Currently In Press

Cash, A. H., Hamre, B. K., Pianta, R. C., & Myers, S. S. (in press). Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration. Early Childhood Research Quarterly.

Grimm, K. J., Kuhl, A. P., & Zhang, Z. (in press). Measurement models, estimation, and the study of change. Structural Equation Modeling: A Multidisciplinary Journal.

Published in 2012

Downer, J., López, M., Grimm, K., Hamagami, A., Pianta, R., & Howes, C. (2012). Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings. Early Childhood Research Quarterly, 27(1), 21-32.

Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., Locasale-Crouch, J. L., Downer, J. T. … Scott-Little, C. (2012). A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice. American Educational Research Journal, 29(1), 88-123.

Published in 2011

Bayat, M. (2011). Use of Dialogue Journals and Video-Recording in Early Childhood Teacher Education. Journal of Early Childhood Education, 31, 159-172.

Burchinal, M., & Forestieri, N. (2011). Development of Early Literacy: Evidence from Major US Longitudinal Studies. In D. Dickinson & S. Neuman (Eds.), Handbook of Early Literacy Research, Volume 3 (pp. 85-96). New York: Guilford Press.

Fitzpatrick, M., Grissmer, D., & Hastedt, S. (2011). What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment. Economics of Education Review, 30(2), 269-279.

Graves, S. L., & Howes, C. (2011). Ethnic differences in social-emotional development in preschool: the impact of teacher-child relationships and classroom quality. School Psychology Quarterly, 26(3), 202-214.

LoCasale-Crouch, J., Kraft-Sayre, M., Pianta, R., Hamre, K., Downer, J., Leach, A., … Scott-Little, C. (2011). Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned. National Head Start Association Dialog, 14(4), 275-292.

Pianta, R. C., Hamre, B., & Downer, J. T. (2011). Aligning measures of quality with professional development goals and goals for children’s development. In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 297-315). Baltimore: Paul H. Brookes.

Serpell, Z., & Mashburn, A. (2011). Family-School Connectedness and Children’s Early Social Development. Social Development. doi: 10.1111/j.1467-9507.2011.00623.x.

Vitiello, V., Downer, J.T. & Williford, A. (2011). Addressing the learning needs of dual language learners: The role of teacher-child interactions within a multi-state study of preschool programs. In C. Howes & R.C. Pianta (Eds.) Investigating the classroom experiences of young dual language learners. Baltimore: Brookes.

Published in 2010

Barbarin, O., Downer, J., Odom, E., & Head-Reeves, D. (2010). Home-school differences in beliefs, support, and control during public pre-kindergarten and their link to children’s kindergarten readiness. Early Childhood Research Quarterly, 25(3), 358-372.

Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166-176.

Chien, N.C., Howes, C., Burchinal, M., Pianta, R., Ritchie, S., Bryant, D., … Barbarin, O. (2010). Children’s Classroom Engagement and Gains in Academic and Social-Emotional Outcomes across Pre-Kindergarten. Child Development, 81(5), 1534-1549.

Grimm, K. J., Ram, N., & Estabrook, R. (2010). Nonlinear Structured Growth Mixture Models in Mplus and OpenMx. Multivariate Behavioral Research, 45(6), 887-909.

Grimm, K. J., Steele, J. S., Mashburn, A. J., Burchinal, M., & Pianta, R. C. (2010). Early behavioral associations of achievement trajectories. Developmental Psychology, 46(5), 976-983.

Grimm, K. J., & Widaman, K. F. (2010). Residual Structures in Latent Growth Curve Modeling. Structural Equation Modeling, 17, 424-442.

Grissmer, D. W., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: two new school readiness indicators. Developmental Psychology, 46(5), 1008-1017.

Henry, A. E., & Pianta, R. C. (2010). Effective teacher-child interactions and children’s literacy: Evidence for scalable, aligned approaches to professional development. In D. Dickinson & S. Neuman (Eds.), Handbook of Early Literacy Research (pp. 308-320). New York: Guilford Press.

Howes, C. (2010). Culture and Child Development in Early Childhood Programs: Practices for Quality Education and Care. New York: Teachers College Press.

Howes, C., & Pianta, R. (Eds.). (2010). Foundations for Teaching Excellence: Connection Early Childhood Quality Rating, Professional Development, and Competency Systems in States. Volume 2 in the NCRECE series. Baltimore: Brookes Publishing Co.

Mashburn, A., & Pianta, R. (2010). Opportunity in early education: Improving teacher-child interactions and child outcomes. In A. J. Reynolds, A. J. Rolnick, M. M. Englund, & J. A. Temple (Eds.), Childhood Programs and Practices in the First Decade of Life: A Human Capital Integration (pp. 243-265). New York: Cambridge University Press.

Published in 2009

Early, D. M., Iruka, I. U., Ritchie, S., Barbarin, O. A., Winn, D. C., Crawford, G. M., … Pianta, R. C. (2009). How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly, 25, 177-193.

Grimm, K. J., & Ram, N. (2009). A Second-order growth mixture model for developmental research. Research in Human Development, 6(2-3), 121-143.

Hamre, B. K., & Pianta, R. C. (2009). Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students. New Directions for Youth Development, 121, 33-46.

Mashburn, A. J., Justice, L. M., Downer, J. T., Pianta, R. C. (2009). Peer effects on children’s language development during pre-kindergarten. Child Development, 80(3), 686-702.

Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The Effects of Preschool Education: What We Know, How Public Is or Is Not Aligned With the Evidence Base, and What We Need to Know. Psychological Science in the Public Interest, 10(2), 49-88.

Pianta, R.C., & Howes, C. (Eds.). (2009). The Promise of Pre-kindergarten. Volume 1 in the NCRECE Series. Baltimore: Brookes Publishing Co.

Published in 2008

Burchinal, M. (2008). How measurement error affects the interpretation and understanding of effect sizes. Child Development Perspectives, 2, 178-188.

Burchinal, M., Hyson, M., & Zaslow, M. (2008). Competencies and credentials for early childhood educators: What do we know and what do we need to know? NHSA Dialog Brief, 11(1), Alexandria, VA: National Head Start Association.

Grissmer, D.W., & Eiseman, E. (2008).  Can gaps in the quality of early environment and non-cognitive skills help explain persisting Black-White achievement gaps? In J. Waldfogel & K. Magnuson (Eds.). Steady Gains and Stalled Progress: Inequality and the Black-White Test Score Gap (pp. 139-180). New York: Russell Sage Foundation.

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., … Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic language, and social skills. Child Development, 79(3), 732-749.

Pianta, R.C., & Hadden, D.S. (2008). What we know about the quality of early education settings: Implications for research on teacher preparation and professional development.  National Association of State Boards of Education. Alexandria, VA: State Education Standard.

Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-451.

Vu, J. A., Jeon, H.-J., & Howes, C. (2008).  Formal education, credential, or both: Early childhood program practices.  Early Education and Development, 19, 479-504.