Donna Bryant
Biographic Data
| ID | 3819418 |
|---|---|
| NAME | Donna Bryant |
| GIVEN NAMES | Donna |
| FAMILY NAME | Bryant |
| SIGNATURE | BRYANT D |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| ORCID | 0000-0001-9539-7386 |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 408 |
| AUTHOR COUNT | 38 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 9 |
A longitudinal study of Head Start teacher turnover trends and factors
Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities
This study examined the extent to which the quality of teacher-infant interactions varies across play and routine care activities. In addition, the effects of the quantity of adult involvement in the quality of teacher-infant interactions were investigated. Participants were teachers and infants from 90 infant classrooms in Portugal. Classrooms had, on average, six infants enrolled (M = 6.38, SD = 2.34), with the number of adults ranging from 1 t…
Is starting earlier better? A propensity score analysis of toddler-year impacts for English only and Spanish-speaking dual language learners
Retention and turnover of teaching staff in a high-quality early childhood network
The Educare intervention: Outcomes at age 3
The effectiveness of Educare, a center-based early education program, in improving child outcomes at age 3 was evaluated in a randomized clinical trial. Educare programs serve children from birth to age 5 and are designed to reduce the achievement gap between children from low-income families and their more advantaged peers. This study began following 239 children from low-income families who were randomly assigned as infants (<19 months) to Educ…
Quality of infant child care and early infant development in Portuguese childcare centers
Examining linguistic interactions of dual language learners using the Language Interaction Snapshot (LISn)
The quality of caregiver–child interactions in infant classrooms in Portugal: The role of caregiver education
Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant child care, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms. This study examines the quality o…
Associations between continuity of care in infant-toddler classrooms and child outcomes
Early education of dual language learners: An efficacy study of the Nuestros Niños School Readiness professional development program
Stability and change in teacher-infant interaction quality over time
Infant child care quality in Portugal: Associations with structural characteristics
High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners
Predictors of quality and child outcomes in family child care settings
Children’s Classroom Engagement and School Readiness Gains in Prekindergarten
Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement: free play, individual instruction, group instruction, and scaffolded learning. Free play children exhib…
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…
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers’ emotional and instructional interactions w…
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…
Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory assoc…
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 …
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms
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
The relations of maternal social support and family structure with maternal responsiveness and child outcomes among African American families
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…
Family and classroom correlates of head start children's developmental outcomes
Predictors of quality and child outcomes in family child care settings
Parent involvement in Head Start programs: The role of parent, teacher and classroom characteristics
High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners
Associations between continuity of care in infant-toddler classrooms and child outcomes
Retention and turnover of teaching staff in a high-quality early childhood network
Examining linguistic interactions of dual language learners using the Language Interaction Snapshot (LISn)
Early education of dual language learners: An efficacy study of the Nuestros Niños School Readiness professional development program
Infant child care quality in Portugal: Associations with structural characteristics
Early day care, infant-mother attachment, and maternal responsiveness in the infant's first year
The Educare intervention: Outcomes at age 3
The effectiveness of Educare, a center-based early education program, in improving child outcomes at age 3 was evaluated in a randomized clinical trial. Educare programs serve children from birth to age 5 and are designed to reduce the achievement gap between children from low-income families and their more advantaged peers. This study began following 239 children from low-income families who were randomly assigned as infants (<19 months) to Educ…
A Structural Model for the Developmental Status of Young Children
Patricia Garrett, John Ferron, Nicholas Ng'Andu, Donna Bryant, Gloria Harbin, A Structural Model for the Developmental Status of Young Children, Journal of Marriage and Family, Vol. 56, No. 1 (Feb., 1994), pp. 147-163
Years of Kindergarten: How far have we come
A longitudinal study of Head Start teacher turnover trends and factors
Quality of infant child care and early infant development in Portuguese childcare centers
The quality of caregiver–child interactions in infant classrooms in Portugal: The role of caregiver education
Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant child care, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms. This study examines the quality o…
Stability and change in teacher-infant interaction quality over time
Teacher education and child outcomes: A reply to the commentary
Best Practices for Beginners: Developmental Appropriateness in Kindergarten
National concerns about kindergarten focus on the developmental appropriateness of what is being taught and how it is being taught as well as on the increasing use of transition kindergarten classes and retention. One hundred and three randomly selected kindergarten classrooms across one state were observed to document the extent of developmental appropriate practices, and the teachers and principals of those classes were surveyed to determine pr…
Best Practices for Beginners: Developmental Appropriateness in Kindergarten
National concerns about kindergarten focus on the developmental appropriateness of what is being taught and how it is being taught as well as on the increasing use of transition kindergarten classes and retention. One hundred and three randomly selected kindergarten classrooms across one state were observed to document the extent of developmental appropriate practices, and the teachers and principals of those classes were surveyed to determine pr…
Years of Kindergarten: How far have we come
Early day care, infant-mother attachment, and maternal responsiveness in the infant's first year
Family and classroom correlates of head start children's developmental outcomes
A Structural Model for the Developmental Status of Young Children
Patricia Garrett, John Ferron, Nicholas Ng'Andu, Donna Bryant, Gloria Harbin, A Structural Model for the Developmental Status of Young Children, Journal of Marriage and Family, Vol. 56, No. 1 (Feb., 1994), pp. 147-163
Quality of Center Child Care and Infant Cognitive and Language Development
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
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…
Effects of a community initiative on the quality of child care
Relating Quality of Center-Based Child Care to Early Cognitive and Language Development Longitudinally
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
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…
Parent involvement in Head Start programs: The role of parent, teacher and classroom characteristics
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 …
Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory assoc…
Teacher education and child outcomes: A reply to the commentary
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers’ emotional and instructional interactions w…
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…
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…
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms
Children’s Classroom Engagement and School Readiness Gains in Prekindergarten
Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement: free play, individual instruction, group instruction, and scaffolded learning. Free play children exhib…
Predictors of quality and child outcomes in family child care settings
Psychology (38 works) · Developmental psychology (34 works) · Early Childhood Education and Development (32 works) · Medicine (28 works) · Parental Involvement in Education (25 works) · Mathematics education (15 works) · Medical education (15 works) · Early childhood education (14 works) · Child and Adolescent Psychosocial and Emotional Development (13 works) · Quality (philosophy (13 works)