Oscar Barbarin
Biographic Data
| ID | 223633 |
|---|---|
| NAME | Oscar Barbarin |
| GIVEN NAMES | Oscar |
| FAMILY NAME | Barbarin |
| SIGNATURE | BARBARIN O |
| AFFILIATIONS | University of Maryland |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 305 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 6 |
Complicated Grief During Covid-19: An International Perspective
Cultures across the globe have evolved time-tested rituals to honor those who die and offer solace and support to survivors with the goal of helping them to accept the reality of the death, cope with the feelings of loss, adjust to life without the deceased, and find ways to maintain a connection to the memory of the deceased. The COVID-19 pandemic has disrupted these rituals and brought significant changes to the way we mourn. Specifically, publ…
Creating auspicious conditions for positive youth development in communities of color
Representations of young people in the national media conjure unsavory images of urban youth as out of control, emotionally labile, unmotivated, and unwilling to take responsibility for their actions. Moreover, young persons of color are often represented in stories about failing high schools in which students fall behind peers in skills and seem to be incapable of overcoming problems at home or to benefit from instruction at school. Dominant nar…
Editing on the edge in Denver, New Orleans, and Williamston—and soon in Dallas and Lincoln, too
This editorial provides a farewell from the coeditors of the American Journal of Orthopsychiatry
A longitudinal examination of socioemotional learning in African American and Latino boys across the transition from pre‐K to kindergarten
Questions about socioemotional learning in boys of color (BOC) arise in light of the disproportionate rates of school adjustment difficulties BOC experience by adolescence. Socioemotional competence in BOC is assessed in terms of self-regulation, interpersonal skills, and positive relationships with peers and teachers when they enter pre-K. Changes in competence are tracked until the end of kindergarten. Teachers from randomly selected early chil…
The relation of dialogic, control, and racial socialization practices to early academic and social competence: Effects of gender, ethnicity, and family socioeconomic status
This research tests the relations of parental practices to child competence and assertions that practices differ by gender of the child. Home-based interviews and structured observations of parent-child interactions were conducted with an ethnically and socioeconomically diverse sample of families (N = 501) whose 4-year-old children were served in public prekindergarten. Study data confirmed the importance of parental practices for children's aca…
Development of social‐emotional competence in boys of color: A cross‐sectional cohort analysis from pre‐K to second grade
This article explores the development of psychosocial competence in boys of color (BOC; 226 African Americans and 109 Latinos). Changes in competence were assessed over 2 years in cohorts of low-income BOC beginning in pre-K, kindergarten, or first grade. Psycho-social competence was assessed in terms of self-regulation, interpersonal skills, and positive relationships with peers and teachers. Psycho-social and academic competence in literacy and…
Socioemotional trajectories in Black boys between kindergarten and the fifth grade: The role of cognitive skills and family in promoting resiliency
Relatively little attention has been paid to emotional functioning of Black boys in contrast to the attention paid to externalizing problems, even though internalizing problems are strong predictors of later well-being. This study tests a multilevel risk model of emotional well-being assessing the relation of poverty, maternal functioning, and child cognitive competence to changes in Black boys' internalizing symptoms between kindergarten and the…
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence
Research Findings: Recent evidence suggests that children benefit from pre-K programs in terms of both academic and social skills and that this growth is predicted by the quality of the interactions teachers have with students. Prior cluster analysis revealed 5 distinct quality profiles of teacher–child interactions in pre-kindergarten based on classroom observations of 692 teachers. In the present study, the links between these 5 quality profile…
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction
Publicly funded prekindergartens are programs that most states use to promote school readiness, especially of 4-year-old children at risk for academic problems due to poverty. Despite large public expenditures, these programs have not been widely evaluated. We examined 240 randomly selected pre-kindergarten programs in six states with mature programs that serve large numbers of children, and evaluated specific aspects of classroom quality and chi…
Young adult outcomes of the Abecedarian and Care early childhood educational interventions
Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts
In the present study, the authors use the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998-1999, to examine the extent to which family, school, and neighborhood factors account for the impact of socioeconomic status (SES) on children's early reading. Through the use of hierarchical linear modeling techniques, growth curve models were estimated to depict children's reading trajectories from kindergarten to 3rd grade. Family characte…
Teacher education and child outcomes: A reply to the commentary
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten
Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence
This article presents data on the family and social environments of 501 children enrolled in public sponsored pre-K in 5 states and tests the relation of these resources to child competence. Structured interviews and questionnaires provide information from parents about the family's social and economic status. Direct assessments and teacher reports provide data on children's literacy, numeracy, and behavioral problems. A majority of the children …
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions
(2005). Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? Applied Developmental Science: Vol. 9, No. 3, pp. 144-159
What is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs
States have accumulated considerable experience in operating publicly sponsored pre-kindergarten programs. In spite of this extensive experience, only fragmentary accounts exist of how these pre-kindergarten (pre-k) programs handle issues such as program intensity, location, staffing, and population served. These issues are addressed by the National Center for Early Development and Learning's Multi-State Study of Pre-Kindergarten, which collected…
Mandela's Children: Growing Up in Post-Apartheid South Africa
Enhancing Community Competence: A Model for Community Intervention
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts
In the present study, the authors use the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998-1999, to examine the extent to which family, school, and neighborhood factors account for the impact of socioeconomic status (SES) on children's early reading. Through the use of hierarchical linear modeling techniques, growth curve models were estimated to depict children's reading trajectories from kindergarten to 3rd grade. Family characte…
Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Young adult outcomes of the Abecedarian and Care early childhood educational interventions
A longitudinal examination of socioemotional learning in African American and Latino boys across the transition from pre‐K to kindergarten
Questions about socioemotional learning in boys of color (BOC) arise in light of the disproportionate rates of school adjustment difficulties BOC experience by adolescence. Socioemotional competence in BOC is assessed in terms of self-regulation, interpersonal skills, and positive relationships with peers and teachers when they enter pre-K. Changes in competence are tracked until the end of kindergarten. Teachers from randomly selected early chil…
Creating auspicious conditions for positive youth development in communities of color
Representations of young people in the national media conjure unsavory images of urban youth as out of control, emotionally labile, unmotivated, and unwilling to take responsibility for their actions. Moreover, young persons of color are often represented in stories about failing high schools in which students fall behind peers in skills and seem to be incapable of overcoming problems at home or to benefit from instruction at school. Dominant nar…
Teacher education and child outcomes: A reply to the commentary
Enhancing Community Competence: A Model for Community Intervention
Enhancing Community Competence: A Model for Community Intervention
Mandela's Children: Growing Up in Post-Apartheid South Africa
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions
(2005). Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? Applied Developmental Science: Vol. 9, No. 3, pp. 144-159
What is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs
States have accumulated considerable experience in operating publicly sponsored pre-kindergarten programs. In spite of this extensive experience, only fragmentary accounts exist of how these pre-kindergarten (pre-k) programs handle issues such as program intensity, location, staffing, and population served. These issues are addressed by the National Center for Early Development and Learning's Multi-State Study of Pre-Kindergarten, which collected…
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten
Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence
This article presents data on the family and social environments of 501 children enrolled in public sponsored pre-K in 5 states and tests the relation of these resources to child competence. Structured interviews and questionnaires provide information from parents about the family's social and economic status. Direct assessments and teacher reports provide data on children's literacy, numeracy, and behavioral problems. A majority of the children …
Teacher education and child outcomes: A reply to the commentary
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction
Publicly funded prekindergartens are programs that most states use to promote school readiness, especially of 4-year-old children at risk for academic problems due to poverty. Despite large public expenditures, these programs have not been widely evaluated. We examined 240 randomly selected pre-kindergarten programs in six states with mature programs that serve large numbers of children, and evaluated specific aspects of classroom quality and chi…
Young adult outcomes of the Abecedarian and Care early childhood educational interventions
Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts
In the present study, the authors use the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998-1999, to examine the extent to which family, school, and neighborhood factors account for the impact of socioeconomic status (SES) on children's early reading. Through the use of hierarchical linear modeling techniques, growth curve models were estimated to depict children's reading trajectories from kindergarten to 3rd grade. Family characte…
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence
Research Findings: Recent evidence suggests that children benefit from pre-K programs in terms of both academic and social skills and that this growth is predicted by the quality of the interactions teachers have with students. Prior cluster analysis revealed 5 distinct quality profiles of teacher–child interactions in pre-kindergarten based on classroom observations of 692 teachers. In the present study, the links between these 5 quality profile…
A longitudinal examination of socioemotional learning in African American and Latino boys across the transition from pre‐K to kindergarten
Questions about socioemotional learning in boys of color (BOC) arise in light of the disproportionate rates of school adjustment difficulties BOC experience by adolescence. Socioemotional competence in BOC is assessed in terms of self-regulation, interpersonal skills, and positive relationships with peers and teachers when they enter pre-K. Changes in competence are tracked until the end of kindergarten. Teachers from randomly selected early chil…
The relation of dialogic, control, and racial socialization practices to early academic and social competence: Effects of gender, ethnicity, and family socioeconomic status
This research tests the relations of parental practices to child competence and assertions that practices differ by gender of the child. Home-based interviews and structured observations of parent-child interactions were conducted with an ethnically and socioeconomically diverse sample of families (N = 501) whose 4-year-old children were served in public prekindergarten. Study data confirmed the importance of parental practices for children's aca…
Development of social‐emotional competence in boys of color: A cross‐sectional cohort analysis from pre‐K to second grade
This article explores the development of psychosocial competence in boys of color (BOC; 226 African Americans and 109 Latinos). Changes in competence were assessed over 2 years in cohorts of low-income BOC beginning in pre-K, kindergarten, or first grade. Psycho-social competence was assessed in terms of self-regulation, interpersonal skills, and positive relationships with peers and teachers. Psycho-social and academic competence in literacy and…
Socioemotional trajectories in Black boys between kindergarten and the fifth grade: The role of cognitive skills and family in promoting resiliency
Relatively little attention has been paid to emotional functioning of Black boys in contrast to the attention paid to externalizing problems, even though internalizing problems are strong predictors of later well-being. This study tests a multilevel risk model of emotional well-being assessing the relation of poverty, maternal functioning, and child cognitive competence to changes in Black boys' internalizing symptoms between kindergarten and the…
Editing on the edge in Denver, New Orleans, and Williamston—and soon in Dallas and Lincoln, too
This editorial provides a farewell from the coeditors of the American Journal of Orthopsychiatry
Creating auspicious conditions for positive youth development in communities of color
Representations of young people in the national media conjure unsavory images of urban youth as out of control, emotionally labile, unmotivated, and unwilling to take responsibility for their actions. Moreover, young persons of color are often represented in stories about failing high schools in which students fall behind peers in skills and seem to be incapable of overcoming problems at home or to benefit from instruction at school. Dominant nar…
Complicated Grief During Covid-19: An International Perspective
Cultures across the globe have evolved time-tested rituals to honor those who die and offer solace and support to survivors with the goal of helping them to accept the reality of the death, cope with the feelings of loss, adjust to life without the deceased, and find ways to maintain a connection to the memory of the deceased. The COVID-19 pandemic has disrupted these rituals and brought significant changes to the way we mourn. Specifically, publ…
Psychology (17 works) · Early Childhood Education and Development (15 works) · Developmental psychology (13 works) · Medicine (12 works) · Parental Involvement in Education (12 works) · Child and Adolescent Psychosocial and Emotional Development (8 works) · Social Psychology (8 works) · Mathematics education (7 works) · Competence (human resources) (6 works) · Medical education (6 works)