Author: lperronne

Replication of Combined School Readiness Interventions for Teachers and Parents of Head Start Pre-Kindergarteners Using Remote Delivery

Published: April 2021 Publication: Early Childhood Research Quarterly CLI Authors: Susan H. Landry, PhD, Tricia A. Zucker, PhD, Janelle J. Montroy, PhD, Hsien-Yuan Hsu, PhD, Mike A. Assel, PhD, Cheryl Varghese, PhD, and April Crawford, PhD Abstract: This replication study examined remote delivery of 2 evidence-based prekindergarten (pre-k) interventions to evaluate whether the combination of… Read more »

Expectancy-value theory & preschool parental involvement in informal STEM learning

Published: September 2021 Publication: Journal of Applied Developmental Psychology CLI Authors: Tricia Zucker, PhD,  Janelle Montroy, PhD, Michael Assel, PhD, and Gloria Yeomans-Maldonado, PhD Abstract: Using expectancy-value theory, we explored whether parents’ perceived expectancies, value, and costs relate to parent involvement in science and math activities. We also explored whether informal learning varied based on… Read more »

Low-Income Elementary Students Access to Books & Reading Motivation

Published: July 9, 2022 Publication: Reading Psychology CLI Authors: Dr. Tricia Zucker and Dr. Yoonkyung Oh Abstract: This study examines the feasibility of adding a proximal outcome survey to a book distribution program. We also examine access to books at home for Grade 3 to 5 students experiencing poverty and relations with reading motivation and… Read more »

When Seeing is Believing: A Framework for Reflective Conversations in Remote and Face-to-Face Coaching Approaches

Published: April 2022 Publication: Early Childhood Education Journal CLI Authors: Maram Ahmed, Dr. April Crawford, Linda Morgan-Dorsey, Tracy Osborn, Laura Prendergast, and Dr. Cheryl Varghese Abstract: Reflective conversations between teachers and coaches are critical to helping teachers improve their classroom instruction. Coaches who encourage teachers to “see, think, and do” are better able to facilitate… Read more »

Effective connectivity between resting-state networks in depression

Published: March 2022 Publication: Journal of Affective Disorders CLI Author: Dana DeMaster, PhD Abstract: Rationale: Although depression has been widely researched, findings characterizing how brain regions influence each other remains scarce, yet this is critical for research on antidepressant treatments and individual responses to particular treatments. Objectives: To identify pre-treatment resting state effective connectivity (rsEC)… Read more »

“Doing What I can, but I got no Magic Wand”

A Snapshot of Early Childhood Educator Experiences and Efforts to Ensure Quality During the COVID-19 Pandemic Published: May 2021 Publication: Early Childhood Education Journal CLI Authors: April Crawford, PhD, Cathy L. Guttentag, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, Kelly A. Vaughn, PhD, and Tricia A, Zucker, PhD Abstract: The COVID-19 pandemic impacted early childhood programs… Read more »

An ode to Fetal, Infant, and Toddler Neuroimaging: Chronicling early clinical to research applications with MRI, and an introduction to an academic society connecting the field

Published: February 2022 Publication: Developmental Cognitive Neuroscience CLI Author: Kelly A. Vaughn, PhD Abstract: Fetal, infant, and toddler neuroimaging is commonly thought of as a development of modern times (last two decades). Yet, this field mobilized shortly after the discovery and implementation of MRI technology. Here, we provide a review of the parallel advancements in… Read more »

How the Amount of Teacher Spanish Use Interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary

Published: February 2022 Publication: Early Education and Development CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Research Findings: We examined the amount of preschool lead/assistant teachers’ English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners’ (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children’s… Read more »

An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers

Published: August 2021 Publication: Early Education and Development CLI Authors: April Crawford, PhD, Reese-Anna Cummins, Cathy L. Guttentag, PhD, Susan H. Landry, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, and Tricia A, Zucker, PhD Abstract: This pilot study conducted an initial evaluation of the Center for Improving the Readiness of Children for Learning and Education… Read more »

A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms

Published: September 2021 Publication: Journal of Educational Psychology CLI Authors: Vibhutibala Bhavsar, April Crawford, PhD, Hsien-Yuan Hsu, PhD, Susan H. Landry, PhD, Pauline Monsegue-Bailey, PhD, Cheryl Varhese, PhD, and Tricia A, Zucker, PhD Abstract: This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The Early Education model (TEEM). Child care teachers… Read more »