O. Barbarin

Education · 2001–2009

A researcher in the Science corpus: 12 papers; trusts 12 researchers and is trusted by 22 researchers here, as inferred from the citation graph.

Subfields

• Education — 164 citations into it; #1,144 of 11,309 by trust here, #84 by citations
• Clinical Psychology — 58 citations into it; #3,846 of 8,024 by trust here, #431 by citations
• Sociology and Political Science — 14 citations into it
• Experimental and Cognitive Psychology — 5 citations into it

Whom O. Barbarin trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. J. Singer
2. Robert C. Pianta
3. Catherine Scott-Little
4. Margaret R. Burchinal
5. K. Diamond
6. David K. Dickinson
7. Barbara Rogoff
8. B. Hamre
9. K. Fanti
10. C. Raver

Who trusts O. Barbarin overall

1. Margaret R. Burchinal
2. Jaime Puccioni
3. Robert C. Pianta
4. Timothy W. Curby
5. Jason T. Downer
6. L. DeFlorio
7. Daphna Bassok
8. Ming-Te Wang
9. B. Hamre

Papers from O. Barbarin's perspective

Ordered by how strongly the researchers O. Barbarin trusts endorse each paper. Same corpus, a different order for every researcher.

1. Emotions Matter: Making the Case for the Role of Young Children's Emotional Development for Early School Readiness
2. The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. (Child Development)
3. Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction
4. The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes (The Elementary school journal)
5. Learning opportunities in preschool and early elementary classrooms.
6. The Production of Quality in Child-Care Centers: Another Look
7. Relating quality of center-based child care to early cognitive and language development longitudinally. (Child Development)
8. Parental involvement in the development of children's reading skill: a five-year longitudinal study. (Child Development)
9. Caregiver Training and Classroom Quality in Child Care Centers
10. Classification of teachers’ interaction behaviors in early childhood 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
• 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
• Socioeconomic Differences in Reading Trajectories: The Contribution of Family, Neighborhood, and School Contexts. (2008) — 807 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
• 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
• Cultural Resources and Psychological Adjustment of African American Children: Effects of Spirituality and Racial Attribution (2001) — 87 citations