publication venue for
- Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood. 64:381-393. 2023
- Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools. 63:313-326. 2023
- Are translated mathematics items a valid accommodation for dual language learners? Evidence from ECLS-K. 57:89-101. 2021
- Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling. 54:125-135. 2021
- Influences of the Home Language and Literacy Environment on Spanish and English Vocabulary Growth among Dual Language Learners.. 57:27-39. 2021
- Null relations between CLASS scores and gains in children's language, math, and executive function skills: A replication and extension study. 54:1-12. 2021
- Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners. 48:256-266. 2019
- Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children: A differential item functioning analysis. 47:99-110. 2019
- Examining early childhood teachers' writing practices: Associations between pedagogical supports and children's writing skills. 39:35-46. 2017
- Enhancing preschool children's vocabulary: Effects of teacher talk before, during and after shared reading. 29:214-226. 2014
- Family and social risk, and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes. 25:432-449. 2010
- Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.. 25:51-64. 2010
- Adaptive and Effortful Control and Academic Self-efficacy Beliefs on Achievement: A Longitudinal Study of 1 through 3 Graders.. 23:515-526. 2008