M Nicole Buckley
Datos Biográficos
| ID | 5016492 |
|---|---|
| NOMBRE | M Nicole Buckley |
| NOMBRES | M Nicole |
| APELLIDO | Buckley |
| FIRMA | BUCKLEY M N |
| AFILIACIONES | The Ohio State University |
| ORCID | 0000-0003-4871-1592 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2025 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 0 |
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…
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 …
Sin obras prominentes en esta página.
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…
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 …
Developmental psychology (2 obras) · Early Childhood Education and Development (2 obras) · Parental Involvement in Education (2 obras) · Psychology (2 obras) · Absenteeism (1 obras) · Attendance (1 obras) · Child and Adolescent Psychosocial and Emotional Development (1 obras) · Closeness (1 obras) · Demography (1 obras) · Ethnic group (1 obras)