Three Early Education Articles by CASTL Researches Make Ten-Most Cited List
Three articles produced by research faculty at the Center for Advanced Study of Teaching and Learning (CASTL) were among the top ten most-cited articles in the journal of Early Education and Development (EE&D) over the past five years.
Based on data retrieved from Thomson Reuters Web of Science in January 2017, articles authored or co-authored by CASTL researchers Amanda Williford, Jason Downer, Bridget Hamre, Jessica Whittaker, and Virginia Vitiello all made the list.
Collectively, the three CASTL publications focus on the role teacher and family interactions play in the learning and development of young children.
The second most-cited article on the list, written by Williford, Whittaker and Vitiello, describes the relationship between children’s engagement in the classroom and their developing self-regulation.
Fifth on the list is an article co-authored by CASTL director Jason Downer, which explores the impact of father involvement in early childhood on children’s early learning.
Rounding out the top ten is an article co-authored by Bridget Hamre, which describes how emotional support in the classroom predicts children’s achievement gains and social skills.
Early Education and Development (EE&D) is a professional journal designed to be a connecting link between the research community in early education and early education programs, daycare systems, and special needs preschool programs. It focuses on articles that emphasize the implications for practice of research and solid scientific information.
Following is the entire list of the ten most-cited articles in the past five years (data retrieved on January 18, 2017, from Thomson Reuters Web of Science:
1. 28 citations: Cartwright, Kelly B. (2012) Insights From Cognitive Neuroscience: The Importance of Executive Function for Early Reading Development and Education, Vol. 23(1) 24-36.
2. 21 citations: Williford, Amanda P.; Whittaker, Jessica E. Vick; Vitiello, Virginia E.; et al. (2013) Children’s Engagement Within the Preschool Classroom and Their Development of Self-Regulation, Vol. 24(2) 162-187.
3. 17 citations: Pears, Katherine C.; Fisher, Philip A.; Kim, Hyoun K.; et al. (2013) Immediate Effects of a School Readiness Intervention for Children in Foster Care, Vol. 24(6) 771-791.
4. 15 citations: Nix, Robert L.; Bierman, Karen L.; Domitrovich, Celene E.; et al. (2013)Promoting Children’s Social_Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI, Vol. 24(7) 1000-1019.
5. 14 citations: McWayne, Christine; Downer, Jason T.; Campos, Rodrigo; et al. (2013)Father Involvement During Early Childhood and Its Association with Children’s Early Learning: A Meta-Analysis, Vol. 24(6) 898-922.
6. 14 citations: Bassett, Hideko Hamada; Denham, Susanne; Mincic, Melissa; et al. (2012)The Structure of Preschoolers’ Emotion Knowledge: Model Equivalence and Validity Using a Structural Equation Modeling Approach, Vol. 23(3) 259-279.
7. 13 citations: Sette, Stefania; Spinrad, Tracy L.; Baumgartner, Emma (2013) Links Among Italian Preschoolers’ Socioemotional Competence, Teacher-Child Relationship Quality, and Peer Acceptance, Vol. 24(6) 851-864.
8. 12 citations: Friedman-Krauss, Allison Hope; Raver, C. Cybele; Morris, Pamela A.; et al. (2014) The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate, Vol. 25(4) 530-552.
9. 12 citations: Becker, Derek R.; McClelland, Megan M.; Loprinzi, paul; et al. (2014)Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children, Vol. 25(1) 56-70.
10. 12 citations: Curby, Timothy W.; Brock, Laura L.; Hamre, Bridget K. (2013) Teachers’ Emotional Support Consistency Predicts Children’s Achievement Gains and Social Skills, 24(3) 292-309.