Sherri Castle

Biographic Data

ID3774383
NAMESherri Castle
GIVEN NAMESSherri
FAMILY NAMECastle
SIGNATURECASTLE S
AFFILIATIONSUniversity of Oklahoma
ORCID0000-0001-7906-897X
VERIFIEDYes
TOTAL WORKS18
TOTAL CITATIONS27
AUTHOR COUNT18
EDITOR COUNT0
FIRST PUBLICATION YEAR2014
LATEST PUBLICATION YEAR2026
H-INDEX4

  • Classroom Quality, Children’s Unoccupied-Disruptive Behavior, and Social Interaction

    Shinyoung Jeon, Aileen S Garcia et al.ARTICLEEarly Education and Development2026

    This study examined how global classroom quality and individual classroom experiences relate to children’s language and math development over a year in a Head Start program. Specifically, it focused on children’s unoccupied-disruptive behavior during whole-group and free play activities and social interactions during transitions and mealtimes. The sample included 420 preschoolers (mean age: 48 months; range: 36–61 months) from 60 classrooms acros…

  • Head start staff well-being

    Open AccessKyong-Ah Kwon, Timothy G Ford et al.ARTICLEEarly Childhood Research Quarterly2026References: 56

  • Start Earlier, Stay Healthier? An Earlier Start to Public Preschool May Improve Detection of Health Problems

    Open AccessAnna Wright, Anna M Wright et al.ARTICLEChild & Youth Care Forum2025

  • Much hypothesized, rarely tested

    Anna D Johnson, Anne Partika et al.ARTICLEApplied Developmental Science2025

    Public preschool enhances consequential long-term education, economic, and health outcomes in adolescence and adulthood. One much-hypothesized - but rarely tested - explanation is that preschool predicts improved executive functioning (EF) in middle childhood. Our study provides empirical support linking preschool to middle childhood EF. We draw on a large, racially-diverse sample of children from low-income families in Tulsa, OK ( N =685, M age …

  • The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade

    Anna Wright, ANNE MARTIN et al.ARTICLEEarly Education and Development2025

    Research Findings: The current study aimed to explore the independent and interactive roles of individual student-teacher relationship quality and classroom-level self-regulatory supports in kindergarten for children's self-regulatory skills in kindergarten and first grade. We did so using multiple measures of children's self-regulation, drawn from multiple sources, and a relatively new measure of classroom-level supports for self-regulation. Our…

  • The Head Start teacher paradox

    Open AccessKyong-Ah Kwon, Wonkyung Jang et al.ARTICLEEarly Childhood Research Quarterly2025Cited by: 1References: 4

  • High‐quality early care and education for low‐income families

    Open AccessLukas D Lopez, Anabel Castillo et al.ARTICLEInfancy2024

    High‐quality early care and education (ECE) programs are associated with positive outcomes, especially for children from low‐income families. During the initial COVID‐19 pandemic lockdown many of these families faced an abrupt halt to ECE. Here, we examined how toddlers from economically disadvantaged backgrounds enrolled in high‐quality ECE programs in the United States during the 2020 pandemic ( n = 48) fared on cognitive and socioemotional out…

  • Predictors of young students’ school participation during the early days of Covid-19 remote learning

    Open AccessAnna D Johnson, Sherri Castle et al.ARTICLEChildren and Youth Services Review2024References: 29

  • Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes

    Open AccessLiz Frechette, Sherri Castle et al.ARTICLEFrontiers in Education2023

    Introduction Research has documented that home and neighborhood contexts of children from low-income families are associated with lower cognitive and social–emotional skills than their higher-income peers. Even though over a third of young children growing up in poverty are dual language learners (DLLs), little research has examined how contextual effects differ between DLL and monolingual children. The current study examines how these two contex…

  • Chaos during the Covid ‐19 outbreak

    Open AccessAnna D Johnson, ANNE MARTIN et al.ARTICLEFamily Relations2022

  • Both sides of the screen

    Open AccessAnne Martins, ANNE MARTIN et al.ARTICLEEarly Childhood Research Quarterly2022Cited by: 4References: 8

  • When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills

    Anna D Johnson, The Tulsa SEED Study Team et al.ARTICLEDevelopmental Psychology2022Cited by: 3

    Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood is whether there are relative advantages of transitioning from Head Start after 1 year into a school-based public pre-k program for the year immediately before kindergarten for children's developing cognitive and self-regulation skills. This is an important question, beca…

  • First do no harm

    Open AccessDeborah A Phillips, Jane Hutchison et al.ARTICLEEarly Childhood Research Quarterly2021Cited by: 1References: 17

  • Everyday Heroes

    Anna D Johnson, Deborah A Phillips et al.ARTICLEEarly Education and Development2020

    Research findings: This study uses newly available data on low-income children and their teachers in a mixed-delivery, publicly funded early care and education (ECE) system to document the prevalence of personal and economic stressors that ECE teachers experience. We go on to explore whether these stressors are associated with child academic, self-regulatory, and social outcomes. Results indicate that ECE teachers in our sample report a high degr…

  • To Whom Little Is Given, Much Is Expected

    Open AccessAnna D Johnson, Deborah A Phillips et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 5References: 9

  • Turnover and retention of infant-toddler teachers

    Open AccessKyong-Ah Kwon, Kyong‐Ah Kwon et al.ARTICLEChildren and Youth Services Review2020Cited by: 4References: 21

  • Early Head Start dosage

    Open AccessShinyoung Jeon, Ji Young Choi et al.ARTICLEChildren and Youth Services Review2018Cited by: 1References: 30

  • Playing with others

    Natalie D Eggum-Wilkens, Natalie D Eggum et al.ARTICLEEarly Childhood Research Quarterly2014Cited by: 8References: 13