M
Margaret Burchinal
Researcher at University of North Carolina at Chapel Hill
Publications - 289
Citations - 37319
Margaret Burchinal is an academic researcher from University of North Carolina at Chapel Hill. The author has contributed to research in topics: Early childhood education & Early childhood. The author has an hindex of 99, co-authored 284 publications receiving 34587 citations. Previous affiliations of Margaret Burchinal include University of California, Irvine.
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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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The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade.
Ellen Peisner-Feinberg,Margaret Burchinal,Richard M. Clifford,Mary L. Culkin,Carollee Howes,Sharon Lynn Kagan,Noreen Yazejian +6 more
TL;DR: Evidence is provided that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade, consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences.
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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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Are There Long‐Term Effects of Early Child Care?
Jay Belsky,Deborah Lowe Vandell,Margaret Burchinal,K. Alison Clarke-Stewart,Kathleen McCartney,Margaret Tresch Owen +5 more
TL;DR: Although parenting was a stronger and more consistent predictor of children's development than early child-care experience, higher quality care predicted higher vocabulary scores and more exposure to center care predicted more teacher-reported externalizing problems.