Zewelanji Serpell
Biographic Data
| ID | 2962534 |
|---|---|
| NAME | Zewelanji Serpell |
| GIVEN NAMES | Zewelanji |
| FAMILY NAME | Serpell |
| SIGNATURE | SERPELL Z |
| AFFILIATIONS | James Madison University |
| ORCID | 0000-0002-1749-1454 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
The Association Between Adverse Childhood Experiences and Child Telomere Length
Childhood adversity is linked to shortened telomere length (TL), but behavioral indicators of telomere attrition remain unclear. This study examined the association between adverse childhood experiences (ACEs) and child TL, and if ACEs were indirectly associated with TL through children’s self-regulatory abilities (i.e., effortful control and self-control). Hypotheses were tested using national data from teachers, parents, and their children (N =…
Domain-Specific Cognitive Stimulation and Maternal Sensitivity as Predictors of Early Academic Outcomes among Low-Income African American Preschoolers
Toni Harris, John Sideris, Zewelanji Serpell, Margaret Burchinal, Chloe Pickett, Domain-Specific Cognitive Stimulation and Maternal Sensitivity as Predictors of Early Academic Outcomes among Low-Income African American Preschoolers, The Journal of Negro Education, Vol. 83, No. 1, Special Focus: Black Radicalism, Family and Community Engagement in Education (Winter 2014), pp. 15-28
Family–School Connectedness and Children's Early Social Development
This study examined the extent to which teacher ratings of the frequency of parent–teacher contacts and quality of parent–teacher relationships in prekindergarten were associated with teachers' perceptions of the quality of their relationship with children and children's social development. Participants were a diverse sample of 2966 four‐year‐olds who attended publicly funded prekindergarten programs in the USA. Results indicated that after contr…
The Significance of Contextual Factors in African American Students' Transfer of Learning
This study sought to address the lack of experimental research examining the influence of contextual factors on African American students' learning. A total of 162 low-income African American and White fourth graders were randomly assigned to ethnically homogeneous, communally structured groups of three to work on a motion acceleration task using either computer simulation or physical tools, or to a control group that did not participate in the l…
Family–School Connectedness and Children's Early Social Development
This study examined the extent to which teacher ratings of the frequency of parent–teacher contacts and quality of parent–teacher relationships in prekindergarten were associated with teachers' perceptions of the quality of their relationship with children and children's social development. Participants were a diverse sample of 2966 four‐year‐olds who attended publicly funded prekindergarten programs in the USA. Results indicated that after contr…
The Significance of Contextual Factors in African American Students' Transfer of Learning
This study sought to address the lack of experimental research examining the influence of contextual factors on African American students' learning. A total of 162 low-income African American and White fourth graders were randomly assigned to ethnically homogeneous, communally structured groups of three to work on a motion acceleration task using either computer simulation or physical tools, or to a control group that did not participate in the l…
Domain-Specific Cognitive Stimulation and Maternal Sensitivity as Predictors of Early Academic Outcomes among Low-Income African American Preschoolers
Toni Harris, John Sideris, Zewelanji Serpell, Margaret Burchinal, Chloe Pickett, Domain-Specific Cognitive Stimulation and Maternal Sensitivity as Predictors of Early Academic Outcomes among Low-Income African American Preschoolers, The Journal of Negro Education, Vol. 83, No. 1, Special Focus: Black Radicalism, Family and Community Engagement in Education (Winter 2014), pp. 15-28
The Significance of Contextual Factors in African American Students' Transfer of Learning
This study sought to address the lack of experimental research examining the influence of contextual factors on African American students' learning. A total of 162 low-income African American and White fourth graders were randomly assigned to ethnically homogeneous, communally structured groups of three to work on a motion acceleration task using either computer simulation or physical tools, or to a control group that did not participate in the l…
Family–School Connectedness and Children's Early Social Development
This study examined the extent to which teacher ratings of the frequency of parent–teacher contacts and quality of parent–teacher relationships in prekindergarten were associated with teachers' perceptions of the quality of their relationship with children and children's social development. Participants were a diverse sample of 2966 four‐year‐olds who attended publicly funded prekindergarten programs in the USA. Results indicated that after contr…
Domain-Specific Cognitive Stimulation and Maternal Sensitivity as Predictors of Early Academic Outcomes among Low-Income African American Preschoolers
Toni Harris, John Sideris, Zewelanji Serpell, Margaret Burchinal, Chloe Pickett, Domain-Specific Cognitive Stimulation and Maternal Sensitivity as Predictors of Early Academic Outcomes among Low-Income African American Preschoolers, The Journal of Negro Education, Vol. 83, No. 1, Special Focus: Black Radicalism, Family and Community Engagement in Education (Winter 2014), pp. 15-28
The Association Between Adverse Childhood Experiences and Child Telomere Length
Childhood adversity is linked to shortened telomere length (TL), but behavioral indicators of telomere attrition remain unclear. This study examined the association between adverse childhood experiences (ACEs) and child TL, and if ACEs were indirectly associated with TL through children’s self-regulatory abilities (i.e., effortful control and self-control). Hypotheses were tested using national data from teachers, parents, and their children (N =…
Developmental psychology (4 works) · Psychology (4 works) · African american (2 works) · Early Childhood Education and Development (2 works) · Parental Involvement in Education (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Adverse Childhood Experiences (1 work) · Anthropology (1 work) · Association (psychology (1 work)