Tag: 2021 Publication

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 »

“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 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 »

Teachers’ use of questions during shared book reading: Relations to child responses

Published: October 2021 Publication: Early Childhood Research Quarterly CLI Author: Tricia A, Zucker, PhD Abstract: This study examined the extent to which preschool teachers used different types of questions during classroom-based shared book reading. Our goals were to describe the question wording teachers use to elicit child responses and to consider sequential relations between types… Read more »

A strengths-based, culturally responsive family intervention improves Latino kindergarteners’ vocabulary and approaches to learning

Published: October 2021 Publication: Child Development CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (Mage = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes in… Read more »

Novel Oppositional Defiant Disorder 6 Months After Traumatic Brain Injury in Children and Adolescents

Published: November 2021 Publication: The Journal of Neuropsychiatry and Clinical Neurosciences CLI Author: Linda Ewing-Cobbs, PhD Abstract: Objective: The investigators aimed to assess predictive factors of novel oppositional defiant disorder (ODD) among children and adolescents in the first 6 months following traumatic brain injury (TBI). Methods: Children ages 5-14 years who experienced a TBI were… Read more »

Teachers’ Use of Scaffolds Within Conversations During Shared Book Reading

Published: November 2021 Publication: Language, Speech, and Hearing Services in Schools CLI Author: Tricia Zucker, PhD Abstract: Purpose: We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the teacher to scaffold emerging language skills. This study provides detailed analysis of scaffolding strategies… Read more »

Effective Connectivity in the Default Mode Network after Paediatric Traumatic Brain Injury

Published: November 2021 Publication: European Journal of Neuroscience CLI Authors: Dana M. DeMaster, PhD, Linda Ewing-Cobbs, PhD, and Kelly A. Vaughn, PhD Abstract: Children who experience a traumatic brain injury (TBI) are at elevated risk for a range of negative cognitive and neuropsychological outcomes. Identifying which children are at greatest risk for negative outcomes can… Read more »