D
Donna M. Bryant
Researcher at University of North Carolina at Chapel Hill
Publications - 95
Citations - 12291
Donna M. Bryant is an academic researcher from University of North Carolina at Chapel Hill. The author has contributed to research in topics: Academic achievement & Child development. The author has an hindex of 42, co-authored 92 publications receiving 11467 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.
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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.
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Relating Quality of Center‐Based Child Care to Early Cognitive and Language Development Longitudinally
Margaret Burchinal,Joanne E. Roberts,Rhodus Riggins,Susan A. Zeisel,Eloise C. Neebe,Donna M. Bryant +5 more
TL;DR: Higher quality child care was related to higher measures of cognitive development, language development, and communication skills across time, even after adjusting for selected child and family characteristics.