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Publications

ECEI staff, along with doctoral students in the ILAC Ph.D. program, work in partnership with affiliated faculty, fellows, and partners to increase the generation and dissemination of early childhood research. Our content areas include teacher characteristics and well-being, early childhood services and quality of care, and child outcomes.

Our publications are listed below and are searchable by year of publication, author, and title.

DateAuthor Title 
2026Choi, J. Y., Jeon, S., Park, Y., Boros, A., Van Pay, C., & Gallagher, K. Classroom verbal  interactions and play behaviors in Head Start: Predictors and outcomes across child language status. Journal of Applied Developmental Psychology, 103, 101920. https://doi.org/10.1016/j.appdev.2025.101920 
2026Gallagher, K. C., Daro, A. M., Ssentuuwa, R., Horm, D., Wang, L. (In Press). How policies can support and sustain early childhood teacher well-being. Teaching Young Children, 1(2), 70-74. 
2026Jeon, S., Garcia, A. S., Castle, S., Frechette, E. M., & Vega Ruvalcaba, D. Classroom quality and individual children’s classroom experiences: Associations with language and math skills in Head Start. Early Education and Development, 1-22. https://doi.org/10.1080/10409289.2026.2618800 
2026Kwon, K., Ford, T. G., Cheema, C., Kile, M., Wang, H., Tsotsoros, J., Randall, K., Lloyd-Jones, B., Castle, S., Jang, S., Jung, Y., Lee, H., Kim, S., Sorrels, B., Wang, L., Horm, D., & Jang, W. Head Start staff well-being: Early impact results from a cluster randomized controlled trial (RCT) of a holistic wellness intervention. Early Childhood Research Quarterly, 76, 74-86. https://doi.org/10.1016/j.ecresq.2026.01.001 
2025Hustedt, J. T., Slicker, G., & Kelly, C. L.  Populations served by child care centers accepting subsidies and linkages with state subsidy policies. Early Education and Development, 37(1), 107-129. https://doi.org/10.1080/10409289.2025.2537462 
2025Jang, W., Horm, D., Kwon, K., Lu, K., Kasak, R., & Park, J.  Leveraging natural language processing to deepen understanding of parent–child interaction processes and language development. Family Relations, 74(3), 1146-1173.  https://doi.org/10.1111/fare.13198 
2025Jang, W., Kwon, K.A., & Horm, D. The role of language and literacy skills in science learning from kindergarten to 5th grade: Mitigating gender, racial/ethnic, and socio-economic disparities. Education Sciences, 14(9), 994. https://doi.org/10.3390/educsci14090994 
2025Kelly, C. L., Whitaker, A. A., Burchinal, M., Jenkins, J. M., & Vandell, D.  Testing the structure-process-outcome model across different early care and education policy contexts. Development Psychology. https://dx.doi.org/10.1037/dev0002018 
2025Kwon, K.A., Jang, W., Ford, T., Horm, D., Yazejian, N., & Bryant , D A longitudinal study of Head Start teacher turnover trends and factors. Teaching and Teacher Education, 156, 104916.  https://doi.org/10.1016/j.tate.2024.104916 
2025Park, Y., Duhon, M., Kwon, K., Beisley, A., Walker, M., & Miguel, E Parent psychological well- being, home learning environment, and child development among families in Kenya. Journal of Applied Developmental Psychology, 97, 101760. https://doi.org/10.1016/j.appdev.2025.101760 
2025Slicker, G., Hustedt, J. T., Stoffers, M., & Kelly, C. L. Enrollment practices in early education centers: Examining implementation in the Arkansas state pre-k program. AERA Open, 11(1), 1-18. https://doi.org/10.1177/23328584251357591 
2025Torquati, J. C., Gallagher, K. C., Olayemi, J., & Daro, A. M.  Saints, Superheroes, and Zombies: Early Childhood Professionals’ Well-Being and Relational Health in the Waning Days of the COVID-19 Pandemic. Education Sciences, 15(11), 1539.  https://doi.org/10.3390/educsci15111539 
2024Beisly, A., & Jeon, S. Development of inhibitory control in Head Start children: Association with approaches to learning and academic outcomes in kindergarten. Cognitive Development, 70:101434.  https://doi.org/10.1016/j.cogdev.2024.101434 
2024Bosire, J. P. O., Daro, M. A., Gallagher, K. C., & Caddell, K. D.  Expanding the child care table of influence: Reaching under-resourced families to understand their needs and barriers to accessing early childhood care and education. Children and Youth Services Review.  https://doi.org/10.1016/j.childyouth.2024.108056 
2024Bosire, J. P. O., Gallagher, K. C., & Daro, M. A.  Impact of COVID-19 on the well- being of parents with young children from under-resourced backgrounds: A qualitative study. Journal of Child and Family Studies, 33:3068-3080.  https://doi.org/10.1007/s10826-024-02893-0 
2024Garcia, A.S., Jeon, S., Kwon, K.A., & Horm, D.M Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during COVID-19 disruptions. Frontiers in Education, 9, p.1399854.  https://doi.org/10.3389/feduc.2024.1399854 
2024Horm, D. High-quality early childhood education is worth the investment. Oklahoma Education Journal, 2(3), 13–20. 
2024Horm, D. M., Cai, C., Fuhrman, B., & Van Pay, C. K. OK-AIR: Advancing Indoor Environment Research for Children in Oklahoma. Open Science Framework.  https://doi.org/10.17605/OSF.IO/RTZYG 
2024Horm., D., Brophy-Herb, H., & Peterson, C.  Optimizing health services for young children in poverty: Enhanced collaboration between Early Head Start and pediatric health care. Frontiers in Public Health, 12:1297889.  https://doi.org/10.3389/fpubh.2024.1297889 
2024Horm, D., Jeon, S., Vega Ruvalcaba, D., & Castle, S. Resilience: Supporting children’s self-regulation in infant and toddler classrooms. Frontiers in Psychology, 15:1271840.  https://doi.org/10.3389/fpsyg.2024.1271840 
2024Lopez, L. D., Castillo, A., Frechette, E., Jeon, S., Castle, S., Horm, D., & Kwon, K.-A.

 

 

High-quality early care and education for low-income families: Toddlers’ cognitive and emotional functioning during the COVID-19 pandemic. Infancy, 1–19.  https://doi.org/10.1111/infa.12619 
2023Choi, J. Y., Van Pay, C., Beecher, C.  Preschool language exposure and use: A comparison study of dual-language learners and English monolingual children. Infant and Child Development, 32(3). https://doi.org/10.1002/icd.2420 
2023Frechette, L., Castle, S., Jeon, S., Horm, D., Martinez, I., Vega Ruvalcaba, D., & Schaefer, S. Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes. Frontiers in Education. https://doi.org/10.3389/feduc.2023.955967 
2023Johnson, A. D., Partika, A., Martin, A., Horm, D., Phillips, D. A., & the Tulsa SEED Study Team A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes. Child Development, 00, 1–21. https://doi.org/10.1111/cdev.13928 
2023Lang, S., Jeon, S., & Tebben, E.  Relationships between families and Head Start staff: Associations with children’s academic outcomes through home involvement and approaches to learning, Early Education and Development. https://doi.org/10.1080/10409289.2022.2155772 
2023

Rumper, B., Frechette, E., Jeon, S., & Greenfield, D. B. 

 Spanish-English dual language learners' bilingual profiles: Executive function and developmental outcomes. Journal of Applied Developmental Psychology, 87, 101565. https://doi.org/10.1016/j.appdev.2023.101565 
2023Sisson, S. B., Malek-Lasater, A., Ford, T. G., Horm, D., & Kwon, K. Predictors of overweight and obesity in early care and education teachers during COVID-19. International Journal of Environmental Research and Public Health, 20(3), 2763. https://doi.org/10.3390/ijerph20032763 
2022Castillo, A., & Lopez, L. D. Studying hot executive function in infancy: Insights from research on emotional development. Infant Behavior and Development, 69(1): 101773. https://doi.org/10.1016/j.infbeh.2022.101773 
2022Horm, D. M., Jeon, S., Clavijo, M. V., & Acton M.  Kindergarten through Grade 3 outcomes associated with participation in high-quality early care and education: A RCT Follow-Up Study. Education Sciences, 12(12), 908-930. https://doi.org/10.3390/educsci12120908 
2022Jeon, S., Neppl, T. K., Lorenz, F. O., & Russell, D. W.  The association between economic pressure and positivity during young adulthood. Journal of Adult Development, 1-15. https://doi.org/10.1007/s10804-022-09434-3 
2022Johnson, A. D., Schochet, O. N., Martin, A., Castle, S., Horm, D., Phillips, D. A., & The Tulsa SEED Study When does 1 + 1 not equal 2? The relative advantage of public school-based pre-K versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills. Developmental Psychology, 58(5), 848-865.  https://doi.org/10.1037/dev0001335 
2022Johnson, A., Martin, A., Partika, A., Castle, S., Phillips, D. A., & The Tulsa SEED Study Team  Chaos during the COVID-19 outbreak: Predictors of household chaos among low-income families during a pandemic. Family Relations, 71, 18-28. https://doi.org/10.1111/fare.12597 
2022Johnson, A., Phillips, D., Schochet, O., Castle, S., Martin, A., Horm, D., & The Tulsa SEED Study Team Predictors of first grade teachers’ teaching-related time during COVID-19. AERA Open, 8, 1-14.  https://doi.org/10.1177/23328584211067798 
2022Kwon, K., Jeon, S., Castle, S., & Ford, T. Children’s behavioral challenges in Head Start classrooms: Links to teacher well-being and intent to leave. Early Childhood Educ Journal, 50, 1221–1232. https://doi.org/10.1007/s10643-021-01253-7 
2022Kwon, K.A., Ford, T.G., Salvatore, A.L., Randall, K, Jeon, L., Malek-Lasater, A., Ellis, N, Kile, M., Horm, D., Kim, S., & Han, M. Neglected elements of a high-quality early childhood workforce: Whole teacher well-being and working conditions. Early Childhood Education Journal, 50, 157-168. https://doi.org/10.1007/s10643-020-01124-7 
2022Martin, A., Partika, A., Castle, S., Horm, D., & Johnson, A. Both sides of the screen: Predictors of parents’ and teachers’ depression and food insecurity during COVID-19-related distance learning. Early Childhood Research Quarterly, 60, 237-249. https://doi.org/10.1016/j.ecresq.2022.02.001 
2022Partika, A., Johnson, A. D., Martin, A., Castle, S., & The Tulsa SEED Study Team Hispanic English language learner families and food insecurity during COVID-19: Risk factors and systems of food support. Families, Systems, & Health, 40(1), 105–110. https://doi.org/10.1037/fsh0000644 
2022Patel, D., Butzer, D., Williams, B., Dev, D., Lowery, B., Horm, D., Campbell, J., & Sisson, S. Food waste, preference, and cost: Perceived barriers and quality of foods served in family child-care homes. Childhood Obesity, 18(8), 548-555. https://doi.org/10.1089/chi.2021.0251 
2022Phillips, D., Hutchison, J., Martin, A., Castle, S., Johnson, A. D., & The Tulsa SEED Study Team First do no harm: How teachers support or undermine children’s self-regulation. Early Childhood Research Quarterly, 59, 172-185. https://doi.org/10.1016/j.ecresq.2021.12.001 
2022Walle, E. A., Lopez, L. D., & Castillo, A.  Emotional development: A field in need of a revolution. In D. Dukes, A. Samson, & E. A. Walle (Eds.), Oxford Handbook of Emotional Development. Oxford University Press. 
2022Williams, B., Sisson, S.B., Lowery, B., Dev, D., Horm, D., Campbell, J., Finneran, D., & Graef-Downard, J. Relationships between proximity to grocery stores and Oklahoma early care and education classroom nutrition practices. Preventive Medicine Reports. https://doi.org/10.1016/j.pmedr.2022.101917 
2021Jeon, S., Jeon, L., Lang, S., & Newell, K.   Teacher depressive symptoms and child math achievement in Head Start: The roles of family–teacher relationships and approaches to learning. Child Development.  https://doi.org/10.1111/cdev.13601 
2021Rumper, B. M., Frechette, E., Greenfield D. B., & Hirsh-Pasek, K. Impacts on Head Start dual language learning children’s early science outcomes. Education Sciences, 11(6):283 https://www.mdpi.com/2227-7102/11/6/283/htm 
2021Johnson, A. D., Phillips, D. A., Schochet, O. N., Martin, A., Castle, S., The Tulsa SEED Study Team To whom little is given, much is expected: ECE teacher stressors and supports as determinants of classroom quality. Early Childhood Research Quarterly, 54, 12-30. https://www.sciencedirect.com/science/article/pii/S0885200620300818 
2021Frechette, E., Rumper, B. M., & Greenfield, D. B. Executive control in dual language learning preschoolers: The association between hot and cool executive control and science achievement. Early Childhood Research Quarterly, 55, 137-148. https://doi.org/10.1016/j.ecresq.2020.11.010 
2021Kwon, K., Horm, D., & Amirault, C. Early childhood teachers’ well-being: What we know and why we should care. The Zero to Three Journal, 41(3), 35-43.  
2021Williams, B. D., Sisson, S. B., Dev, D. A., Lowery, B., Horm, D., Campbell, J., Finneran, D., Graef-Downard, J., & Whaley, L. Associations between community built environments with early care and education classroom physical activity practices and barriers. International Journal of Environmental Research and Public Health 18(12):6524. https://doi.org/10.3390/ijerph18126524 
2021Laurin, D. E., Guss, S. S., & Horm, D. Caregiver-infant and toddler interactions during diapering: Caregiver responsiveness and child well-being and involvement. Infant Mental Health Journal. https://doi.org/10.1002/imhj.21933 
2021Tabbutt, K., Maher, E. J., & Horm, D. Foundations for success: A mixed-methods evaluation of a statewide, cross-sector early childhood collaborative. Child Youth Care Forum. https://doi.org/10.1007/s10566-021-09622-4 
2021Malek-Lasater, A., Kwon, K., Horm, D. M., Sisson, S., Dipti, A., & Castle, S. Supporting children’s healthy development during mealtime in early childhood. Early Childhood Journal.  https://doi.org/10.1007/s10643-020-01137-2 
2020Martin, A., Johnson, A. D., & Castle, S. Reframing high-quality public preschool as a vehicle for narrowing child health disparities based on family income. Academic Pediatrics.  https://doi.org/10.1016/j.acap.2020.07.004 
2020Yazejian, N., Bryant, D., Kuhn, L., Burchinal, M., Horm, D., Hans, S., File, N., & Jackson, B. The Educare Intervention: Outcomes at Age 3. Early Childhood Research Quarterly, 53, 425-440. https://doi.org/10.1016/j.ecresq.2020.05.008  
2020Walker, D., Sepulveda, S. J., Hoff, E., Rowe, M. L., Schwartz, I. S., Dale, P. S., Peterson, C., Diamond, K. E., Goldin-Meadow, S., Levine, S. C., Wasik, B. H., Horm, D. M., & Bigelow, K. M. Language intervention research in early childhood care and education: A systemic survey of the literature. Early Childhood Research Quarterly, 50, 68-85. https://doi.org/10.1016/j.ecresq.2019.02.010
2020Neppl, T. K., Jeon, S., Diggs, O., & Donnellan, M. B. Positive parenting, effortful control, and developmental outcomes across early childhood. Developmental Psychology, 56(3), 444-457.  https://doi.org/10.1037/dev0000874
2020Kwon, K., Malek, A., Horm, D., & Castle, S. Turnover and retention of infant-toddler teachers: Reasons, consequences, and suggestions for improvement. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105061
2020Jeon, S., Kwon, K., Guss, S., & Horm, D. Profiles of family engagement in Early Head Start: Associations with child outcomes and parenting skills. Early Childhood Research Quarterly, 53, 108-123.  https://doi.org/10.1016/j.ecresq.2020.02.004
2020Kracht, C., Sisson, S., Walker, D., Kerr, K., Stephens, L., Seward, J., Anderson, A., Cheney, M., Tallbear, C., Key, M., Jacob, A., Horm, D., Copeland, K., Salvatore, A., Weedn, A., & Dennison, M. Parents’ perception of working with early care and education and health care professionals to prevent childhood obesity. Journal of Indigenous Early Childhood Education, 1(1). 
https://doi.org/10.1177/1043659618786363
2020Beisly, A., Kwon, K. A., Jeon, S., & Lim, C. The moderating role of two learning related behaviors in preschool children's academic outcomes: Learning behavior and executive function. Early Child Development and Care, 1-16. https://doi.org/10.1080/03004430.2020.1732364
2020Guss, S.S., Morris, A.S., Bosler, C., Castle, S.L., Hays-Grudo, J., Horm, D.M., & Treat, A. Parents’ adverse childhood experiences and current relationships with their young children: the role of executive function. Early Child Development and Care, 190(7),1042-1052.  https://doi.org/10.1080/03004430.2018.1513921
2020Horm, D.M., Kwon, K-A., & Laurin, D.  Infant-toddler curriculum: Review, reflection, and revolution. In N. File & J.J. Mueller (Eds.), Curriculum in Early Childhood Education: Re-examined, rediscovered, renewed. NY, NY: Routledge.  
2019Kwon, K., Jeon, S. Jeon, L., & Castle, S. The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs. Learning and Individual Differences, 74. https://doi.org/10.1016/j.lindif.2019.06.002
2019Beisly, A., Kwon, K., & Jeon, S. Executive function and learning behaviors: Associations with academic skills among preschoolers. Early Child Development and Care. https://doi.org/10.1080/03004430.2019.1585347
2019Choi, J., Horm, D., Jeon, S., & Ryu, D. Do stability of care and teacher-child interaction quality predict child outcomes in Early Head Start? Early Education and Development, 30(3), 337-356. https://doi.org/10.1080/10409289.2018.1546096
2019Coffey, S., Latta, L., Mueller, H., & Flanders, S.  Collaboration, innovation and time: A shared journey through child psychiatric consultation in the school setting. Psychiatric Services, 70(5). https://doi.org/10.1176/appi.ps.201800429
2019Jeon, S., & Neppl, T. K. Economic pressure, parental positivity, positive parenting and child social competence. Journal of Child and Family Studies, 28(5), 1402-1412.  https://doi.org/10.1007/s10826-019-01372-1
2019Jeon, S., & Neppl, T. K. The intergenerational transmission of externalizing behavior: The importance of a positive romantic partner. Journal of Abnormal Child Psychology, available online. https://doi.org/10.1016/j.dcn.2020.100835
2019Johnson, A., Partika, A., Schochet, O., & Castle, S.  Associations between early care and education teacher characteristics and observed classroom processes. Urban Institute and Child Trends.
2019Latta, L.  Learning to listen: Supporting language acquisition and the learning identities of dual language learners in an early childhood classroom. Young Children, 74(1).
2019Neppl, T. K., Wedmore, H., Senia, J. M., Jeon, S., & Diggs, O. Couple interaction and child social competence: The role of parenting and attachment. Social Development, 28(2), 347-363. https://doi.org/10.1111/sode.12339
2019Raikes, H. H., White, L., Green, S., Burchinal, M., Kainz, K., Horm, D., Bingham, G., St. Clair, L., Greenfield, D., & Esteraich, J. Use of the home language in preschool classrooms and first- and second-language development among dual-language learners. Early Childhood Research Quarterly, 47, 145-158. https://doi.org/10.1016/j.ecresq.2018.06.012
2019Soliday Hong, S., Yazejian, N., Guss, S., Stein, A., Connors, M., Horm, D., Kainz, K., & the Educare Learning Network (ELN) Investigative Team Broadening the definition of collaboration: Review of the literature and examples from the Educare Learning Network. Early Education & Development. https://doi.org/10.1080/10409289.2019.1656987
2019Horm, D. M., Barbour, N., & Huss-Hage, E.  Accreditation: Supporting quality and professionalism in early childhood education. In M. McMullen, C. Brown, & N. File (Eds.), Handbook of Early Childhood Care and Education. Hoboken, NJ:  Wiley Blackwell. 
2019Horm, D., Kwon, K-A., & Laurin, D. Infant-toddler curriculum: Review, reflection, and reinforce, In N. File & J.J. Mueller (Eds.), Curriculum in Early Childhood Education: Re-examined, rediscovered, renewed. NY, NY: Routledge.  
2018Anundson, K., Sisson, S., Anderson, M., Horm, D., Soto, J., Hoffman, L.  Staff food-related behaviors and children's tastes of food groups during lunch at childcare in Oklahoma. Journal of the Academy of Nutrition and Dietetics, 118(8), 1399-1407. https://doi.org/10.1016/j.jand.2017.07.023
2018Choi, J. Y., Horm, D., & Jeon, S. Descriptive study of continuity of care practice and children’s experience of stability in care in early head start. Child & Youth Care Forum, 47(5), 659-681. https://doi.org/10.1007/s10566-018-9450-5
2018Choi, J. Y., Jeon, S., & Lippard, C. Dual language learning, inhibitory control, and math achievement in Head Start and kindergarten. Early Childhood Research Quarterly, 42(1), 66-78. https://doi.org/10.1016/j.ecresq.2017.09.001
2018Choi, J., Castle, S., Burchinal, M., Horm, D., Guss, S., & Bingham, G. Peer effects on low-income children’s learning and development. Journal of School Psychology, 71, 1-17. https://doi.org/10.1016/j.jsp.2018.10.002
2018Guss, S. S., Morris, A. S., Bosler, C., Castle, S. L., Hays-Grudo, J., Horm, D. M., & Treat, A. 

Parents’ adverse childhood experiences and current relationships with their young children: The role of executive function. Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1513921

2018Horm, D., File, N., Bryant, D., Burchinal, M., Raikes, H., Forestieri, N., Encinger, A., & Cobo-Lewis, A.  Associations between continuity of care in infant-toddler classrooms and child outcomes. Early Childhood Research Quarterly, 42, 105-118. https://doi.org/10.1016/j.ecresq.2017.08.002
2018Jeon, S., Choi, J. Y., Horm, D., & Castle, S. Early Head Start dosage: The role of parent-caregiver relationships and family involvement. Children and Youth Services Review, 93, 291-300. https://doi.org/10.1016/j.childyouth.2018.07.032
2018Kracht, C. L., Sisson, S. B., Kerr, K., Walker, D., Stephens, L., Seward, J., Anderson, A., Weedn, A. E., Cheney, M., Copeland, K. A., Tallbear, C., Jacob, A., Key, M., Dennison, M., Horm, D., & Salvatore, A. L. Health Care Provider’s Role in Obesity Prevention and Healthy Development of Young American Indian Children.  Journal of Transcultural Nursing, 30(3), 231-241. https://doi.org/10.1177/1043659618792605
2018Kracht, C. L., Sisson, S. B., Walker, D., Kerr, K., Stephens, L., Anderson, A., Seward, J., Weedn, A. E., Cheney, M., Copeland, K., Salvatore, A. L., Jacob, A., Key, A., Dennison, M., Tallbear, C., & Horm, D.  Early care and education teacher's role in obesity prevention and healthy development of young American Indian children.  Journal of Transcultural Nursing, 30(1), 75-85.  https://journals.sagepub.com/doi/10.1177/1043659618786363
2018Latta, L., & Horm, D. Ready or not? Supporting high-quality programs for 3-year-olds
2018Laurin, D., & Goble, C. Enhancing the Diapering Routine: Caring, Communication, and Development. Young Children, 73, 18-25. https://www.jstor.org/stable/26788976
2018Kwon, K-A., Ford, T., Guss, S., & Horm, D. Early Learning Inventory (ELI) feasibility study report. Contracted study and report for Oklahoma Partnership for School Readiness (OPSR).
2018Norris, D. J., & Horm, D. Group care for infants, toddlers, and twos. NY, NY: Routledge. https://doi.org/10.4324/9781351243810
2018Horm, D. M., Yazejian, N., Kennel, P., & Stringfellow, C. Educare: A model for U.S. early childhood. In L. Miller, C. Cameron, C. Dalli, & N. Barbour (Eds.). Sage Handbook of Early Childhood Policy. Thousand Oaks, CA: Sage.
2017Diggs, O. N., Neppl, T. K., Jeon, S., & Lohman, B. J. The association of harsh parenting, parent-child communication, and parental alcohol use with male alcohol use into emerging adulthood. Journal of Adolescent Health, 61(6), 736-742. https://doi.org/10.1016/j.jadohealth.2017.06.025
2017Yazejian, N., Bryant, D., Hans, S., Horm, D., St. Clair, L., File, N., & Burchinal, M. Child and parenting outcomes after 1 year of Educare. Child Development, 88(5), 1671-1688. https://doi.org/10.1111/cdev.12688
2017Horm, D. Educare as a model of multi-site, collaborative, policy-relevant research. In N. Barbour & B. A. McBride (Eds.). The Future of Child Development Laboratory Schools: Applied Developmental Science in Action. NY, NY: Routledge.
2017Horm, D. M., Barbour, N., & Huss-Hage, E.  Accreditation: Supporting quality and professionalism in early childhood education.  In M. McMullen, C. Brown, & N. File (Eds.), Handbook of early childhood care and education.  Hoboken, NJ: Wiley Blackwell. https://doi.org/10.1002/9781119148104.ch25
2016Castle, S., Williamson, A. C., Young, E., Pearce, N., Laurin, D., & Stubblefield, J. Teacher-child interactions in Early Head Start classrooms: Associations with teacher characteristics. Early Education & Development, 27, 259-274. http://dx.doi.org/10.1080/10409289.2016.1102017
2016

Choi, J. Y., Castle, S., Williamson, A. C., Young, E., Worley, L., Long, M., & Horm, D. M.

 Teacher-child interactions and the development of executive function in preschool-age children attending Head Start. Early Education & Development, 27, 1-19.  http://dx.doi.org/10.1080/10409289.2016.1129864
2016Choi, J. Y., Elicker, J., Christ, S. L., & Dobbs-Oates, J. E. Predicting growth trajectories in early academic learning: Evidence from growth curve modeling with Head Start children. Early Childhood Research Quarterly, 36, 244-258.  http://dx.doi.org/10.1016/j.ecresq.2015.12.017
2016Goble, C.B. & Laurin, D.E. Creating career pathways and infusing infant mental health into early care and education professional preparation. ZERO-TO-THREE, 37(1), 23- 27. 
2016Guss, S., Jones-Harden, B., Stein, A., Yazejian, N., Forestieri, N. Relationship of adversity to indicators of child well-being in a high quality early education context. NHSA Dialog, 18(4), 1-23.  https://doi.org/10.55370/hsdialog.v19i2.407
2016Guss, S., Jones-Harden, B., Yazejian, N., Weeden, S., & Ladner, J. Addressing adversity to support family and child well-being. NHSA Dialog, 19(2). https://doi.org/10.55370/hsdialog.v19i2.551
2016Monroe, L. A., & Norris, D. J. Implementation of a mentoring component embedded within an early childhood scholarship programme. Early Child Development and Care, 188(6), 665-678.  http://dx.doi.org/10.1080/03004430.2016.1227803
2016Norris, D. J., & Guss, S. S. Low quality of basic caregiving environments in child care: Actual reality or artifact of scoring? Journal of Research in Childhood Education, 30(4), 513-528.  http://dx.doi.org/10.1080/02568543.2016.1215358
2016Norris, D. J., & Horm, D. M. Introduction to the Special Issue on Group Care for Infants, Toddlers, and Twos. Early Education & Development, 27, 145-148.  http://dx.doi.org/10.1080/10409289.2016.1090768
2016Sisson, S. B., Krampe, M., Anundson, K., & Castle, S. Obesity prevention and obesogenic behavior interventions in child care: A systematic review. Preventive Medicine, 87, 57-69.  http://dx.doi.org/10.1016/j.ypmed.2016.02.016
2016Sisson, S. B., Li, J., Stoner, J. A., Lora, K. R., Campbell, J. E., Arnold, S. H., DeGrace, B., Horm, D., Stephens, L.  Obesogenic environments in tribally-affiliated child care centers and corresponding obesity rates in preschool children. Preventive Medicine Reports, 3, 151-158.  doi:10.1016/j.pmedr.2016.01.003
2016Swyden, K., Sisson, S., Lora, K., Castle, S., & Copeland, K. Association of child-care arrangement with overweight and obesity in preschool-aged children: A narrative review of the literature. International Journal of Obesity, 41, 1-12.  doi: 10.1038/ijo.2016.198
2016Worley, L., & Goble, C. Supporting curiosity, persistence, and learning in a toddler classroom. Young Children.
2016Horm, D., Norris, D., Perry, D., Chazan-Cohen, R., and Halle, T. Developmental Foundations of School Readiness for Infants and Toddlers, A Research to Practice Report, OPRE Report # 2015-71, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
2016Sosinsky, L., Ruprecht, K., Horm, D. M., Kriener-Althen, K., Vogel, C., & Halle, T.  Including Relationship-Based Care Practices in Infant-Toddler Care: Implications for Practice and Policy.  OPRE Research-to-Practice Brief, OPRE Report #: 2016-46 (May 2016), ACF, HSS.
2016Goble, C. B. Autonomy.  In Couchenour, D.L. & Chrisman, K. (Eds.) The Sage Encyclopedia of Contemporary Early Childhood Education, Thousand Oaks, CA: Sage Publications, Inc.  http://dx.doi.org/10.4135/9781483340333.n32
2016Goble, C. B.  Professionalism. In Couchenour, D.L. & Chrisman, K. (Eds.) The Sage Encyclopedia of Contemporary Early Childhood Education, Thousand Oaks, CA: Sage Publications, Inc. http://dx.doi.org/10.4135/9781483340333.n326
2016Goble, C. B. Trust. In Couchenour, D.L. & Chrisman, K. (Eds.) The Sage Encyclopedia of Contemporary Early Childhood Education, Thousand Oaks, CA: Sage Publications, Inc. http://dx.doi.org/10.4135/9781483340333.n422
2016Guss, S. Interpreting Assessment Data, In D. Couchenour & J. K. Chrisman (Eds.) The SAGE Encyclopedia of Contemporary Early Childhood Education. Thousand Oaks California: SAGE. http://dx.doi.org/10.4135/9781483340333.n222
2016Horm, D., & Atanasov, A. Reliability and validity in child assessments. In Couchenour, D. L. & Chrisman, K. (Eds.) The Sage Encyclopedia of Contemporary Early Childhood Education (pp. 1174-1177). Thousand Oaks, CA: Sage. http://dx.doi.org/10.4135/9781483340333.n350
2016Horm, D., & Guss, S. S.  Limitations of assessment. In Couchenour, D. L. & Chrisman, K. (Eds.) The Sage Encyclopedia of Contemporary Early Childhood Education (pp. 89-91). Thousand Oaks, CA: Sage Publications, Inc. http://dx.doi.org/10.4135/9781483340333.n23
2015Goble, C. B., Horm, D., Atanasov, A. M., Williamson, A., & Choi, J. Knowledge and beliefs of early childhood education students at different levels of professional preparation. Journal of Early Childhood Teacher Education, 36(3), 211-231. http://dx.doi.org/10.1080/10901027.2015.1062831
2015Gold, Z. S., Elicker, J., Anderson, T., Choi, J., & Brophy, S. P. Preschoolers’ engineering play behaviors: Differences in gender and play context. Children, Youth and Environments, 25(3), 1-21.  https://doi.org/10.7721/chilyoutenvi.25.3.0001
2015Rasbold, A. H., Adamiec, R., Anderson, M. P., Campbell, J. E., Horm, D. M., Sitton, L. K., & Sisson, S. B. Macronutrient and micronutrient intake of children in Oklahoma child care centers. Public Health Nutrition, 17, 1-8.  http://dx.doi.org/10.1016/j.jand.2015.06.257
2015Sisson, S. B., Li, J., Arnold, S. H., Lora, K. R., Stoner, J. A., DeGrace, B., Campbell, J. E., Horm, D., & Stephens, L. Obesogenic child care center environment and obesity in preschool children. Journal of the Academy of Nutrition and Dietetics, 115(9), 76-82. http://dx.doi.org/10.1016/j.jand.2015.06.271
2015Norris, D. J., & Horm, D. M. Research in review: Teacher interactions with infants and toddlers. Young Children, 70(5), 84-91.
2014Horm, D. M., & Garn, G. Intersection of early childhood education research and state policy: What do we know? What do we need to know? What are the implications for research partnerships? Oklahoma Association of Teacher Educators Journal, 17, 12-19.
2014Eggum-Wilkens, N., Fabes, R., Castle, S., Zhang, L., Hanish, L., & Martin, C. Playing with others: Head Start children’s peer play and relations with kindergarten school competence. Early Childhood Research Quarterly, 29, 345-356. http://dx.doi.org/10.1016/j.ecresq.2014.04.008
2014Alley-Melchior, K., Guss, S. S., & Horm, D. M. Common themes impacting quality of early care and education environments for toddlers. Zero to Three, 34(3), 21-27.
2014Monroe, L., & Horm, D. Using a logic model to evaluate undergraduate instruction in a laboratory preschool.  In J. Elicker & N. Barbour (Eds.), University Laboratory Preschools. NY, NY:  Routledge. http://dx.doi.org/10.1080/10409289.2012.619135
2014Frampton, A. M., Sisson, S. B., Horm, D. M., Campbell, J. E., Lora, K., & Ladner, J. L. What's for lunch? An analysis of lunch menus in 83 urban and rural Oklahoma child-care centers providing all-day care to preschool children. Journal of the Academy of Nutrition and Dietetics, 114(9), 1367-1374.  http://dx.doi.org/10.1016/j.jand.2013.09.025
2013Guss, S. S., Horm, D. M., Lang, E., Krehbiel, S., Petty, J., Austin, K., Bergren, C., Brown, A., Holloway, S. Using classroom quality assessments to inform teacher decisions.  Young Children, 68(3), 16-20.
2013Guss, S. S., Norris, D. J., Horm, D. M., Monroe, L. A., Wolfe, V. Lessons learned about data utilization from classroom observations. Early Education & Development, 24(1), 4-18. http://dx.doi.org/10.1080/10409289.2013.739543
2013Horm, D. M., Hyson, M., & Winton, P. J. Research on early childhood teacher education:  Evidence from three domains and recommendations for moving forward. Journal of Early Childhood Teacher Education, 34(1), 95-112. http://dx.doi.org/10.1080/10901027.2013.758541
2013Norris, D. J., & Horm, D. M. Introduction to the Special Issue on the Use of Data to Inform Early Childhood Practice and Policy, Early Education & Development, 24(1), 1-3. http://dx.doi.org/10.1080/10409289.2013.736082
2013Sullins, E. Review of the book Managing legal risks in early childhood programs: How to prevent flare-ups from becoming lawsuits, by H.E. Bruno & T. Copeland). Journal of Educational Administration, 51(5), 737-740.
2012Monroe, L., & Horm, D. Monroe, L., & Horm, D. (2012). Using a logic model to evaluate undergraduate instruction in a laboratory preschool. Early Education & Development, 23(2), 227-241.  http://dx.doi.org/10.1080/10409289.2012.619135
2012McBride, B. A., Groves, M., Barbour, N., Horm, D., Stremmel, A., Lash, M., Bersani, C., Ratekin, C., Moran, J., Elicker, J., & Toussaint, S. Child development laboratory schools as generators of knowledge in early childhood education: Models and approaches. Early Education & Development, 23(2), 153-164. https://doi.org/10.1080/10409289.2012.651068
2012Sisson, S. B., Campbell, J., May, K., Brittain, D. R., Monroe, L., Guss, S., & Ladner, J. Assessment of nutrition and physical activity practices in Oklahoma child care centers. Journal of the Academy of Nutrition and Dietetics, 112(8), 1230-1239. http://dx.doi.org/10.1016/j.jand.2012.05.009
2012Hyson, M., Horm, D., & Winton, P. Higher education for early childhood educators and outcomes for young children: Pathways toward greater effectiveness. In R. Pianta (Ed.), Handbook of Early Childhood Education, NY, NY: Guilford.
2011Horm, D., Goble, C., & Branscomb, K. Infant toddler curriculum: Review, reflection, and revolution. In N. File, J. J. Mueller, & D. B. Wisneski (Eds.), Curriculum in early childhood education: Re-examined, rediscovered, renewed. NY: Routledge.
2010Goble, C., & Horm, D. Take charge of your own personal and professional development. Young Children, 65(6), 86-91.
2010Bass, L., Garn G., & Monroe, L. Using JCEL case studies to meet ELCC standards. Journal of Cases in Education Leadership, 14(1), 1-12. https://doi.org/10.1177/1555458910389139
2010Norris, D. Raising the educational requirements for teachers in infant toddler classrooms: Implications for institutions of higher education. Journal of Early Childhood Teacher Education, 31, 146-158. http://dx.doi.org/10.1080/10901021003781221
2010Horm, D., & Yazejian, N. Educare: Program description, current implementation study, and future research goals. Early Education and Child Development SIG Newsletter, 5(1), 3-4.
2009Horm, D., Goble, C., Boatright, M., Decker, C., Noble, N., & Norris, D. Oklahoma’s Pilot Early Childhood Program Birth through Three Years: Description, evaluation, and policy implications. National Head Start Association Dialog: A Research to Practice Journal for the Early Intervention Field, 12(4), 360-373. http://dx.doi.org/10.1080/15240750903075248
2009Goble, C. B., Moran, J. D., & Horm, D. The professional preparation of early care and education providers: Addressing the mismatch between policy and practice. Zero to Three, 30(1), 43-46.
2009Goble, C. B., & Horm, D. M. Infant-toddler services through community collaboration. Zero to Three, 29(6), 18-22.
2008Uttley, C., & Horm, D. M. Mentoring in early childhood professional development: Evaluation of the Rhode Island Child Development Specialist Apprenticeship Program. Journal of Early Childhood Teacher Education, 29(3), 237-252.  http://dx.doi.org/10.1080/10901020802275286
2006Golas, J. C., Horm, D. M., & Caruso, D. A. Challenges in implementing center-based and home-based Early Head Start Programs. Journal of Research in Childhood Education, 21(2), 163-175.  http://dx.doi.org/10.1080/02568540609594586
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