Natalie A Koziol
Biographic Data
| ID | 1464472 |
|---|---|
| NAME | Natalie A Koziol |
| GIVEN NAMES | Natalie A |
| FAMILY NAME | Koziol |
| SIGNATURE | KOZIOL N A |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0003-3275-1776 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Examining the Links Between Child–Teacher Relationships, Classroom Quality, and Child Outcomes Across Racial Groups
This study examined the unique and interactive effects of teacher‐child relationships and classroom quality on PreK to Grade 1 children's reading and math achievement, social skills, and problem behaviors, as well as whether these relationships differed by children's race and ethnicity. Based on data from 192 children (18.23% Black, 8.33% Latine English‐speaking, 21.88% Latine Spanish‐speaking, 51.56% White) from PreK to Grade 1 and their teacher…
Developmental Trajectories of Emotional Availability Differ Between Dyads With Children With and Without Motor Delay
Combined participation in the Supplemental Nutrition Assistance Program (SNAP) and Head Start is associated with healthy household dietary environments for young children in low-income families
Objective: To compare the association of participation in Supplemental Nutrition Assistance Program (SNAP) alone v . in combination with Head Start (HS), Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) or both on household dietary environment (HDE) indicators: food security, nutrition security, healthfulness choice, dietary choice, perceived food store availability, utilisation barriers and healthy food access barrie…
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
White privilege and teacher perceptions of teacher-child relationship quality
Impacts of the Covid-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year
Although many school districts made efforts to provide instruction during the COVID-19 pandemic (including in-person, remote, and blended/hybrid options the length of instruction time and delivery models have varied from district to district. This disruption in education has been projected to result in a significant learning loss, which may be particularly profound for students from disadvantaged backgrounds, leading to widening opportunity gaps.…
Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1
Social-behavioral functioning during early childhood is associated with children’s academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent–teacher and student–teacher relationships predicted children’s social skills and problem behaviors across the preschool to Grade 1 transitions. Participants were 233 children (M = 5.32 years [SD = 0.27] in preschool), their parents, and the…
Do Spanish-English bilingual children outperform monolingual English-speaking children on executive function tasks in early childhood? A propensity score analysis
A Regression Discontinuity Design Framework for Controlling Selection Bias in Evaluations of Differential Item Functioning
Differential item functioning (DIF) is often used to examine validity evidence of alternate form test accommodations. Unfortunately, traditional approaches for evaluating DIF are prone to selection bias. This article proposes a novel DIF framework that capitalizes on regression discontinuity design analysis to control for selection bias. A simulation study was performed to compare the new framework with traditional logistic regression, with respe…
Are translated mathematics items a valid accommodation for dual language learners? Evidence from ECLS-K
Measuring quality of preprimary education in sub-Saharan Africa
The Impact of Model Parameterization and Estimation Methods on Tests of Measurement Invariance With Ordered Polytomous Data
Evaluations of measurement invariance provide essential construct validity evidence-a prerequisite for seeking meaning in psychological and educational research and ensuring fair testing procedures in high-stakes settings. However, the quality of such evidence is partly dependent on the validity of the resulting statistical conclusions. Type I or Type II errors can render measurement invariance conclusions meaningless. The present study used Mont…
A Comparison of Population-Averaged and Cluster-Specific Approaches in the Context of Unequal Probabilities of Selection
Sampling designs of large-scale survey studies are typically complex, involving multiple design features such as clustering and unequal probabilities of selection. Single-level (i.e., population-averaged) methods that use adjusted variance estimators and multilevel (i.e., cluster-specific) methods provide two alternatives for modeling clustered data. Although the literature comparing these methods is vast, comparisons have been limited to the con…
The Impact of Model Parameterization and Estimation Methods on Tests of Measurement Invariance With Ordered Polytomous Data
Evaluations of measurement invariance provide essential construct validity evidence-a prerequisite for seeking meaning in psychological and educational research and ensuring fair testing procedures in high-stakes settings. However, the quality of such evidence is partly dependent on the validity of the resulting statistical conclusions. Type I or Type II errors can render measurement invariance conclusions meaningless. The present study used Mont…
A Comparison of Population-Averaged and Cluster-Specific Approaches in the Context of Unequal Probabilities of Selection
Sampling designs of large-scale survey studies are typically complex, involving multiple design features such as clustering and unequal probabilities of selection. Single-level (i.e., population-averaged) methods that use adjusted variance estimators and multilevel (i.e., cluster-specific) methods provide two alternatives for modeling clustered data. Although the literature comparing these methods is vast, comparisons have been limited to the con…
Measuring quality of preprimary education in sub-Saharan Africa
Are translated mathematics items a valid accommodation for dual language learners? Evidence from ECLS-K
Impacts of the Covid-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year
Although many school districts made efforts to provide instruction during the COVID-19 pandemic (including in-person, remote, and blended/hybrid options the length of instruction time and delivery models have varied from district to district. This disruption in education has been projected to result in a significant learning loss, which may be particularly profound for students from disadvantaged backgrounds, leading to widening opportunity gaps.…
Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1
Social-behavioral functioning during early childhood is associated with children’s academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent–teacher and student–teacher relationships predicted children’s social skills and problem behaviors across the preschool to Grade 1 transitions. Participants were 233 children (M = 5.32 years [SD = 0.27] in preschool), their parents, and the…
Do Spanish-English bilingual children outperform monolingual English-speaking children on executive function tasks in early childhood? A propensity score analysis
A Regression Discontinuity Design Framework for Controlling Selection Bias in Evaluations of Differential Item Functioning
Differential item functioning (DIF) is often used to examine validity evidence of alternate form test accommodations. Unfortunately, traditional approaches for evaluating DIF are prone to selection bias. This article proposes a novel DIF framework that capitalizes on regression discontinuity design analysis to control for selection bias. A simulation study was performed to compare the new framework with traditional logistic regression, with respe…
White privilege and teacher perceptions of teacher-child relationship quality
Examining the Links Between Child–Teacher Relationships, Classroom Quality, and Child Outcomes Across Racial Groups
This study examined the unique and interactive effects of teacher‐child relationships and classroom quality on PreK to Grade 1 children's reading and math achievement, social skills, and problem behaviors, as well as whether these relationships differed by children's race and ethnicity. Based on data from 192 children (18.23% Black, 8.33% Latine English‐speaking, 21.88% Latine Spanish‐speaking, 51.56% White) from PreK to Grade 1 and their teacher…
Developmental Trajectories of Emotional Availability Differ Between Dyads With Children With and Without Motor Delay
Combined participation in the Supplemental Nutrition Assistance Program (SNAP) and Head Start is associated with healthy household dietary environments for young children in low-income families
Objective: To compare the association of participation in Supplemental Nutrition Assistance Program (SNAP) alone v . in combination with Head Start (HS), Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) or both on household dietary environment (HDE) indicators: food security, nutrition security, healthfulness choice, dietary choice, perceived food store availability, utilisation barriers and healthy food access barrie…
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Psychology (11 works) · Developmental psychology (7 works) · Early Childhood Education and Development (6 works) · Parental Involvement in Education (6 works) · Computer Science (4 works) · Mathematics (4 works) · Medicine (4 works) · Psychometrics (4 works) · Statistics (4 works) · Econometrics (3 works)