Kindergarten through Grade 3 Outcomes Associated with Participation in High-Quality Early Care and Education: A RCT Follow-Up Study
Diane Horm, Shinyoung Jeon, Moira Clavijo, and Melissa Acton
This study investigated child outcomes, kindergarten through Grade 3, of 75 children randomly assigned as infants to either participate or not in an enhanced Early Head Start/Head Start program.
What We Lose When We Focus on Learning Loss
Tulsa SEED Study Team
A year after school reopening, demands on teachers couldn't be higher.
Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family-Teacher Relationships and Approaches to Learning
Shinyoung Jeon, Lieny Jeon, Sarah Lang, Kaitlyn Newell
This study examined the impact that teachers' depressive symptoms have on children's math scores.
The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs
Kyong-Ah Kwon, Shinyoung Jeon, Lieny Jeon, Sherri Castle
The study examined whether teacher depression is directly or indirectly associated with children's social-emotional and language development in the context of Early Head Start programs.
Do stability of care and teacher-child interaction quality predict child outcomes in Early Head Start?
Ji Young Choi, Diane Horm, Shinyoung Jeon, Dahyung Ryu
This study examined whether children's outcomes at age 3 were predicted by their experiences in Early Head Start, focusing on the stability of care and teacher-child interactions.
Peer effects on low-income childrens' learning and development
Ji Young Choi, Sherri Castle, Margaret Burchinal, Diane Horm, Shannon Guss
This study exmained whether peers' receptive vocabulary skills and teacher-reported social-emotional functioning measured at the beginning of the school year were related to children's gains over the course of the year.
