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Advanced Content Coverage at Kindergarten: Are There Trade-Offs Between Academic Achievement and Social-Emotional Skills?

American educational research journal, 2019-08, Vol.56 (4), p.1254-1280

2019

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Using the early childhood environment rating scale-Revised in high stakes contexts: Does evidence warrant the practice?

Early childhood research quarterly, 2018-01, Vol.42, p.158-169

2018

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Full- Versus Part-Day Kindergarten for Children With Disabilities: Effects on Academic and Social-Emotional Outcomes

American educational research journal, 2016-06, Vol.53 (3), p.708-744

2016

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Is full-day kindergarten linked to children’s physical activity?

Early childhood research quarterly, 2017-01, Vol.40, p.138-149

2017

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Examining the Associations Between Daily Caregiving Discontinuity and Children's Social-Emotional Outcomes

Developmental psychology, 2015-05, Vol.51 (5), p.635-648

2015

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Can College Outreach Programs Improve College Readiness? The Case of the College Bound, St. Louis Program

Research in higher education, 2016-05, Vol.57 (3), p.261-287

2016

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When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective

Early education and development, 2020-10, Vol.31 (7), p.1011-1030

2020

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A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language

System (Linköping), 2018-04, Vol.73, p.4-15

2018

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Identifying baseline and ceiling thresholds within the Qualistar Early Learning Quality Rating and Improvement System

Early childhood research quarterly, 2015-01, Vol.30 (Pt B), p.215-226

2015

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Incentive Pay Programs Do Not Affect Teacher Motivation or Reported Practices: Results From Three Randomized Studies

Educational evaluation and policy analysis, 2013-03, Vol.35 (1), p.3-22

2013

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A Kindergarten Teacher Like Me: The Role of Student-Teacher Race in Social-Emotional Development

American educational research journal, 2017-04, Vol.54 (1_suppl), p.78S-101S

2017

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Do Student-Level Incentives Increase Student Achievement? A Review of the Effect of Monetary Incentives on Test Performance

Teachers College record (1970), 2020-03, Vol.122 (3), p.1-34

Le, Vi-Nhuan

2020

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Using Generalized Additive Modeling to Empirically Identify Thresholds within the ITERS in Relation to Toddlers' Cognitive Development

Developmental psychology, 2013-04, Vol.49 (4), p.632-645

2013

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The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures

Journal of educational measurement, 2007-03, Vol.44 (1), p.47-67

2007

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Examining the Denver Preschool Program tuition credit in relation to children's academic and attendance outcomes at kindergarten

Early childhood research quarterly, 2021-01, Vol.55, p.24-34

2021

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Accounting for movement between childcare classrooms: Does it change teacher effects interpretations?

Journal of applied developmental psychology, 2012, Vol.33 (1), p.1-12

2012

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Measuring Deeper Learning Through Cognitively Demanding Test Items: Results from the Analysis of Six National and International Exams

2014

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English language learners and kindergarten entry age: Achievement and social-emotional effects

The Journal of educational research (Washington, D.C.), 2016-07, Vol.109 (4), p.424-435

2016

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Home-Based Child Care Provider Education and Specialized Training: Associations With Caregiving Quality and Toddler Social-Emotional and Cognitive Outcomes

Early education and development, 2017-08, Vol.28 (6), p.655-668

2017

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Team Pay for Performance: Experimental Evidence From the Round Rock Pilot Project on Team Incentives

Educational evaluation and policy analysis, 2012-12, Vol.34 (4), p.367-390

2012

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Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement

1, 2006

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Assessing the Validity of the Qualistar Early Learning Quality Rating and Improvement System as a Tool for Improving Child-Care Quality

1, 2008

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Play, PE, Paint, and Performance: What Gets Left Behind When Teaching Academic Content in Kindergarten

The Elementary school journal, 2024-06, Vol.124 (4), p.542-562

2024

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Play, PE, Paint, and Performance

The Elementary school journal, 2024-06, Vol.124 (4), p.542-562

2024

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Disparities Across Time: Exploring Absenteeism Patterns between Cohorts of Students with Disabilities

Teachers College record (1970), 2020-11, Vol.122 (11), p.1-32

2020

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Advanced Content Coverage at Kindergarten: Are There Trade-Offs Between Academic Achievement and Social-Emotional Skills?

Using the early childhood environment rating scale-Revised in high stakes contexts: Does evidence warrant the practice?

Full- Versus Part-Day Kindergarten for Children With Disabilities: Effects on Academic and Social-Emotional Outcomes

Is full-day kindergarten linked to children’s physical activity?

Examining the Associations Between Daily Caregiving Discontinuity and Children's Social-Emotional Outcomes

Can College Outreach Programs Improve College Readiness? The Case of the College Bound, St. Louis Program

When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective

A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language

Identifying baseline and ceiling thresholds within the Qualistar Early Learning Quality Rating and Improvement System

Incentive Pay Programs Do Not Affect Teacher Motivation or Reported Practices: Results From Three Randomized Studies

A Kindergarten Teacher Like Me: The Role of Student-Teacher Race in Social-Emotional Development

Do Student-Level Incentives Increase Student Achievement? A Review of the Effect of Monetary Incentives on Test Performance

Using Generalized Additive Modeling to Empirically Identify Thresholds within the ITERS in Relation to Toddlers' Cognitive Development

The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures

Examining the Denver Preschool Program tuition credit in relation to children's academic and attendance outcomes at kindergarten

Accounting for movement between childcare classrooms: Does it change teacher effects interpretations?

Measuring Deeper Learning Through Cognitively Demanding Test Items: Results from the Analysis of Six National and International Exams

English language learners and kindergarten entry age: Achievement and social-emotional effects

Home-Based Child Care Provider Education and Specialized Training: Associations With Caregiving Quality and Toddler Social-Emotional and Cognitive Outcomes

Team Pay for Performance: Experimental Evidence From the Round Rock Pilot Project on Team Incentives

Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement

Assessing the Validity of the Qualistar Early Learning Quality Rating and Improvement System as a Tool for Improving Child-Care Quality

Play, PE, Paint, and Performance: What Gets Left Behind When Teaching Academic Content in Kindergarten

Play, PE, Paint, and Performance

Disparities Across Time: Exploring Absenteeism Patterns between Cohorts of Students with Disabilities

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