Joann Hsueh
Datos Biográficos
| ID | 4420262 |
|---|---|
| NOMBRE | Joann Hsueh |
| NOMBRES | Joann |
| APELLIDO | Hsueh |
| FIRMA | HSUEH J |
| AFILIACIONES | Manpower Demonstration Research Corporation |
| VERIFICADO | No |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 109 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2000 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Teacher-student racial-ethnic match and kindergarteners’ academic and cognitive and executive function gains
When time is relative
Moving Beyond Point in Time Estimates
This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; Mage = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social–emotional skills across kindergarten (2017–2018) and first grade (2018–2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence…
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement
Research Findings: Prior research has demonstrated the importance of young children’s executive functioning (EF) skills for their success in schooling and beyond. However, the field lacks an understanding of how children’s EF skills manifest in context. In the present study, we relate children’s classroom off-task behavior to their EF skills. Prekindergarten children (N=263) were first assessed on their EF skills via direct assessments and a teac…
Enrollment in Pre-K and children's social-emotional and executive functioning skills
Instructional alignment is associated with PreK persistence
Learning experiences vary across young children in the same classroom
Content-rich instruction and cognitive demand in prek
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students ( N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroo…
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten …
Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status
This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during…
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Time well spent
Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement-sometimes targeted to families with low levels of education-have small effects. This study aimed to inform supports for families by examining how different types of home-based learning activities influence academic skills during prekindergarten. We created four measures that assessed the frequen…
Promoting content-enriched alignment across the early grades
The Effects of Building Strong Families
This article examines the impacts of B uilding S trong F amilies, a healthy marriage and relationship skills education program serving unmarried parents who were expecting or had recently had a baby. Based on a random assignment research design, the analysis uses survey data from more than 4,700 couples across eight research sites to estimate program effects. Results varied across sites, with one site having a pattern of positive effects (but no …
Welfare Policies and Adolescents
This study uses data from three longitudinal experimental evaluations of US state welfare reform programs to examine whether program-induced changes in families' reliance on sibling care are linked with the effects of welfare programs on selected schooling outcomes of high risk, low-income adolescents. The findings from two of the welfare programs indicate that increased reliance on sibling care was concomitant with unfavorable effects of the pro…
Working nonstandard schedules and variable shifts in low-income families
Longitudinal data from the New Hope Project--an experimental evaluation of a work-based antipoverty program in Milwaukee, Wisconsin--was used to explore concurrent and lagged associations of nonstandard schedules and variable shifts with parental psychological well-being, regularity of family mealtimes, and child well-being among low-income families. Working a combination of variable shifts and nonstandard hours was associated concurrently with l…
What Front‐Line CBO Staff Can Tell Us About Culturally Anchored Theories of Behavior Change in HIV Prevention for Asian/Pacific Islanders
Few rigorously tested primary prevention programs have been developed to prevent HIV infection among immigrant communities in the United States. This is in part because of the lack of culturally specific behavioral theories that can inform HIV prevention for immigrant communities in the United States. This article aims to develop such theories for a population—Asian/Pacific Islanders (A/PIs) immigrant communities—who have been overlooked in theor…
Resolving paradoxical criteria for the expansion and replication of early childhood care and education programs
Perceived Family and Peer Transactions and Self-Esteem among Urban Early Adolescents
This research extends previous work that identified groups of youth characterized by profiles of perceived family and peer transactions. Predictions derived from self-enhancement and self-consistency theories concerning how such transactions might relate to self-esteem in a diverse sample of early adolescents (N = 635) were investigated. Both theories indicate independent contributions of family and peer transactions to self-esteem. The theories …
Working nonstandard schedules and variable shifts in low-income families
Longitudinal data from the New Hope Project--an experimental evaluation of a work-based antipoverty program in Milwaukee, Wisconsin--was used to explore concurrent and lagged associations of nonstandard schedules and variable shifts with parental psychological well-being, regularity of family mealtimes, and child well-being among low-income families. Working a combination of variable shifts and nonstandard hours was associated concurrently with l…
The Effects of Building Strong Families
This article examines the impacts of B uilding S trong F amilies, a healthy marriage and relationship skills education program serving unmarried parents who were expecting or had recently had a baby. Based on a random assignment research design, the analysis uses survey data from more than 4,700 couples across eight research sites to estimate program effects. Results varied across sites, with one site having a pattern of positive effects (but no …
Time well spent
Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement-sometimes targeted to families with low levels of education-have small effects. This study aimed to inform supports for families by examining how different types of home-based learning activities influence academic skills during prekindergarten. We created four measures that assessed the frequen…
Perceived Family and Peer Transactions and Self-Esteem among Urban Early Adolescents
This research extends previous work that identified groups of youth characterized by profiles of perceived family and peer transactions. Predictions derived from self-enhancement and self-consistency theories concerning how such transactions might relate to self-esteem in a diverse sample of early adolescents (N = 635) were investigated. Both theories indicate independent contributions of family and peer transactions to self-esteem. The theories …
What Front‐Line CBO Staff Can Tell Us About Culturally Anchored Theories of Behavior Change in HIV Prevention for Asian/Pacific Islanders
Few rigorously tested primary prevention programs have been developed to prevent HIV infection among immigrant communities in the United States. This is in part because of the lack of culturally specific behavioral theories that can inform HIV prevention for immigrant communities in the United States. This article aims to develop such theories for a population—Asian/Pacific Islanders (A/PIs) immigrant communities—who have been overlooked in theor…
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Promoting content-enriched alignment across the early grades
Content-rich instruction and cognitive demand in prek
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students ( N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroo…
Resolving paradoxical criteria for the expansion and replication of early childhood care and education programs
Welfare Policies and Adolescents
This study uses data from three longitudinal experimental evaluations of US state welfare reform programs to examine whether program-induced changes in families' reliance on sibling care are linked with the effects of welfare programs on selected schooling outcomes of high risk, low-income adolescents. The findings from two of the welfare programs indicate that increased reliance on sibling care was concomitant with unfavorable effects of the pro…
Instructional alignment is associated with PreK persistence
Learning experiences vary across young children in the same classroom
Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status
This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during…
Perceived Family and Peer Transactions and Self-Esteem among Urban Early Adolescents
This research extends previous work that identified groups of youth characterized by profiles of perceived family and peer transactions. Predictions derived from self-enhancement and self-consistency theories concerning how such transactions might relate to self-esteem in a diverse sample of early adolescents (N = 635) were investigated. Both theories indicate independent contributions of family and peer transactions to self-esteem. The theories …
Resolving paradoxical criteria for the expansion and replication of early childhood care and education programs
What Front‐Line CBO Staff Can Tell Us About Culturally Anchored Theories of Behavior Change in HIV Prevention for Asian/Pacific Islanders
Few rigorously tested primary prevention programs have been developed to prevent HIV infection among immigrant communities in the United States. This is in part because of the lack of culturally specific behavioral theories that can inform HIV prevention for immigrant communities in the United States. This article aims to develop such theories for a population—Asian/Pacific Islanders (A/PIs) immigrant communities—who have been overlooked in theor…
Working nonstandard schedules and variable shifts in low-income families
Longitudinal data from the New Hope Project--an experimental evaluation of a work-based antipoverty program in Milwaukee, Wisconsin--was used to explore concurrent and lagged associations of nonstandard schedules and variable shifts with parental psychological well-being, regularity of family mealtimes, and child well-being among low-income families. Working a combination of variable shifts and nonstandard hours was associated concurrently with l…
Welfare Policies and Adolescents
This study uses data from three longitudinal experimental evaluations of US state welfare reform programs to examine whether program-induced changes in families' reliance on sibling care are linked with the effects of welfare programs on selected schooling outcomes of high risk, low-income adolescents. The findings from two of the welfare programs indicate that increased reliance on sibling care was concomitant with unfavorable effects of the pro…
The Effects of Building Strong Families
This article examines the impacts of B uilding S trong F amilies, a healthy marriage and relationship skills education program serving unmarried parents who were expecting or had recently had a baby. Based on a random assignment research design, the analysis uses survey data from more than 4,700 couples across eight research sites to estimate program effects. Results varied across sites, with one site having a pattern of positive effects (but no …
Promoting content-enriched alignment across the early grades
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Time well spent
Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement-sometimes targeted to families with low levels of education-have small effects. This study aimed to inform supports for families by examining how different types of home-based learning activities influence academic skills during prekindergarten. We created four measures that assessed the frequen…
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten …
Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status
This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during…
Content-rich instruction and cognitive demand in prek
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students ( N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroo…
Enrollment in Pre-K and children's social-emotional and executive functioning skills
Instructional alignment is associated with PreK persistence
Learning experiences vary across young children in the same classroom
Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement
Research Findings: Prior research has demonstrated the importance of young children’s executive functioning (EF) skills for their success in schooling and beyond. However, the field lacks an understanding of how children’s EF skills manifest in context. In the present study, we relate children’s classroom off-task behavior to their EF skills. Prekindergarten children (N=263) were first assessed on their EF skills via direct assessments and a teac…
Moving Beyond Point in Time Estimates
This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; Mage = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social–emotional skills across kindergarten (2017–2018) and first grade (2018–2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence…
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Teacher-student racial-ethnic match and kindergarteners’ academic and cognitive and executive function gains
When time is relative
Psychology (18 obras) · Early Childhood Education and Development (16 obras) · Developmental psychology (14 obras) · Mathematics education (9 obras) · Medicine (8 obras) · Academic achievement (6 obras) · Literacy (6 obras) · Parental Involvement in Education (6 obras) · Pedagogy (6 obras) · Cognitive and developmental aspects of mathematical skills (5 obras)