Y. Anders
Education · 2011–2016
A researcher in the Science corpus: 9 papers; trusts 27 researchers and is trusted by 2 researchers here, as inferred from the citation graph.
Subfields
- Education — 157 citations into it; #8,164 of 11,309 by trust here, #1,424 by citations
- Statistics and Probability — 35 citations into it
- Experimental and Cognitive Psychology — 33 citations into it
- Developmental and Educational Psychology — 31 citations into it; #7,025 of 8,223 by trust here, #1,646 by citations
- Clinical Psychology — 30 citations into it
- Computer Networks and Communications — 6 citations into it
- Management Science and Operations Research — 6 citations into it
- Cognitive Neuroscience — 5 citations into it
Whom Y. Anders trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- Kathy Sylva
- Subir Ghosh
- I. Siraj‐Blatchford
- G. Duncan
- E. Melhuish
- Craig K. Enders
- P. Sammons
- Jennifer S. McCray
- R. Kamphaus
- T. Little
Who trusts Y. Anders overall
- S. Sonnenschein
- H. Rossbach
- Michael O. Martin
- C. Galindo
- Simone Lehrl
- K. Kluczniok
- Frank Niklas
- Jaime Puccioni
- J. Buckingham
- María Inés Susperreguy
Papers from Y. Anders's perspective
Ordered by how strongly the researchers Y. Anders trusts endorse each paper. Same corpus, a different order for every researcher.
- Are there long-term effects of early child care? (Child Development)
- Assessing Quality in the Early Years - Early Childhood Environment Rating Scale Extension (ECERS-E): Four Curricular Subscales
- The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. (Child Development)
- Missing data: our view of the state of the art. (Psychological methods)
- Towards the transformation of practice in early childhood education: the effective provision of pre‐school education (EPPE) project
- Researching Effective Pedagogy in the Early Years
- Site-level predictors of children’s school and social competence in the Chicago Child–Parent Centers
- Intensive Remedial Instruction for Children with Severe Reading Disabilities (Journal of Learning Disabilities)
- A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority
- Effectiveness of Supplemental Reading Instruction for Second-Grade English Language Learners with Reading Difficulties (The Elementary school journal)
Their papers
- Assessing teachers' multicultural and egalitarian beliefs : The Teacher Cultural Beliefs Scale (2011) — 133 citations
- The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. (2016) — 82 citations
- Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs (2015) — 112 citations
- Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms (2015) — 168 citations
- Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany (2013) — 134 citations
- Internal and external influences on vocabulary development in preschool children (2013) — 96 citations
- How different mentoring approaches affect beginning teachers' development in the first years of practice (2013) — 267 citations
- Home and preschool learning environments and their relations to the development of early numeracy skills (2012) — 590 citations
- The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10 (2011) — 94 citations