Family-School Connectedness and Children's Early Social Development

By Zewelanji N. Serpell, Andrew J. Mashburn. 2012

132 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f9740df7f816458860d8f4c830fa95946a884792

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Sara A. Schmitt
2. Megan E. Pratt
3. Megan M. McClelland
4. Shelley R. Hart
5. F. Morrison
6. Shauna L. Tominey
7. S. Wanless
8. A. Acock

In Education

1. Sara A. Schmitt
2. Megan E. Pratt
3. Megan M. McClelland
4. S. Wanless
5. Shauna L. Tominey
6. F. Morrison
7. A. Acock
8. Claire E. Cameron

Citations in the corpus

• Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement (2014, background): “In particular, teacher ratings could be influenced by the amount of contact teachers have with children’s parents (Serpell & Mashburn, 2012), the order in which they complete ratings (Brandon, Kehle, Jenson, & Clark, 1990), and=or the gender of the child (i.e., teachers tend to rate boys lower than…”
• Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools (2020, background): “Collaboration between schools and families can help decrease both internalizing and externalizing problem behaviors (Blair et al., 2011; Cox, 2005) and influences a child’s social competence and relationship with his or her teacher (Serpell & Mashburn, 2011).”