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The Role of Early Schooling in Shaping Inequality in Academic, Executive Functioning, and Social-Emotional Skills

Socius : sociological research for a dynamic world, 2023-01, Vol.9

2023

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Teacher-Child Relationship Quality and Academic Achievement in Elementary School: Does Gender Matter?

Journal of educational psychology, 2015-05, Vol.107 (2), p.502-516

2015

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Time Well Spent: Home Learning Activities and Gains in Children's Academic Skills in the Prekindergarten Year

Developmental psychology, 2020-04, Vol.56 (4), p.710-726

2020

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Home Visiting Impacts During the Pandemic: Evidence From a Randomized Controlled Trial of Child First

Journal of family psychology, 2023-08, Vol.37 (5), p.569-580

2023

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The Role of Elementary School and Home Quality in Supporting Sustained Effects of Pre-K

Journal of educational psychology, 2020-07, Vol.112 (5), p.956-972

2020

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Teacher–child relationships and academic achievement: A multilevel propensity score model approach

Journal of school psychology, 2013-10, Vol.51 (5), p.611-624

2013

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An Examination of the Efficacy of INSIGHTS in Enhancing the Academic and Behavioral Development of Children in Early Grades

Journal of educational psychology, 2014-11, Vol.106 (4), p.1156-1169

2014

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Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners' Academic Achievement

Early education and development, 2024-05, Vol.35 (4), p.667-690

2024

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Does Kindergarten Instruction Matter for Sustaining the Prekindergarten (PreK) Boost? Evidence From Individual- and Classroom-Level Survey and Observational Data

Developmental psychology, 2022-07, Vol.58 (7), p.1298-1317

2022

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Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

American educational research journal, 2021-04, Vol.58 (2), p.420-455

2021

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The Hidden Role of Teachers: Child and Classroom Predictors of Change in Interracial Friendships

The Journal of early adolescence, 2017-10, Vol.37 (8), p.1093-1124

2017

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Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains

Early childhood research quarterly, 2022-01, Vol.60, p.96-109

2022

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Conceptualizing Academic Norms in Middle School: A Social Network Perspective

The Journal of early adolescence, 2015-05, Vol.35 (4), p.441-466

2015

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Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior

Early childhood research quarterly, 2021-01, Vol.55, p.107-118

2021

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Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?

Journal of school psychology, 2017-10, Vol.64, p.76-92

2017

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Making My Future Work: Evaluation of a New College and Career Readiness Curriculum

Youth & society, 2018-09, Vol.50 (6), p.841-866

2018

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Moods, Stressors, and Severity of Marital Conflict: A Daily Diary Study of Low-Income Families

Family relations, 2017-07, Vol.66 (3), p.425-440

2017

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Enhancing the Academic Development of Shy Children: A Test of the Efficacy of INSIGHTS

School psychology review, 2014-09, Vol.43 (3), p.239-259

2014

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Feasible, Rigorous, and Relevant: Validation of a Measure of Friendship Homophily for Diverse Classrooms

The Journal of early adolescence, 2015-06, Vol.35 (5-6), p.817-851

2015

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Interparental Interactions and Adolescent Mood: A Daily Diary Approach

Journal of child and family studies, 2018-05, Vol.27 (5), p.1460-1472

2018

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Parent Involvement, Emotional Support, and Behavior Problems: An Ecological Approach

The Elementary school journal, 2013-12, Vol.114 (2), p.277-300

2013

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Correction to: Interparental Interactions and Adolescent Mood: A Daily Diary Approach

Journal of child and family studies, 2018-05, Vol.27 (5), p.1703-1703

2018

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Long-Term Effects of Social-Emotional Learning on Academic Skills: Evidence from a Randomized Trial of INSIGHTS

Journal of research on educational effectiveness, 2021-01, Vol.14 (1), p.1-27

2021

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Early mother-child attachment and behavior problems in middle childhood: the role of the subsequent caregiving environment

Attachment & human development, 2014-11, Vol.16 (6), p.590-612

2014

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Child Temperament and Home-Based Parent Involvement at Kindergarten Entry: Evidence From a Low-Income, Urban Sample

Early education and development, 2017-07, Vol.28 (5), p.590-606

2017

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The Role of Early Schooling in Shaping Inequality in Academic, Executive Functioning, and Social-Emotional Skills

Teacher-Child Relationship Quality and Academic Achievement in Elementary School: Does Gender Matter?

Time Well Spent: Home Learning Activities and Gains in Children's Academic Skills in the Prekindergarten Year

Home Visiting Impacts During the Pandemic: Evidence From a Randomized Controlled Trial of Child First

The Role of Elementary School and Home Quality in Supporting Sustained Effects of Pre-K

Teacher–child relationships and academic achievement: A multilevel propensity score model approach

An Examination of the Efficacy of INSIGHTS in Enhancing the Academic and Behavioral Development of Children in Early Grades

Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners' Academic Achievement

Does Kindergarten Instruction Matter for Sustaining the Prekindergarten (PreK) Boost? Evidence From Individual- and Classroom-Level Survey and Observational Data

Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

The Hidden Role of Teachers: Child and Classroom Predictors of Change in Interracial Friendships

Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains

Conceptualizing Academic Norms in Middle School: A Social Network Perspective

Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior

Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?

Making My Future Work: Evaluation of a New College and Career Readiness Curriculum

Moods, Stressors, and Severity of Marital Conflict: A Daily Diary Study of Low-Income Families

Enhancing the Academic Development of Shy Children: A Test of the Efficacy of INSIGHTS

Feasible, Rigorous, and Relevant: Validation of a Measure of Friendship Homophily for Diverse Classrooms

Interparental Interactions and Adolescent Mood: A Daily Diary Approach

Parent Involvement, Emotional Support, and Behavior Problems: An Ecological Approach

Correction to: Interparental Interactions and Adolescent Mood: A Daily Diary Approach

Long-Term Effects of Social-Emotional Learning on Academic Skills: Evidence from a Randomized Trial of INSIGHTS

Early mother-child attachment and behavior problems in middle childhood: the role of the subsequent caregiving environment

Child Temperament and Home-Based Parent Involvement at Kindergarten Entry: Evidence From a Low-Income, Urban Sample

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