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Governing early learning among the American states

Children and youth services review, 2022-12, Vol.143, p.106625, Article 106625

2022

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A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten

AERA open, 2021-04, Vol.7 (1), p.233285842110061

2021

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Too much too soon? An analysis of the discourses used by policy advocates in the debate over kindergarten

Education policy analysis archives, 2016-10, Vol.24 (106), p.106

2016

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Data-driven decision making in early education: Evidence From North Carolina’s Pre-K program

Education policy analysis archives, 2019-03, Vol.27 (18), p.18

2019

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When neighbours matter most: innovation, diffusion and state policy adoption in tertiary education

Journal of education policy, 2007-05, Vol.22 (3), p.241-262

2007

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Governing Quality in Teacher Education: Deconstructing Federal Text and Talk

American journal of education, 2007-11, Vol.114 (1), p.137-163

2007

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The Public Policy Process among Southeastern States: Elaborating Theories of Regional Adoption and Hold-Out Behavior

Policy studies journal, 2007-11, Vol.35 (4), p.607-628

2007

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Schooling Closer to Home: Desegregation Policy and Neighborhood Contexts

American journal of education, 2006-05, Vol.112 (3), p.335-362

2006

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"Staffing to the Test": Are Today's School Personnel Practices Evidence Based?

Educational evaluation and policy analysis, 2011-12, Vol.33 (4), p.483-505

Cohen-Vogel, Lora

2011

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Examining Three Hypotheses for Pre-Kindergarten Fade-Out

Developmental psychology, 2022-03, Vol.58 (3), p.453-469

2022

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(Mis)Alignment of instructional policy supports in Pre-K and kindergarten: Evidence from rural districts in North Carolina

Early childhood research quarterly, 2020-01, Vol.52, p.30-43

2020

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Civic Education and the Paradox of Political Participation

Peabody journal of education, 2019-01, Vol.94 (1), p.1-3

Cohen-Vogel, Lora

2019

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When School Doesn’t Start at Age 5

The Elementary school journal, 2022-09, Vol.123 (1), p.176-202

2022

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Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network

Early childhood research quarterly, 2024-01, Vol.68, p.35-44

2024

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Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes

Early childhood research quarterly, 2023-01, Vol.63, p.145-155

2023

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A View from Within: Lessons Learned from Partnering for Continuous Improvement

Teachers College record (1970), 2019-09, Vol.121 (9), p.1-38

2019

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Cultures of Learning in Effective High Schools

Educational administration quarterly, 2016-10, Vol.52 (4), p.602-642

2016

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Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina

Educational policy (Los Altos, Calif.), 2024-09

2024

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Continuous improvement in the public school context: Understanding how educators respond to plan–do–study–act cycles

Journal of educational change, 2017-11, Vol.18 (4), p.465-494

2017

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When School Doesn't Start at Age 5: Elementary Principal Leadership of Pre-K Programs in Schools

The Elementary school journal, 2022-09, Vol.123 (1), p.176-202

2022

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Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina

Early education and development, 2020-07, Vol.31 (5), p.796-815

2020

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“Quality” assurance features in state-funded early childhood education: A policy brief

Children and youth services review, 2020-06, Vol.113, p.104972, Article 104972

2020

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Partnering for Improvement: Improvement Communities and Their Role in Scale Up

Peabody journal of education, 2017-10, Vol.92 (5), p.569-588

2017

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Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment

Leadership and policy in schools, 2019-01, Vol.18 (1), p.1-34

2019

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What Shapes Principals’ Early Education Leadership Practices? A Mixed-Methods Study of North Carolina School Leaders

Leadership and policy in schools, 2023-11, p.1-22

2023

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Governing early learning among the American states

A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten

Too much too soon? An analysis of the discourses used by policy advocates in the debate over kindergarten

Data-driven decision making in early education: Evidence From North Carolina’s Pre-K program

When neighbours matter most: innovation, diffusion and state policy adoption in tertiary education

Governing Quality in Teacher Education: Deconstructing Federal Text and Talk

The Public Policy Process among Southeastern States: Elaborating Theories of Regional Adoption and Hold-Out Behavior

Schooling Closer to Home: Desegregation Policy and Neighborhood Contexts

"Staffing to the Test": Are Today's School Personnel Practices Evidence Based?

Examining Three Hypotheses for Pre-Kindergarten Fade-Out

(Mis)Alignment of instructional policy supports in Pre-K and kindergarten: Evidence from rural districts in North Carolina

Civic Education and the Paradox of Political Participation

When School Doesn’t Start at Age 5

Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network

Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes

A View from Within: Lessons Learned from Partnering for Continuous Improvement

Cultures of Learning in Effective High Schools

Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina

Continuous improvement in the public school context: Understanding how educators respond to plan–do–study–act cycles

When School Doesn't Start at Age 5: Elementary Principal Leadership of Pre-K Programs in Schools

Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina

“Quality” assurance features in state-funded early childhood education: A policy brief

Partnering for Improvement: Improvement Communities and Their Role in Scale Up

Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment

What Shapes Principals’ Early Education Leadership Practices? A Mixed-Methods Study of North Carolina School Leaders

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