D. Bryant
Education · Child Development · 2000–2015
A researcher in the Science corpus: 15 papers; trusts 11 researchers and is trusted by 24 researchers here, as inferred from the citation graph.
Subfields
- Education — 189 citations into it; #855 of 11,309 by trust here, #43 by citations
- Clinical Psychology — 63 citations into it; #1,392 of 8,024 by trust here, #155 by citations
Whom D. Bryant trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
Who trusts D. Bryant overall
- Robert C. Pianta
- Margaret R. Burchinal
- Andrew J. Mashburn
- Jason T. Downer
- B. Hamre
- Timothy W. Curby
- Karen M. La Paro
- Jennifer LoCasale-Crouch
- Daphna Bassok
- M. Manning
Papers from D. Bryant's perspective
Ordered by how strongly the researchers D. Bryant trusts endorse each paper. Same corpus, a different order for every researcher.
- The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. (Child Development)
- Emotions Matter: Making the Case for the Role of Young Children's Emotional Development for Early School Readiness
- The Production of Quality in Child-Care Centers: Another Look
- Caregiver Training and Classroom Quality in Child Care Centers
- Analysis of Incomplete Multivariate Data (Technometrics)
- Relating quality of center-based child care to early cognitive and language development longitudinally. (Child Development)
- Missing data: our view of the state of the art. (Psychological methods)
- Statistical Power Analysis for the Behavioral Sciences (2nd ed.)
- Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction
- Learning opportunities in preschool and early elementary classrooms.
Their papers
- Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008) — 563 citations
- High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners (2015) — 100 citations
- Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009) — 257 citations
- The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009) — 296 citations
- Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills (2008) — 153 citations
- Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs (2008) — 1,141 citations
- Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. (2008) — 1,981 citations
- Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms (2007) — 154 citations
- Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics (2007) — 460 citations
- Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs. (2007) — 1,013 citations
- Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? (2005) — 953 citations
- What is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs (2005) — 176 citations
- Relating quality of center-based child care to early cognitive and language development longitudinally. (2000) — 621 citations
- Prevalence of Aggressive Behaviors among Preschoolers in Head Start and Community Child Care Programs (2000) — 117 citations
- Children's Social and Cognitive Development and Child-Care Quality: Testing for Differential Associations Related to Poverty, Gender, or Ethnicity (2000) — 301 citations