Arnold, D. H., Brown, S. A., Meagher, S., Baker, C. N., Dobbs, J., & Doctoroff, G. L. (2006). Preschool-based programs for externalizing problems. Education & Treatment of Children, 29, 311339.
Assel, M. A., Landry, S. H., Swank, P. R., & Gunnewig, S. (2007). An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten. Reading and Writing, 20, 463494.
Bierman, K. L., Domitrovich, C. E., Nix, R., Gest, S., Welsh, J. A., Greenberg, M. T., et al. (in press-a). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development.
Bierman, K., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. (in press-b). Executive functions and school readiness intervention: Impact, moderation, and mediation in Head Start REDI program. Development and Psychopathology.
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57, 111127.
Brooks-Gunn, J., Duncan, G., & Aber, L. (Eds.). (1997). Neighborhood poverty: Context and consequences for children (Vol. 1). New York: Russell Sage Foundation.
Brown, J. R., Knoche, L. L., Edwards, C. P., & Sheridan, S. M. (submitted). Professional development: A case study of early childhood programs in the Getting Ready Project.
Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12, 467488.
Conduct Problems Prevention Research Group (2002). Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems. Development and Psychopathology, 14, 925943.
Cosgrove, M., Fountain, C., Wehry, S., Wood, J., & Kasten, K. (submitted). Randomized field trial of an early literacy curriculum and instructional support system.
Diamond, A., Barnett, S., Thomas, J. & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 13871388.
Diamond, A., & Taylor, C. (1996). Development of an aspect of executive control: Development of the abilities to remember what I said and to Do as I say, not as I do. Developmental Psychobiology, 29, 315334.
Doctoroff, G. L., Greer, J. A., & Arnold, D. H. (2006). The relationship between social behavior and emergent literacy among preschool boys and girls. Journal of Applied Developmental Psychology, 27, 113.
Dodge, K. A., Pettit, G. S., & Bates, J. E. (1994). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child Development, 65, 649665.
Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young childrens social and emotional competence: A randomized trial of the preschool PATHS curriculum. Journal of Primary Prevention, 28, 6791.
Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. & Jones, D. (revised and resubmitted). Fostering high quality teaching with an enriched curriculum and professional development support: The Head Start REDI program.
Duncan, G. J. (2003). Modeling the impacts of child care quality on childrens preschool cognitive development. Child Development, 74, 14541475.
Duncan, G., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 14281446.
Fantuzzo, J., Bulotsky-Shearer, R., McDermott,P. A., McWayne, C., Frye, D., & Perlman, S. (2007). Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children. School Psychology Review, 36, 4462.
Fuligni, A. (revised and resubmitted). Childrens experiences in early childhood programs for low-income children: Influence of program type and curriculum use. Early Education and Development.
Gorman-Smith, D., & Tolan, P. (1998). The role of exposure to community violence and developmental problems among inner-city youth. Development and Psychopathology, 10, 101116.
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in childrens early academic success. Journal of School Psychology, 45, 319.
Greenberg, M. T., Riggs, N. R., & Blair, C. (2007). The role of preventive interventions in enhancing neurocognitive functioning and promoting competence in adolescence. In D. Romer & E. F. Walker (Eds.), Adolescent psychopathology and the developing brain: Integrating brain and prevention science (pp. 441462). New York: Oxford University Press.
Gresham, F. M., & Elliot, S. N. (1990). The Social Skills Rating System. Circle Pines, MN: American Guidance Services.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of childrens outcomes through eighth grade. Child Development, 72, 625638.
Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L. (2003). Regulatory contributors to children's kindergarten achievement. Early Education and Development, 14, 101119.
Izard, C., Trentacosta, C., King, K., Morgan, J., & Diaz, M. (2007). In G. Matthews, M. Zeidner, & R. Roberts (Eds.), Emotions, emotionality, and intelligence in the development of adaptive behavior: Knowns and unknowns. Series in affective science (pp. 127150). New York: Oxford University Press.
Justice, L. M., Cottone, E. A., Mashburn, A., & Rimm-Kaufman, S. E. (under review). Relationships between teachers and preschoolers who are at risk: Contribution of childrens language skills, temperamentally-based attributes, and gender. Journal of Speech, Language, and Hearing Research.
Klein, A., Starkey, P., Clements, D., Sarama, J. & Iyer, R. (in press). Effects of a pre-K mathematics intervention: A randomized experiment. Journal of Research on Educational Effectiveness.
Lengua, L. J. (2002). The contribution of emotionality and self-regulation to the understanding of childrens response to multiple risk. Child Development, 73, 144161.
Li-Grining, C. P. (2007). Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences. Developmental Psychology, 43, 208221.
Li-Grining, C. P., Raver, C. C., Smallwood, K. M., Sardin, L., Metzger, M. W., & Jones, S. M. (submitted). Classroom quality and teacher support in Head Start classrooms: The role of teachers psychosocial stressors. Early Education and Development.
LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., et al. (2007). Profiles of observed classroom quality in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22, 317.
Magnuson, K., Ruhm, C., & Waldfogel, J. (2007). The persistence of preschool effects: Do subsequent classroom experiences matter? Early Childhood Research Quarterly, 22, 1838.
Magnuson, K., & Duncan, G. (2003). Parent- versus child-based intervention strategies for promoting children's well-being. In A. Kalil & T. DeLeire (2004), Family investments in children's potential: Resources and parenting behaviors that promote success. Monographs in parenting (pp. 209235). Mahwah, NJ: Lawrence Erlbaum Associates.
Massey, S. L., Pence, K. L., Justice, L. M., & Bowles, R. P. (2008). Educators use of cognitively challenging questions in economically disadvantaged preschool classroom contexts. Early Education and Development, 19, 340360.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers literacy, vocabulary, and math skills. Developmental Psychology, 43, 947959.
McClelland, M. M., & Morrison, F. J. (2003).The emergence of learning-related social skills in preschool children. Early Childhood Research Review Quarterly, 18, 206224.
McDermott, P., Green, L. F., Francis, J. M., & Stott, D. H. (1996). Preschool Learning Behaviors Scale. Philadelphia: Edumetric and Clinical Science.
McDermott, P. A., Leigh, N. M., & Perry, M. A. (2002). Development and validation of the Preschool Learning Behaviors Scale. Psychology in the Schools, 39, 353365.
OConnor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 340369.
Preschool Curriculum Evaluation Research Consortium (2008). Effects of preschool curriculum programs on school readiness (NCER 20082009). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
Pence, K. L., Justice, L. M., & Wiggins, A. K. (in press). Preschool teachers fidelity in implementing a comprehensive language-rich curriculum.
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (submitted). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms.
Ramey, C. T., Ramey, S. L., & Stokes, B. R. (in preparation). Effective pre-K programs: Research evidence about program dosage and student achievement.
Ramey, S. L., Ramey, C. T., Kleinman, B. E., Lee, L. M., Farneti, C. L., Timraz, N. M., et al. (submitted). The effects of curriculum and coaching supports on classrooms and literacy skills of prekindergarten/Head Start students in Montgomery County Public Schools.
Raver, C. C. (2002). Emotions matter: Making the case for the role of young childrens emotional development for early school readiness. Social Policy Report, 16, 36.
Raver, C. C. (2004). Placing emotional self-regulation in sociocultural and socioeconomic contexts. Child Development, 75, 346353.
Raver, C. C., Garner, P., & Smith-Donald, R. (2007). The roles of emotion regulation and emotion knowledge for childrens academic readiness: Are the links causal? In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 121147). Baltimore: Brookes Publishing.
Raver, C. C., Jones, A. S., Li-Grining, C. P., Metzger, M., Smallwood, K., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly.
Raver, C. C., Jones, S. M., Li-Grining, C. P., Zhai, F., Bub, K., & Pressler, E. (submitted). CSRP's impact on low-income preschoolers' pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development.
Raver, C. C., Jones, S. T., Li-Grining, C., Zhai, F., Metzger, M., & Solomon, B. (revised and resubmitted). Multi-component intervention targeting childrens behavior problems in Head Start-funded preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology.
Raver, C. C., & Zigler, E. F. (1997). Focus section: New perspectives on Head Start. Social competence: An untapped dimension in evaluating Head Starts success. Early Childhood Research Quarterly, 12, 363385.
Riggs, N. R., Greenberg, M. T., Kusché, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS curriculum. Prevention Science, 7, 91102.
Rimm-Kaufman, S. E., Fan, X., Chiu, Y.-J., & You, W. (2007). The contribution of the Responsive Classroom Approach on childrens academic achievement: Results from a three year longitudinal study. Journal of School Psychology, 45, 401421.
Whitaker, S., Kinzie, M., Kraft-Sayre, M. E., Mashburn, A., & Pianta, R. C. (2007). Use and evaluation of web-based professional development services across participant levels of support. Early Childhood Education Journal, 34, 379386.
Zaslow, M., Reidy, M., Moorehouse, M., Halle, T., Calkins, J., & Margie, N. G. (2003). Progress and prospects on the development of indicators of school readiness. In Child and youth indicators: Accomplishments and future directions (in press). Bethesda, MD: National Institutes of Health.
"index.pdf" (pdf, 307.32Kb)
"apa.pdf" (pdf, 78.45Kb)
"apb.pdf" (pdf, 401.85Kb)
"apc.pdf" (pdf, 288.78Kb)
"apd.pdf" (pdf, 90.04Kb)
"ape.pdf" (pdf, 190.7Kb)