Arya Ansari
Datos Biográficos
| ID | 120322 |
|---|---|
| NOMBRE | Arya Ansari |
| NOMBRES | Arya |
| APELLIDO | Ansari |
| FIRMA | ANSARI A |
| AFILIACIONES | The Ohio State University |
| ORCID | 0000-0001-5033-9668 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 69 |
| TOTAL DE CITAS | 216 |
| TOTAL COMO AUTOR | 69 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 8 |
Child protective services contact and students’ school connectedness and absenteeism
This study used data from the Future of Families Child Wellbeing Study ( n = 3,334) to examine the school attendance and connectedness of 15-year-old students who have had contact with Child Protective Service (CPS). Results from covariate adjusted models revealed that students with CPS contact were more likely to be absent, for both excused and unexcused reasons, compared with students who had no contact with CPS. Additionally, these students we…
Why Parenting Attitudes Matter for Low-Income Families
Despite the known associations between low-income families and children’s adjustment outcomes, less is known about how parenting attitudes may serve as a protective factor. Following a subsample of children from the NICHD Study of Early Child Care and Youth Development (N = 829) from 54 months of age through 5th Grade, this study investigates the buffering effects of progressive parenting attitudes on children’s academic and social skills in the …
Missing School, Missing Milestones
This study uses data from 2,933 youth from the Future Families and Child Wellbeing Study to examine the extent to which school absences at age 15 predict key educational milestones by the end of high school, including disciplinary infractions, academic performance and college readiness, and education status. We also considered whether these associations varied for health-related absences and days absent due to skipping. Results from covariate-adj…
Pre-K attendance and primary grade social and behavioral development
Innovative Qualitative Collection Methods for Centering Race and Ethnicity
Race, equity, and justice remain challenging yet critical topics for education researchers in the contemporary U.S. context. Meaningful engagement with these topics requires researchers to critically acknowledge dominant paradigms and intentionally design research approaches that meaningfully center race and ethnicity. This research note offers innovative and tested methods for qualitative data collection that enable researchers to engage in deep…
Associations of distal elementary school characteristics with prekindergarten student
Missing Classmates and Attendance Patterns in Elementary Schools
Policymakers and educational leaders have invested considerable effort in identifying factors that contribute to student absenteeism. While research has extensively examined environmental and school-level influences, less attention has been given to how classroom dynamics shape attendance patterns. This study examined the impact of peer absenteeism on individual student attendance in four Texas school districts, leveraging daily-level attendance …
Pre-kindergarten classroom experiences and child outcomes through first grade
Novice Teachers and Student Attendance in Early Elementary School
Student absenteeism in the earliest years of elementary school has been linked to a range of negative outcomes. Though the literature has examined numerous factors that are associated with children missing school, the role of teachers—especially at the early elementary level—has not been well understood. Given that students spend the majority of their time in elementary school with one teacher in a single classroom, a large component of early ele…
Does Teacher and Peer Racial/Ethnic Match Play a Role in Preschool Absenteeism
Research Findings: A significant number of children are regularly absent from preschool inhibiting their early learning and development. Yet, there has been little exploration of the conditions under which absenteeism may be lower. One such condition may be teacher and peer racial/ethnic match (REM), which may improve home-school connections and promote better attendance. This study examined the extent to which REM with teachers and peers is asso…
Do Teachers With Absent Students Feel Less Job Satisfaction
Research and policy have focused predominantly on the individual consequences for students who miss school. Yet absenteeism does not occur in a vacuum, and less work has focused on how student absenteeism correlates to classroom dynamics. Practically no attention has been paid toward teachers. We propose in this study that student absences make it challenging for teachers to enjoy the very function of their jobs and thus experience more dissatisf…
National insights into the stress and well-being of Early Head Start families before and after the Covid-19 pandemic
The cumulative, timing-specific, and enduring associations between student–teacher relationships and early elementary outcomes
Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2011 (n = 14,370; 51% Male; 51% White; 14% Black; 25% Hispanic; 4% Asian; and 6% Other), this study examined the cumulative, timing-specific, and enduring associations between student–teacher relationships in the United States and a broad range of student outcomes. Student–teacher conflict and closeness were consistently associated with outcomes between kindergarten and …
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Preschool Classroom Age Composition and Physical Literacy Environment
Research Findings: The classroom physical literacy environment is a malleable and domain-specific contributor to children’s emergent literacy acquisition. However, what shapes the physical literacy environment remains unclear. In this study, we drew on a sample of 895 4-year-olds across 223 classrooms from the Professional Development Study and tested the role of classroom age composition in shaping the physical literacy environment. Additionally…
Maternal Labor Force Participation During the Child’s First Year and Later Separation Anxiety Symptoms
Separation anxiety symptoms are frequent among preschool-aged children, but it is also a possible gateway for diagnosis of separation anxiety disorder. Early maternal employment after childbirth can increase the risk for the development of separation anxiety symptoms. From an economic perspective, however, securing employment is one effective strategy to ensure child well-being. This study investigated how mothers’ participation in the labor forc…
Student-Teacher Ethnoracial Matching in the Earliest Grades
Research Findings: The purpose of this study is to advance our understanding of student-teacher ethnoracial matching in early elementary school by exploring two executive function outcomes – working memory and cognitive flexibility. Drawing on nationally-representative, longitudinal sample of kindergartners (N = 18,170) from the Early Childhood Longitudinal Study – Kindergarten Class of 2011, we relied on a fixed effects methodology and found stu…
Classrooms are Complex Host Environments
Research Findings: The purpose of this study was to test a theoretical measurement model representing four proposed dimensions of the classroom ecology in pre-K to third-grade classrooms. The four proposed dimensions of Classroom Composition, Peer Network and Norms, Teacher Practices, and Student Experiences were evaluated using data collected in 182 classrooms and 2,662 students in two districts spanning rural, suburban, and urban settings. Over…
The influence of classroom language contexts on dual language learners’ language development
Big little leap
An examination of the use and outcomes of readiness assessments, retention policies, and title 1 funding for kindergarten children in the United States
Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes
The First-Grade Outcomes of Pre-K Attendees
This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic and executive function persisted through the end of first grade but were 75% to 80% smaller than at k…
The selection of children from low-income families into preschool
Because children from low-income families benefit from preschool but are less likely than other children to enroll, identifying factors that promote their enrollment can support research and policy aiming to reduce socioeconomic disparities in education. In this study, we tested an accommodations model with data on 6,250 children in the Early Childhood Longitudinal Study-Birth Cohort. In general, parental necessity (e.g., maternal employment) and…
Variation in the long-term benefits of child care
Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,307) were used to estimate the additive and multiplicative benefits of high-quality child care between birth to 54 months of age and high-quality elementary school education between first and fifth grade. Results indicated that the math and language and literacy benefits of high-quality child care accrued from the end of p…
Parent Involvement in Head Start and Children's Development
The authors examined the extent to which parent involvement in Head Start programs predicted changes in both parent and child outcomes over time, using a nationally representative sample of 1,020 three-year-old children over 3 waves of the Family and Child Experiences Survey. Center policies that promote involvement predicted greater parent involvement, and parents who were more involved in Head Start centers demonstrated increased cognitive stim…
Persistence and convergence
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of achievement and executive functioning skills at the end of kindergarten, and also that the benefits of pr…
Does Attendance in Private Schools Predict Student Outcomes at Age 15? Evidence From a Longitudinal Study
By tracking longitudinally a sample of American children ( n = 1,097), this study examined the extent to which enrollment in private schools between kindergarten and ninth grade was related to students’ academic, social, psychological, and attainment outcomes at age 15. Results from this investigation revealed that in unadjusted models, children with a history of enrollment in private schools performed better on nearly all outcomes assessed in ad…
The selection of preschool for immigrant and native-born Latino families in the United States
What do parents want from preschool? Perspectives of low-income Latino/a immigrant families
Latin American Immigration, Maternal Education, and Approaches to Managing Children's Schooling in the United States
Concerted cultivation is the active parental management of children's educations that, because it differs by race/ethnicity, nativity, and socioeconomic status, plays a role in early educational disparities. Analyses of the Early Childhood Longitudinal Study-Kindergarten Cohort (n = 10,913) revealed that foreign-born Latina mothers were generally less likely to engage in school-based activities, enroll children in extracurricular activities, or p…
Maternal Employment, Community Contexts, and the Child-Care Arrangements of Diverse Groups
Integrating family and child data from the Early Childhood Longitudinal Study-Birth Cohort with contextual data from the census, this study examined associations among maternal employment, aspects of communities related to child-care supply and demand, and the early care and education arrangements of 4 year olds in Mexican-origin, Black, and White families. Children with employed mothers were more likely to be in informal care arrangements than i…
Kindergarten readiness for low-income and ethnically diverse children attending publicly funded preschool programs in Miami
Children's elicitation of changes in parenting during the early childhood years
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry
Transactional effects between parental sensitivity and child social adjustment
This study examined the reciprocal relations among maternal sensitivity, paternal sensitivity, and children's social adjustment from 54 months of age to 5th grade. Using a subsample from the National Institute of Child Health and Development Study of Early Child Care and Youth Development ( N = 829), we employed an autoregressive latent trajectory model with structured residuals (ALT-SR) to unpack the trait and state aspects in the relations betw…
Stability and sequence of center-based and family childcare
Changes in academic instructional experiences in Head Start classrooms from 2001–2015
Community contexts and utilization of early childhood care and education among Mexican-origin children
The role of elementary school quality in the persistence of preschool effects
Children's hyperactivity, television viewing, and the potential for child effects
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
Do teachers' instructional practices change when more students are absent
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes
Race/ethnicity, human capital, and the selection of young children into early childhood education
Parenting Gains in Head Start as a Function of Initial Parenting Skill
Using data from the Head Start Impact Study (n = 3,696), this article examines whether one year of Head Start differentially benefited parents as a function of their initial parenting behaviors. Four outcomes are examined, namely, parents' rates of engaging in cognitive stimulation, reading to their child, and spanking, as well as their depressive symptoms. In general, most parents demonstrated improvements in their reading practices and cognitiv…
Do Teachers With Absent Students Feel Less Job Satisfaction
Research and policy have focused predominantly on the individual consequences for students who miss school. Yet absenteeism does not occur in a vacuum, and less work has focused on how student absenteeism correlates to classroom dynamics. Practically no attention has been paid toward teachers. We propose in this study that student absences make it challenging for teachers to enjoy the very function of their jobs and thus experience more dissatisf…
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Stability and sequence of center-based and family childcare
Learning‐related Social Skills as a Mediator between Teacher Instruction and Child Achievement in Head Start
Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children's ( n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of te…
Children's elicitation of changes in parenting during the early childhood years
Kindergarten readiness for low-income and ethnically diverse children attending publicly funded preschool programs in Miami
Activity settings in full-day kindergarten classrooms and children’s early learning
Children's hyperactivity, television viewing, and the potential for child effects
The selection of children from low-income families into preschool
Because children from low-income families benefit from preschool but are less likely than other children to enroll, identifying factors that promote their enrollment can support research and policy aiming to reduce socioeconomic disparities in education. In this study, we tested an accommodations model with data on 6,250 children in the Early Childhood Longitudinal Study-Birth Cohort. In general, parental necessity (e.g., maternal employment) and…
Parenting Gains in Head Start as a Function of Initial Parenting Skill
Using data from the Head Start Impact Study (n = 3,696), this article examines whether one year of Head Start differentially benefited parents as a function of their initial parenting behaviors. Four outcomes are examined, namely, parents' rates of engaging in cognitive stimulation, reading to their child, and spanking, as well as their depressive symptoms. In general, most parents demonstrated improvements in their reading practices and cognitiv…
Parent Involvement in Head Start and Children's Development
The authors examined the extent to which parent involvement in Head Start programs predicted changes in both parent and child outcomes over time, using a nationally representative sample of 1,020 three-year-old children over 3 waves of the Family and Child Experiences Survey. Center policies that promote involvement predicted greater parent involvement, and parents who were more involved in Head Start centers demonstrated increased cognitive stim…
Latin American Immigration, Maternal Education, and Approaches to Managing Children's Schooling in the United States
Concerted cultivation is the active parental management of children's educations that, because it differs by race/ethnicity, nativity, and socioeconomic status, plays a role in early educational disparities. Analyses of the Early Childhood Longitudinal Study-Kindergarten Cohort (n = 10,913) revealed that foreign-born Latina mothers were generally less likely to engage in school-based activities, enroll children in extracurricular activities, or p…
The selection of preschool for immigrant and native-born Latino families in the United States
Bidirectional relations between intrusive caregiving among parents and teachers and children’s externalizing behavior problems
What do parents want from preschool? Perspectives of low-income Latino/a immigrant families
Community contexts and utilization of early childhood care and education among Mexican-origin children
Effects of an early childhood educator coaching intervention on preschoolers
Commentary
The role of elementary school quality in the persistence of preschool effects
Mothers' affective experiences and child behaviors
Variation in the long-term benefits of child care
Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,307) were used to estimate the additive and multiplicative benefits of high-quality child care between birth to 54 months of age and high-quality elementary school education between first and fifth grade. Results indicated that the math and language and literacy benefits of high-quality child care accrued from the end of p…
Does Attendance in Private Schools Predict Student Outcomes at Age 15? Evidence From a Longitudinal Study
By tracking longitudinally a sample of American children ( n = 1,097), this study examined the extent to which enrollment in private schools between kindergarten and ninth grade was related to students’ academic, social, psychological, and attainment outcomes at age 15. Results from this investigation revealed that in unadjusted models, children with a history of enrollment in private schools performed better on nearly all outcomes assessed in ad…
Maternal Employment, Community Contexts, and the Child-Care Arrangements of Diverse Groups
Integrating family and child data from the Early Childhood Longitudinal Study-Birth Cohort with contextual data from the census, this study examined associations among maternal employment, aspects of communities related to child-care supply and demand, and the early care and education arrangements of 4 year olds in Mexican-origin, Black, and White families. Children with employed mothers were more likely to be in informal care arrangements than i…
Teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications
Data from 332 teachers who participated in the National Center for Research on Early Childhood Education study were used to examine the implications of classroom age diversity in preschool programs for teacher interactions with students in areas of instructional and emotional support, and classroom organization. Teachers in early childhood classrooms with greater age diversity within a school year and who experienced an increase in age diversity …
Raising the bar
Do teachers' instructional practices change when more students are absent
Starting Early
This investigation considered the short-term benefits of early childhood education participation at age 3 for 1,213 children from low-income families living in a large and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered prekindergarten the following year demonstrating stronger academic skills and less optimal social behavior…
Psychology (61 obras) · Early Childhood Education and Development (56 obras) · Developmental psychology (53 obras) · Parental Involvement in Education (43 obras) · Medicine (26 obras) · Mathematics education (23 obras) · Child and Adolescent Psychosocial and Emotional Development (20 obras) · Early childhood (20 obras) · Academic achievement (18 obras) · Early childhood education (17 obras)