Relationships as malleable factors for children’s social-behavioral skills from preschool to grade 1: A longitudinal analysis
Early Education and Development (2021)
Susan M. Sheridan, Lisa L. Knoche, Courtney Boise, Amanda Witte, Natalie Koziol, Amanda Prokasky, Rachel Schumacher, and Hannah Kerby, University of Nebraska-Lincol
A missed opportunity? Instructional content redundancy in pre-K and kindergarten
AERA Open (2021)
Lora Cohen-Vogel, University of North Carolina at Chapel Hill; Michael Little, North Carolina State University; Wonkyung Jang, Margaret Burchinal, Mary Bratsch-Hines, University of North Carolina at Chapel Hill.
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics.
Early Childhood Research Quarterly (2021)
Arya Ansari, Ohio State University; Robert Pianta, Jessica Whittaker, Virginia Vitiello and Erik Ruzek, University of Virginia
Is skill type the key to the pre-K fadeout puzzle? Differential associations between enrollment in pre-K and constrained and unconstrained skills across kindergarten
Child Development (2021)
Meghan McCormick, MDRC; Christina Weiland, University of Michigan; JoAnn Hsueh, MDRC; Mirjana Pralica, MDRC; Amanda K. Weissman, University of Michigan; Lillie Moffett, University of Michigan; Catherine Snow, Harvard Graduate School of Education and Jason Sachs, Boston Public Schools.
Classroom process and practices in public pre-K programs: Describing and predicting educational opportunities in the early learning sector
Early Education and Development, 29(6), 797-813
Robert Pianta, Jessica Whittaker, Virginia Vitiello, Arya Ansari, Erik Ruzek; University of Virginia