carolina–Chapel Hill

Aligning Standards, Curricula, and Assessments in Early Education: Evidence From Rural North Carolina
Lora A. Cohen-Vogel, James Sadler, Michael Harris Little, Rebecca Merrill, University of North Carolina – Chapel Hill
Aligning Content and Mode of Instruction Across the Early Grades: A Study of Policies and Practices in the Boston Public School District
Meghan McCormick, MDRC, Christina Weiland, University of Michigan, JoAnn Hsueh, Nicole Leacock, MDRC, Laura Schick, University of Michigan
The Politics of Classroom Observation and Effective Teaching: The Optimizing Learning Opportunities for Students (OLOS) Observation System
Carol M. Connor, University of California – Irvine, Michele M. Mazzocco, University of Minnesota, Ann Schulte, Arizona State University, Deborah L. Vandell, University of California – Irvine
Kindergarten Transition in Ohio: Understanding Formal and Informal Supports
Kelly Purtell, Anne Valauri, Anna Rhoad-Drogalis, Laura M. Justice, Tzu-Jung Lin, Jessica Logan, Ohio State University
Understanding Policy and Contextual Factors in 12 Nebraska School Districts
Mark DeKraai, Susan M. Sheridan, Lisa Knoche, University of Nebraska-Lincoln, Iheoma Iruka Thompson, High Scope Educational Research Foundation

March 3, 2018

Crane Center for Early Childhood Research and Policy Spring Distinguished Speaker Series

 

Poster

Family Engagement across Early Childhood Grade Levels
Anne Valauri, Anna Rhoad-Drogalis, Kelly Purtell, Laura Justice, Tzu-Jung Lin, & Jessica Logan, Ohio State University

Feb. 28, 2018

Society for Research on Educational Effectiveness (SREE) Spring 2018 Conference

 

Symposium
Early Learning Network Year 1 Results: Preschool Educational Practices and Child Outcomes
Organizer: Susan Sheridan, University of Nebraska-Lincoln

Pre-Kindergarten Classroom Characteristics and Pre-Kindergarten Gains of Children Living in Rural Areas
Irina Mokrova, Margaret Burchinal, Mary Bratsch-Hines, & Ellen Peisner-Feinberg, University of North Carolina – Chapel Hill
How Does Quality of Curricular Implementation Support Diverse Children’s Skills in Prekindergarten?: Evidence from Boston
Meghan P. McCormick & Michelle Maier, MDRC, Christina Weiland, University of Michigan, JoAnn Hsueh, MDRC, Jason Sachs, Boston Public Schools, and Catherine Snow, Harvard University
Understanding the Effects of Classroom Processes on Child Outcomes in Pre-Kindergarten
Robert Pianta, Virginia Vitiello, Jessica Whittaker, & Erik Ruzek, University of Virginia
Classroom Quality and Classroom Network Structure Predicting Student Outcomes
Jessica Logan, Kelly Purtell, Tzu-Jung Lin, & Laura Justice, Ohio State University
Discussant: Carol Connor, University of California – Irvine

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Presentation

Addressing Rigor and Timeliness Tensions in a Research-Practice Partnership in the Boston Public Schools, part of University-Agency Partnerships to Strengthen Preschool: Four Examples of Improving Preschool at Scale
Christina Weiland, University of Michigan; Jason Sachs, Boston Public Schools

Feb. 13-16, 2018

2018 National Association of School Psychologists Annual Convention

 

Poster

Assessing Parent-Child Relationships and Correlates: Implications for Early Childhood
Rachel E. Meisinger, Hannah M. Kerby, Susan M. Sheridan, Amanda L. Witte and Amanda L. Moen; University of Nebraska-Lincoln

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Jan. 9-10, 2018

2018 Institute of Education Sciences Annual Principal Investigators Meeting

 

Presentation

Developing a Classroom Observation System
Carol Connor, University of California Irvine

April 6-8, 2017

Society for Research in Child Development Biennial Meeting

 

Presentation

Using Assessment and the OLOS Observation System to Inform and Promote Effective Early Learning Opportunities for Young Children
Carol Connor, Deborah Lowe Vandell, University of California Irvine, Nicole Sparapani, University of California Davis

Nov. 16 – 18, 2016

Preschool Development Grant/Race to the Top – Early Learning Challenge Grantee Meeting

 

Presentation

Early Learning Network: Research Informing Policy and Practice
Caroline Ebanks, Institute of Education Sciences
Susan Sheridan, Lisa Knoche, University of Nebraska-Lincoln

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