Sarah N Lang
Biographic Data
| ID | 4226716 |
|---|---|
| NAME | Sarah N Lang |
| GIVEN NAMES | Sarah N |
| FAMILY NAME | Lang |
| SIGNATURE | LANG S N |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-6284-7624 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1968 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Integrated Relationships Matter in Early Head Start Programs: Associations with Children’s Social-emotional Competence
This study examined how parents’ and teachers’ perceptions of parent-teacher relationships in Early Head Start programs are associated with children’s social emotional competence, both directly and indirectly, through parent-child and teacher-child relationships. Strong parent-teacher partnerships are essential in early childhood settings—especially for infants and toddlers—as they contribute to consistent and supportive caregiving environments. …
(Doing) Computational History: The Role of Data Work in Computational Approaches
Computational methods have become increasingly prominent within the historical sciences, generating significant enthusiasm among some scholars. Yet their practical demands, epistemic limits, and ethical implications are less often critically examined than praised. This article explores what it means to do computational history today, arguing that it is not primarily defined by algorithms but by datasets. It is methodologically specific, resource-…
Examining Factorial Validity and Cross-Cultural Similarity of the Short-Form Cocaring Relationship Questionnaire for Assessing Family–Professional Partnerships in ECE
Perspectives of Early to Mid-Career health professionals: Future public health challenges and opportunities in the Asia-Pacific region
Agenda Item No 2.5In Fiji, Nurses constitute 74% of the health workforce, mostly providing healthcare services at the primary level.However, over one-third of the nursing positions remain vacant due to increasing attrition from resignations and migrations; straining health service delivery and burdening remaining nurses.In response, the government introduced retention strategies and initiated developing a Policy Brief to address the long-term sho…
Innovative Qualitative Collection Methods for Centering Race and Ethnicity
Race, equity, and justice remain challenging yet critical topics for education researchers in the contemporary U.S. context. Meaningful engagement with these topics requires researchers to critically acknowledge dominant paradigms and intentionally design research approaches that meaningfully center race and ethnicity. This research note offers innovative and tested methods for qualitative data collection that enable researchers to engage in deep…
Mediating role of parent-teacher cocaring relationships in the associations between teacher-child relationships and parenting stress in Early Head Start
Qualitative study on Social-Emotional Learning for Teachers (Self-T): A professional development intervention promoting early childhood educators' knowledge of emotional well-being
Early care and education (ECE) teachers play a significant role in creating the social and emotional learning climate in the classroom. The present qualitative study explores short and long-term outcomes of Social Emotional Learning for Teachers (SELF-T), an online intervention that was delivered as part of a comprehensive professional development program and aimed at promoting ECE teachers’ social-emotional competence and well-being through thei…
Exploring the Associations Between Family–Teacher Cocaring Relationships and Teacher–Child Relationships in Single-Parent Families
Family–teacher partnerships in early care and education (ECE) have critical implications for children’s development and may be particularly important for families facing greater adversity. This study focuses on cocaring relationships in infant and toddler classrooms and how these cocaring relationships are associated with teacher–child (T-C) relationships depending on different family characteristics. ECE teachers (n = 39) of 85 families complete…
Inequities in Coaching Interventions: A Systematic Review of Who Receives and Provides Coaching Within Early Care and Education
Relationships Between Families and Head Start Staff: Associations with Children’s Academic Outcomes Through Home Involvement and Approaches to Learning
Family-program partnerships in early care and education have the potential to influence young children’s development through multiple pathways. Guided by the Head Start (HS) Parent, Family, and Community Engagement (PFCE) framework, the current study uses data from the 2014 HS Family and Child Experiences Survey (FACES) to examine the direct, and indirect, through families’ home involvement and young children’s approaches to learning, association…
Who calls for help? Assessing the reach of the Ohio preschool expulsion prevention partnership
Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice
Examining associations among provider-family relationships, provider coping strategies, and family child care providers’ relationships with children
Family child care (FCC) providers are key suppliers of care and education to young children, yet they often experience stressors that can influence their ability to provide developmentally appropriate care. This research sought to understand the direct and indirect associations among FCC providers’ relationships with families they serve, relationships with children in care (measured via closeness and conflict), and individual well-being (measured…
Family Child Care Support and Implementation: Current Challenges and Strategies from the Perspectives of Providers
Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family–Teacher Relationships and Approaches to Learning
This study examined the direct and indirect associations of teachers’ depressive symptoms with children’s math achievement through teachers’ reports of family–teacher relationships and children’s approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. Results indicated that tea…
Associations Between Parent–Teacher Cocaring Relationships, Parent–Child Relationships, and Young Children’s Social Emotional Development
Social Emotional Learning for Teachers (Self-T): A Short-term, Online Intervention to Increase Early Childhood Educators’ Resilience
Early childhood teachers’ social emotional well-being is important for their quality of life, and is associated with their classroom practices, their relationships with children, and with child functioning. This study examines the impact of an intervention; a brief, online course to support teachers’ use of stress-management and resiliency practices. Sixty-three, center-based, early childhood teachers completed pre- and post-surveys to assess the…
Early childhood teachers' stress and children's social, emotional, and behavioral functioning
A cocaring framework for infants and toddlers: Applying a model of coparenting to parent–teacher relationships
Relations Between Fathers' and Mothers' Infant Engagement Patterns in Dual-Earner Families and Toddler Competence
This study examined the trajectories of time new fathers and mothers in dual-earner families ( N = 178) reported spending in developmentally appropriate positive engagement activities over the first 9 months of their child's life on both work and nonworkdays. We also explored how paternal and maternal engagement patterns in infancy were associated with children's later social-emotional competence during toddlerhood ( M = 25 months). Using latent …
Preference for Delayed Reward as a Function of Age and Personality
A greater proportion of children as young as 5 yr. of age preferred a delayed-large as opposed to an immediate-small reward. In addition, decision latencies of Ss preferring immediate reward were significantly shorter than of those who chose delayed reward. These results support the hypothesis that age as a determinant of preference for delayed reward is confounded with a number of other variables such as reward values and duration of delay inter…
Relations Between Fathers' and Mothers' Infant Engagement Patterns in Dual-Earner Families and Toddler Competence
This study examined the trajectories of time new fathers and mothers in dual-earner families ( N = 178) reported spending in developmentally appropriate positive engagement activities over the first 9 months of their child's life on both work and nonworkdays. We also explored how paternal and maternal engagement patterns in infancy were associated with children's later social-emotional competence during toddlerhood ( M = 25 months). Using latent …
A cocaring framework for infants and toddlers: Applying a model of coparenting to parent–teacher relationships
Who calls for help? Assessing the reach of the Ohio preschool expulsion prevention partnership
Preference for Delayed Reward as a Function of Age and Personality
A greater proportion of children as young as 5 yr. of age preferred a delayed-large as opposed to an immediate-small reward. In addition, decision latencies of Ss preferring immediate reward were significantly shorter than of those who chose delayed reward. These results support the hypothesis that age as a determinant of preference for delayed reward is confounded with a number of other variables such as reward values and duration of delay inter…
Relations Between Fathers' and Mothers' Infant Engagement Patterns in Dual-Earner Families and Toddler Competence
This study examined the trajectories of time new fathers and mothers in dual-earner families ( N = 178) reported spending in developmentally appropriate positive engagement activities over the first 9 months of their child's life on both work and nonworkdays. We also explored how paternal and maternal engagement patterns in infancy were associated with children's later social-emotional competence during toddlerhood ( M = 25 months). Using latent …
A cocaring framework for infants and toddlers: Applying a model of coparenting to parent–teacher relationships
Early childhood teachers' stress and children's social, emotional, and behavioral functioning
Associations Between Parent–Teacher Cocaring Relationships, Parent–Child Relationships, and Young Children’s Social Emotional Development
Social Emotional Learning for Teachers (Self-T): A Short-term, Online Intervention to Increase Early Childhood Educators’ Resilience
Early childhood teachers’ social emotional well-being is important for their quality of life, and is associated with their classroom practices, their relationships with children, and with child functioning. This study examines the impact of an intervention; a brief, online course to support teachers’ use of stress-management and resiliency practices. Sixty-three, center-based, early childhood teachers completed pre- and post-surveys to assess the…
Examining associations among provider-family relationships, provider coping strategies, and family child care providers’ relationships with children
Family child care (FCC) providers are key suppliers of care and education to young children, yet they often experience stressors that can influence their ability to provide developmentally appropriate care. This research sought to understand the direct and indirect associations among FCC providers’ relationships with families they serve, relationships with children in care (measured via closeness and conflict), and individual well-being (measured…
Family Child Care Support and Implementation: Current Challenges and Strategies from the Perspectives of Providers
Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family–Teacher Relationships and Approaches to Learning
This study examined the direct and indirect associations of teachers’ depressive symptoms with children’s math achievement through teachers’ reports of family–teacher relationships and children’s approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. Results indicated that tea…
Who calls for help? Assessing the reach of the Ohio preschool expulsion prevention partnership
Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice
Inequities in Coaching Interventions: A Systematic Review of Who Receives and Provides Coaching Within Early Care and Education
Relationships Between Families and Head Start Staff: Associations with Children’s Academic Outcomes Through Home Involvement and Approaches to Learning
Family-program partnerships in early care and education have the potential to influence young children’s development through multiple pathways. Guided by the Head Start (HS) Parent, Family, and Community Engagement (PFCE) framework, the current study uses data from the 2014 HS Family and Child Experiences Survey (FACES) to examine the direct, and indirect, through families’ home involvement and young children’s approaches to learning, association…
Qualitative study on Social-Emotional Learning for Teachers (Self-T): A professional development intervention promoting early childhood educators' knowledge of emotional well-being
Early care and education (ECE) teachers play a significant role in creating the social and emotional learning climate in the classroom. The present qualitative study explores short and long-term outcomes of Social Emotional Learning for Teachers (SELF-T), an online intervention that was delivered as part of a comprehensive professional development program and aimed at promoting ECE teachers’ social-emotional competence and well-being through thei…
Exploring the Associations Between Family–Teacher Cocaring Relationships and Teacher–Child Relationships in Single-Parent Families
Family–teacher partnerships in early care and education (ECE) have critical implications for children’s development and may be particularly important for families facing greater adversity. This study focuses on cocaring relationships in infant and toddler classrooms and how these cocaring relationships are associated with teacher–child (T-C) relationships depending on different family characteristics. ECE teachers (n = 39) of 85 families complete…
Integrated Relationships Matter in Early Head Start Programs: Associations with Children’s Social-emotional Competence
This study examined how parents’ and teachers’ perceptions of parent-teacher relationships in Early Head Start programs are associated with children’s social emotional competence, both directly and indirectly, through parent-child and teacher-child relationships. Strong parent-teacher partnerships are essential in early childhood settings—especially for infants and toddlers—as they contribute to consistent and supportive caregiving environments. …
(Doing) Computational History: The Role of Data Work in Computational Approaches
Computational methods have become increasingly prominent within the historical sciences, generating significant enthusiasm among some scholars. Yet their practical demands, epistemic limits, and ethical implications are less often critically examined than praised. This article explores what it means to do computational history today, arguing that it is not primarily defined by algorithms but by datasets. It is methodologically specific, resource-…
Examining Factorial Validity and Cross-Cultural Similarity of the Short-Form Cocaring Relationship Questionnaire for Assessing Family–Professional Partnerships in ECE
Perspectives of Early to Mid-Career health professionals: Future public health challenges and opportunities in the Asia-Pacific region
Agenda Item No 2.5In Fiji, Nurses constitute 74% of the health workforce, mostly providing healthcare services at the primary level.However, over one-third of the nursing positions remain vacant due to increasing attrition from resignations and migrations; straining health service delivery and burdening remaining nurses.In response, the government introduced retention strategies and initiated developing a Policy Brief to address the long-term sho…
Innovative Qualitative Collection Methods for Centering Race and Ethnicity
Race, equity, and justice remain challenging yet critical topics for education researchers in the contemporary U.S. context. Meaningful engagement with these topics requires researchers to critically acknowledge dominant paradigms and intentionally design research approaches that meaningfully center race and ethnicity. This research note offers innovative and tested methods for qualitative data collection that enable researchers to engage in deep…
Mediating role of parent-teacher cocaring relationships in the associations between teacher-child relationships and parenting stress in Early Head Start
Early Childhood Education and Development (14 works) · Psychology (14 works) · Developmental psychology (13 works) · Child and Adolescent Psychosocial and Emotional Development (10 works) · Social Psychology (9 works) · Early childhood education (8 works) · Parental Involvement in Education (8 works) · Early childhood (7 works) · Family and Disability Support Research (5 works) · Qualitative research (5 works)