Margaret R Burchinal

Biographic Data

ID	199014
NAME	Margaret R Burchinal
GIVEN NAMES	Margaret R
FAMILY NAME	Burchinal
SIGNATURE	BURCHINAL M R
AFFILIATIONS	University of North Carolina at Chapel Hill , Chapel Hill, NC
VERIFIED	No
TOTAL WORKS	38
TOTAL CITATIONS	541
AUTHOR COUNT	38
EDITOR COUNT	0
FIRST PUBLICATION YEAR	1992
LATEST PUBLICATION YEAR	2025
H-INDEX	14

Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence
Open AccessArya Ansari, Natalie A Koziol et al.ARTICLEEarly Childhood Research Quarterly2025References: 1
Mathematics in U.S. Preschool and Kindergarten Classrooms
Open AccessMichèle M M Mazzocco, Margaret R Burchinal et al.ARTICLEEarly Childhood Research Quarterly2024References: 16
Does Head Start or public Pre-Kindergarten enrollment matter? Associations with children's long-term school attendance in Baltimore City
Open AccessLieny Jeon, Margaret R Burchinal et al.ARTICLEEarly Childhood Research Quarterly2024References: 1
Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills
Kylie Garber, Tiffany J Foster et al.ARTICLEEarly Education and Development2023
Research Findings: The present study examined the transition practices reported by 59 pre-kindergarten (pre-k) and 186 kindergarten teachers in the rural Southeastern United States, and asked if transition practices related to skills at the beginning and end of kindergarten for 387 children. Analyses indicated kindergarten teachers offered more transition practices than pre-k teachers, and the transition practices children received varied dependi…
Documenting bilingual experiences in the early years: Using the Cecer-DLL Child and Family and Teacher Questionnaires
Open AccessDina C Castro, Carol Scheffner Hammer et al.ARTICLEBilingualism Language and Cognition2020
The diversity of experiences among bilingual children is reflected in the variability of abilities in each of their languages. This paper describes the CECER-DLL Child and Family, and Teacher Questionnaires and discusses the utility of these tools. These questionnaires were created to address the need for valid and reliable tools to document contextual characteristics and language experiences of young bilingual children in developmental and educa…
Cumulative years of classroom quality from kindergarten to third grade: Prediction to children’s third grade literacy skills
Open AccessLynne Vernon‐feagan, Irina L Mokrova et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 3References: 12
Testing the ‘thresholds’ of preschool education quality on child outcomes in China
Open AccessKejian Li, Peng Zhang et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 5References: 3
Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems
Open AccessMartine L Broekhuizen, Martine Broekhuizen et al.ARTICLEEarly Childhood Research Quarterly2016Cited by: 17References: 12
Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills
Open AccessBridget E Hatfield, Margaret R Burchinal et al.ARTICLEEarly Childhood Research Quarterly2015Cited by: 9References: 12
Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables
Open AccessAdam Winsler, Margaret R Burchinal et al.ARTICLEEarly Childhood Research Quarterly2014Cited by: 13References: 14
Is the prediction of adolescent outcomes from early child care moderated by later maternal sensitivity? Results from the nichd study of early child care and youth development
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEDevelopmental Psychology2014Cited by: 10References: 3
Longitudinal data are used to examine whether effects of early child care are amplified and/or attenuated by later parenting. Analyses tested these interactions using parenting as both a categorical and continuous variable to balance power and flexibility in testing moderation. The most consistent finding was that maternal sensitivity during adolescence accentuated the association between child care quality and adolescent academic-cognitive skill…
Preschool center care quality effects on academic achievement: An instrumental variables analysis
Anamarie Auger, George Farkas et al.ARTICLEDevelopmental Psychology2014Cited by: 34References: 9
Much of child care research has focused on the effects of the quality of care in early childhood settings on children's school readiness skills. Although researchers increased the statistical rigor of their approaches over the past 15 years, researchers' ability to draw causal inferences has been limited because the studies are based on nonexperimental designs. The purpose of the present study was to demonstrate how an instrumental variables appr…
Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics
Open AccessTran D Keys, George Farkas et al.ARTICLEChild Development2013
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarize…
Timing of high-quality child care and cognitive, language, and preacademic development
Weilin Li, George Farkas et al.ARTICLEDevelopmental Psychology2013Cited by: 22References: 3
The effects of high- versus low-quality child care during 2 developmental periods (infant-toddlerhood and preschool) were examined using data from the National Institute of Child Health and Human Development Study of Early Child Care. Propensity score matching was used to account for differences in families who used different combinations of child care quality during the 2 developmental periods. Findings indicated that cognitive, language, and pr…
Effects of an early literacy professional development intervention on head start teachers and children.
Douglas R Powell, Karen E Diamond et al.ARTICLEJournal of Educational Psychology2010
Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also were examined in a random assignment design. Hierarchical linear model analyses revealed positive PD i…
Racial identity, social context, and race-related social cognition in African Americans during middle childhood
Stephanie J Rowley, Margaret R Burchinal et al.ARTICLEDevelopmental Psychology2008Cited by: 27References: 7
This study examined the effect of changes in racial identity, cross-race friendships, same-race friendships, and classroom racial composition on changes in race-related social cognition from 3rd to 5th grade for 73 African American children. The goal of the study was to determine the extent to which preadolescent racial identity and social context predict expectations of racial discrimination in cross-race social interactions (social expectations…
Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEDevelopmental Psychology2008Cited by: 39References: 14
The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicat…
An eco-behavioral analysis of children's engagement in urban public school preschool classrooms
Open AccessDouglas R Powell, Margaret R Burchinal et al.ARTICLEEarly Childhood Research Quarterly2007Cited by: 16References: 6
Maternal employment and child cognitive outcomes: The importance of analytic approach
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEDevelopmental Psychology2007Cited by: 4
J. Brooks-Gunn, W. J. Han, and J. Waldfogel (2002) and the National Institute of Child Health and Human Development Early Child Care Research Network (ECCRN; 2000b) came to different conclusions about the effects of maternal employment--although they were addressing similar questions using the same data set. Brooks-Gunn et al. concluded that maternal employment in infancy has a negative effect on children's cognitive abilities at age 3, whereas t…
Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten
Open AccessDiane Early, Donna Bryant et al.ARTICLEEarly Childhood Research Quarterly2006Cited by: 52References: 2
Diversity, child care quality, and developmental outcomes
Open AccessMargaret R Burchinal, Margaret Burchinal et al.ARTICLEEarly Childhood Research Quarterly2003Cited by: 19References: 6
Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories
Open AccessMargaret R Burchinal, Margaret Burchinal et al.ARTICLEJournal of School Psychology2002
Caregiver Training and Classroom Quality in Child Care Centers
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEApplied Developmental Science2002
Previous studies consistently indicate that caregivers with more formal education in early childhood tend to provide higher quality child care. Caregiver training in these studies was characterized by the highest level of formal education that the caregiver achieved. Nevertheless, many caregivers continue to receive further training such as attending workshops or classes, even if they have obtained higher levels of formal education previously. In…
Structural and Supportive Changes in Couples' Family and Friendship Networks Across the Transition to Parenthood
Open AccessKelly K Bost, Martha J Cox et al.ARTICLEJournal of Marriage and the Family2002Cited by: 36References: 49
This article prospectively examined the patterns of change in couples' family and friend networks and supports across the transition to parenthood as well as stability in individual differences over time. Additionally, parental adjustment and depression were examined with respect to changes in couples' social systems. Participants included a total of 137 couples recruited prior to the birth of their first child from prenatal clinics in rural Nort…
The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade
Open AccessEllen Peisner‐feinberg, Ellen S Peisner-Feinberg et al.ARTICLEChild Development2001
The cognitive ad socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at…

Early day care, infant-mother attachment, and maternal responsiveness in the infant's first year
Open AccessMargaret R Burchinal, Margaret Burchinal et al.ARTICLEEarly Childhood Research Quarterly1992Cited by: 6References: 5
Early child care experiences and their association with family and child characteristics during middle childhood
Open AccessMargaret R Burchinal, Margaret Burchinal et al.ARTICLEEarly Childhood Research Quarterly1995Cited by: 8References: 9
Quality of Center Child Care and Infant Cognitive and Language Development
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEChild Development1996
Margaret R. Burchinal, Joanne E. Roberts, Laura A. Nabors, Donna M. Bryant, Quality of Center Child Care and Infant Cognitive and Language Development, Child Development, Vol. 67, No. 2 (Apr., 1996), pp. 606-620
The relations of maternal social support and family structure with maternal responsiveness and child outcomes among African American families
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEDevelopmental Psychology1996Cited by: 27References: 5
The social support networks and family structure of 62 low-income African American mothers were related to proximal and distal measures of the mother's parenting style and to the children's social and cognitive development. Women with larger support networks tended to be more responsive in interactions with their infants and to provide more stimulating home environments than mothers with smaller social networks. Activity level was the only infant…
Environmental risk factors and children's achievement from middle childhood to early adolescence
Elizabeth P Pungello, Janis B Kupersmidt et al.ARTICLEDevelopmental Psychology1996Cited by: 32References: 6
This study examined the long-term effects of low family income and stressful life events on math and reading achievement test percentile scores for 1,253 children. Four birth cohorts were followed for 2-4 years so that achievement across Grades 2 through 7 could be examined. Two types of analytic models, the multiplicative risk factor model and the cumulative risk model, were used. The moderating effects of ethnicity and gender were also explored…
The prediction of process quality from structural features of child care
Open AccessLeslie C Phillipsen, Leslie Phillipsen et al.ARTICLEEarly Childhood Research Quarterly1997Cited by: 59References: 1
Child Care Experiences and Developmental Outcomes
Margaret R Burchinal, Margaret BurchinalARTICLEThe Annals of the American…1999Cited by: 14References: 66
Regular nonparental care during the first five years of life has become the norm, rather than the exception, during the past 30 years in the United States. Parents and professionals have expressed concerns about the impact of such care on children's development. Initially, much of the research focused on whether, when, and how much nonparental care the child received, suggesting that early and extensive care might negatively affect children's soc…
Relating Quality of Center-Based Child Care to Early Cognitive and Language Development Longitudinally
Open AccessMargaret R Burchinal, Margaret Burchinal et al.ARTICLEChild Development2000
How quality of center-based child care relates to early cognitive and language development was examined longitudinally from 6 to 36 months of age in a sample of 89 African American children. Both structural and process measures of quality of child care were collected through observation of the infant classroom. Results indicated that higher quality child care was related to higher measures of cognitive development (Bayley Scales of Infant Develop…
Children's Social and Cognitive Development and Child-Care Quality: Testing for Differential Associations Related to Poverty, Gender, or Ethnicity
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEApplied Developmental Science2000
Secondary data analysis of data from 3 large child-care studies was conducted to address questions about whether factors such as poverty, minority ethnic background, gender, or parental authoritarian beliefs moderate the association between child-care quality and child cognitive and social outcomes. Data (N = 1,307) were combined to accrue a sufficient number of children who attended high-quality child-care centers who were from impoverished fami…
Family selection and child care experiences: Implications for studies of child outcomes
Open AccessMargaret R Burchinal, Margaret Burchinal et al.ARTICLEEarly Childhood Research Quarterly2000Cited by: 10References: 8
Cumulative risk and early cognitive development: A comparison of statistical risk models
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEDevelopmental Psychology2000Cited by: 44References: 30
The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade
Open AccessEllen Peisner‐feinberg, Ellen S Peisner-Feinberg et al.ARTICLEChild Development2001
The cognitive ad socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at…
Early Intervention: The Moderating Role of the Home Environment
Robert H Bradley, Margaret R Burchinal et al.ARTICLEApplied Developmental Science2001
The Infant Health and Development Program (IHDP) is an intervention aimed at improving the health and development of premature, low birth weight infants through a combination of education and support for parents plus enriched educational day care and health services for children. A randomized clinical trial procedure was used at 8 program sites to examine the impact of IHDP on children's growth and development from birth to age 3. Follow-up asses…
Early childhood care: Relations with family characteristics and preferred care characteristics
Open AccessDiane Early, Diane M Early et al.ARTICLEEarly Childhood Research Quarterly2001Cited by: 35References: 7
Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories
Open AccessMargaret R Burchinal, Margaret Burchinal et al.ARTICLEJournal of School Psychology2002
Caregiver Training and Classroom Quality in Child Care Centers
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEApplied Developmental Science2002
Previous studies consistently indicate that caregivers with more formal education in early childhood tend to provide higher quality child care. Caregiver training in these studies was characterized by the highest level of formal education that the caregiver achieved. Nevertheless, many caregivers continue to receive further training such as attending workshops or classes, even if they have obtained higher levels of formal education previously. In…
Structural and Supportive Changes in Couples' Family and Friendship Networks Across the Transition to Parenthood
Open AccessKelly K Bost, Martha J Cox et al.ARTICLEJournal of Marriage and the Family2002Cited by: 36References: 49
This article prospectively examined the patterns of change in couples' family and friend networks and supports across the transition to parenthood as well as stability in individual differences over time. Additionally, parental adjustment and depression were examined with respect to changes in couples' social systems. Participants included a total of 137 couples recruited prior to the birth of their first child from prenatal clinics in rural Nort…
Diversity, child care quality, and developmental outcomes
Open AccessMargaret R Burchinal, Margaret Burchinal et al.ARTICLEEarly Childhood Research Quarterly2003Cited by: 19References: 6
Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten
Open AccessDiane Early, Donna Bryant et al.ARTICLEEarly Childhood Research Quarterly2006Cited by: 52References: 2
An eco-behavioral analysis of children's engagement in urban public school preschool classrooms
Open AccessDouglas R Powell, Margaret R Burchinal et al.ARTICLEEarly Childhood Research Quarterly2007Cited by: 16References: 6
Maternal employment and child cognitive outcomes: The importance of analytic approach
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEDevelopmental Psychology2007Cited by: 4
J. Brooks-Gunn, W. J. Han, and J. Waldfogel (2002) and the National Institute of Child Health and Human Development Early Child Care Research Network (ECCRN; 2000b) came to different conclusions about the effects of maternal employment--although they were addressing similar questions using the same data set. Brooks-Gunn et al. concluded that maternal employment in infancy has a negative effect on children's cognitive abilities at age 3, whereas t…
Racial identity, social context, and race-related social cognition in African Americans during middle childhood
Stephanie J Rowley, Margaret R Burchinal et al.ARTICLEDevelopmental Psychology2008Cited by: 27References: 7
This study examined the effect of changes in racial identity, cross-race friendships, same-race friendships, and classroom racial composition on changes in race-related social cognition from 3rd to 5th grade for 73 African American children. The goal of the study was to determine the extent to which preadolescent racial identity and social context predict expectations of racial discrimination in cross-race social interactions (social expectations…
Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school
Margaret R Burchinal, Margaret Burchinal et al.ARTICLEDevelopmental Psychology2008Cited by: 39References: 14
The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicat…
Effects of an early literacy professional development intervention on head start teachers and children.
Douglas R Powell, Karen E Diamond et al.ARTICLEJournal of Educational Psychology2010
Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also were examined in a random assignment design. Hierarchical linear model analyses revealed positive PD i…
Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics
Open AccessTran D Keys, George Farkas et al.ARTICLEChild Development2013
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarize…