D
Diane M. Early
Researcher at University of North Carolina at Chapel Hill
Publications - 45
Citations - 9383
Diane M. Early is an academic researcher from University of North Carolina at Chapel Hill. The author has contributed to research in topics: Academic achievement & Early childhood education. The author has an hindex of 27, co-authored 44 publications receiving 8673 citations.
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Journal ArticleDOI
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.
Andrew J. Mashburn,Robert C. Pianta,Bridget K. Hamre,Jason T. Downer,Oscar A. Barbarin,Donna M. Bryant,Margaret Burchinal,Diane M. Early,Carollee Howes +8 more
TL;DR: Analysis of prekindergarten programs in 11 states suggests that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness.
Journal ArticleDOI
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Carollee Howes,Margaret Burchinal,Robert C. Pianta,Donna M. Bryant,Diane M. Early,Richard M. Clifford,Oscar A. Barbarin +6 more
TL;DR: The authors examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten.
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Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs
Diane M. Early,Kelly Maxwell,Margaret Burchinal,Soumya Alva,Randall Bender,Donna M. Bryant,Karen Cai,Richard M. Clifford,Caroline Ebanks,James A. Griffin,Gary T. Henry,Carollee Howes,Jeniffer Iriondo-Perez,Hyun-Joo Jeon,Andrew J. Mashburn,Ellen Peisner-Feinberg,Robert C. Pianta,Nathan Vandergrift,Nicholas Zill +18 more
TL;DR: It is found that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains, and raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.
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Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?
Robert C. Pianta,Carollee Howes,Margaret Burchinal,Donna M. Bryant,Richard M. Clifford,Diane M. Early,Oscar A. Barbarin +6 more
TL;DR: The authors examined the extent to which program, classroom, and teacher attributes of the program ecology predict observed quality and teacher-child interactions in a sample of 238 classrooms representing 6 states' pre-kindergarten programs.
Journal ArticleDOI
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction
Margaret Burchinal,Carollee Howes,Robert C. Pianta,Donna M. Bryant,Diane M. Early,Richard M. Clifford,Oscar A. Barbarin +6 more
TL;DR: In this paper, the authors examined 240 randomly selected pre-kindergarten programs in six states with mature programs that serve large numbers of children, and evaluated specific aspects of classroom quality and children's academic achievement.