Rebecca Bulotsky-Shearer

Biographic Data

ID	183232
NAME	Rebecca Bulotsky-Shearer
GIVEN NAMES	Rebecca
FAMILY NAME	Bulotsky-Shearer
SIGNATURE	BULOTSKY-SHEARER R
AFFILIATIONS	University of Miami
ORCID	0000-0002-7974-0487
VERIFIED	Yes
TOTAL WORKS	24
TOTAL CITATIONS	63
AUTHOR COUNT	24
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2005
LATEST PUBLICATION YEAR	2026
H-INDEX	6

Latent Profiles of Preschool Anxiety and Social-Emotional and Behavioral Skills in Young Children
Open AccessRinatte Gruen, Rinatte L Gruen et al.ARTICLEChild & Youth Care Forum2026
"¿Listos para la escuela? Ready, set, ¡vamos!"; [Ready for school? Ready, set, let’s go!] Understanding teachers’ language switching in linguistically diverse preschool classrooms
Open AccessEraine Leland, Lynn K Perry et al.ARTICLEEarly Childhood Research Quarterly2026
Making connections for children and teachers: Using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programs
Open AccessRebecca Bulotsky-Shearer, Jill Ehrenreich-May et al.ARTICLEFrontiers in Education2025
Introduction In partnership with an urban school district Head Start program, we created a set of intervention supports that built upon the strengths of the district program services already in place. Methods We conducted a randomized control trial to test the use of natural helpers (teachers, special education coaches, and curriculum specialists) participating in practice-based coaching and monthly communities of practice, to augment a districtw…
The longitudinal psychological impacts of the Covid ‐19 pandemic on caregivers with young children
Open AccessCasey Mullins, Mary Anne Ullery et al.ARTICLEFamily Relations2025
The Experiences of Hispanic Mothers of Young Children in Accessing Cross-sector Federal Financial Assistance Programs to Improve Family Self-sufficiency and Well-being
Open AccessVanessa Thorrington, Elizabeth Howe et al.ARTICLEJournal of Racial and Ethnic…2025
This study explored the experiences of Hispanic families accessing subsidized early care and education programs, and their access to other federal financial assistance programs, designed to increase family self-sufficiency and well-being. Federal programs include subsidized early care and education, Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), and Housing and Urban Development assistance progra…
Strengthening Early Childhood Protective Factors Through Safe and Supportive Classrooms: Findings from Jump Start + Covid Support
Open AccessRuby Natale, Tara Kenworthy LaMarca et al.ARTICLEChildren2025
JS+CS shows promise in building protective systems around children through intentional support for teachers, underscoring the value of whole-child, whole-environment approaches in early intervention
Validation of the Spanish form of a multidimensional assessment of family engagement for early childhood programs
Open AccessJohayra Bouza, Rebecca Bulotsky-Shearer et al.ARTICLEPsychology in the Schools2024
The purpose of this study was to validate the Spanish version of the Family Involvement Questionnaire‐Short Form (FIQ‐SF) for use with Spanish‐speaking families of children enrolled in early childhood education programs. This study examined the factor structure of the FIQ‐SF and established criterion validity for the resulting FIQ‐SF dimension scores. Results from exploratory and confirmatory factor analyses replicated the three dimensions of the…
Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs
Open AccessJhonelle Bailey, Mary Anne Ullery et al.ARTICLEEarly Childhood Research Quarterly2024References: 11
Initial validation of the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom (Hers‐ECC‐C)
Open AccessJenna Futterer, Casey Mullins et al.ARTICLEInfant Mental Health Journal2024References: 33
The present study validated a newly developed easy‐to‐use observational instrument, the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom version (HERS‐ECC‐C), to measure the quality of the classroom environment within early care and education centers participating in a mental health consultation program in a diverse area of the southeastern United States. Using a confirmatory factor analysis, three factors emerged capturing …
Learning Behaviors Mediate Associations between Parent-reported Peer Play Skills and Literacy and Mathematics Skills for Low-income Preschool Children
Jhonelle Bailey, Rebecca Bulotsky-ShearerARTICLEEarly Education and Development2022
Research Findings: Peer play interactions are important contexts for supporting early learning both at home and at school for preschool children from low-income backgrounds. The current study used structural equation modeling to examine whether teacher-reported learning behaviors in the classroom mediated the relationship between parent-reported peer play skills in the home and direct assessments of language, literacy, and mathematics skills in a…
Examining the Factor Structure of the Classroom Assessment Scoring System Toddler (CLASS-T) in Early Head Start and Subsidized Child Care Classrooms
Krystal Bichay-Awadalla, Rebecca Bulotsky-ShearerARTICLEEarly Education and Development2022
Research Findings: The Classroom Assessment Scoring System Toddler (CLASS-T) is one of the most commonly used measures to assess the quality of teacher-child interactions in toddler classrooms. Despite widespread use of the CLASS-T, few studies have examined the factor structure of the CLASS-T for use in Early Head Start (EHS) and subsidized child care programs serving children from low-income, ethnically and linguistically diverse backgrounds. T…
Development and initial validation of the Spanish form of the adjustment scales for preschool intervention (Aspi)
Open AccessRebecca Bulotsky-Shearer, Paul A Mcdermott et al.ARTICLEJournal of School Psychology2021
Validation of the Early Childhood Teacher Experiences Scale in Head Start
Open AccessRoxanne C Lawrence, Rebecca Bulotsky-Shearer et al.ARTICLEPsychology in the Schools2020
To address gaps in the availability of validated measures that assess early childhood teachers' workplace experiences, the current study examined the validity of the Early Childhood Teacher Experiences Scale (ECTES) for use in a diverse Head Start program. Mean differences in the ECTES dimensions of self‐efficacy, job stress, and school support were examined across teachers' demographic characteristics and observed teacher–child interaction quali…
Centering Predictor Variables in Three-Level Contextual Models
Ahnalee Brincks, Ahnalee M Brincks et al.ARTICLEMultivariate Behavioral Research2017
Hierarchical data are becoming increasingly complex, often involving more than two levels. Centering decisions in multilevel models are closely tied to substantive hypotheses and require researchers to be clear and cautious about their choices. This study investigated the implications of group mean centering (i.e., centering within context; CWC) and grand mean centering (CGM) of predictor variables in three-level contextual models. The goals were…
Validity of the first two subtests of the preschool language assessment scale as a language screener for Spanish-speaking preschool children
Open AccessStefano Rainelli, Rebecca Bulotsky-Shearer et al.ARTICLEEarly Childhood Research Quarterly2016Cited by: 5References: 5
The validity of interactive peer play competencies for Latino preschool children from low-income households
Open AccessRebecca Bulotsky-Shearer, Lisa M López et al.ARTICLEEarly Childhood Research Quarterly2015Cited by: 1References: 21
The validity of the Devereux Early Childhood Assessment for culturally and linguistically diverse Head Start children
Rebecca Bulotsky-Shearer, Veronica A Fernandez et al.ARTICLEEarly Childhood Research Quarterly2013Cited by: 1References: 8
National Profiles of classroom quality and family involvement: A multilevel examination of proximal influences on Head Start children's school readiness
Open AccessRebecca Bulotsky-Shearer, Xiaoli Wen et al.ARTICLEEarly Childhood Research Quarterly2012Cited by: 6References: 7
Classroom age composition and rates of change in school readiness for children enrolled in Head Start
Open AccessElizabeth R Bell, Daryl B Greenfield et al.ARTICLEEarly Childhood Research Quarterly2012Cited by: 5References: 9
Head Start program quality: Examination of classroom quality and parent involvement in predicting children's vocabulary, literacy, and mathematics achievement trajectories
Open AccessXiaoli Wen, Rebecca Bulotsky-Shearer et al.ARTICLEEarly Childhood Research Quarterly2012Cited by: 7References: 5
Development and validation of a preschool teachers’ attitudes and beliefs toward science teaching questionnaire
Open AccessMichelle F Maier, Daryl B Greenfield et al.ARTICLEEarly Childhood Research Quarterly2012Cited by: 6References: 9
Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade
Open AccessRebecca Bulotsky-Shearer, John W FantuzzoARTICLEEarly Childhood Research Quarterly2010Cited by: 12References: 18
An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
Rebecca Bulotsky-Shearer, Rebecca J Bulotsky-Shearer et al.ARTICLEDevelopmental Psychology2008Cited by: 14References: 4
This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and yo…
An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies
Open AccessJohn W Fantuzzo, Rebecca Bulotsky-Shearer et al.ARTICLEEarly Childhood Research Quarterly2005Cited by: 6References: 7