Tutrang Nguyen
Biographic Data
| ID | 4384881 |
|---|---|
| NAME | Tutrang Nguyen |
| GIVEN NAMES | Tutrang |
| FAMILY NAME | Nguyen |
| SIGNATURE | NGUYEN T |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0002-6741-6022 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 78 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Associations Between Classroom Processes and Students’ Academic Outcomes from Pre-Kindergarten Through First Grade
One salient feature of classroom processes that has been shown to be a key support for students’ academic performance is the dosage of, or exposure to, academic content. The effects of dosage are presumed to accumulate as students are exposed to content over time. The present study examines associations between students’ academic skills at the end of first grade and average exposure to content in classroom teaching across three grades—pre-k, kind…
Supporting infant-toddler educator beliefs and practices through the We Grow Together professional development system
Do Early Childhood Environment Rating Scale-3 and Pre-K Classroom Assessment Scoring System Scores Need to Reach Thresholds to Predict Children’s School Readiness
Research Findings: We examined associations between young children’s school readiness and the Early Childhood Environment Rating Scale Third Edition (ECERS-3) and the Pre-K Classroom Assessment Scoring System (Pre-K CLASS), and whether these measures need to reach thresholds to promote children’s outcomes. We only found one significant linear association (of 30) between the ECERS-3 and Pre-K CLASS and children’s outcomes. We only detected three s…
Supporting Responsive Caregiving for the Youngest Children
Research Findings: The Quality of Care for Infants and Toddlers (QCIT) observational measure was designed to address the need for a valid and reliable measure of the quality of caregiver-child interactions that could be used in both center-based and family child care (FCC) settings, and with diverse populations. Results from a psychometric field test of 400 classrooms indicated that the QCIT demonstrated strong evidence of reliability and validit…
Differences between Pre-K and Kindergarten classroom experiences
Keeping Kids in Care
With limited federal requirements for block grants, states have developed very different welfare policies, often with onerous recertification or reporting requirements, creating barriers to continuous program enrollment. Examined through the framework of Administrative Burden, our study examines how changes to burdensome policies in states’ Child Care Development Fund (CCDF) programs affect the length of children’s continuous enrollment in child …
Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes
This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, …
The classroom relational environment and children’s early development in preschool
The present study considered the ways in which interactional quality in the classroom and teacher–child relationships independently and synergistically shaped the early academic, social‐behavioral, and executive function outcomes of 1,498 preschoolers from low‐income families from a large, culturally, and linguistically diverse county. The findings revealed that children who had closer and less conflictual relationships with their teachers demons…
Measuring and improving quality in early care and education
Kindergarten components of executive function and third grade achievement
Evaluating Promising Practices in Undergraduate STEM Lecture Courses
Lynn C. Reimer, Katerina Schenke, Tutrang Nguyen, Diane K. O'Dowd, Thurston Domina, Mark Warschauer, Evaluating Promising Practices in Undergraduate STEM Lecture Courses, RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol. 2, No. 1, Higher Education Effectiveness (April 2016), pp. 212-233
Which preschool mathematics competencies are most predictive of fifth grade achievement
Fadeout in an early mathematics intervention
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving…
Keeping Kids in Care
With limited federal requirements for block grants, states have developed very different welfare policies, often with onerous recertification or reporting requirements, creating barriers to continuous program enrollment. Examined through the framework of Administrative Burden, our study examines how changes to burdensome policies in states’ Child Care Development Fund (CCDF) programs affect the length of children’s continuous enrollment in child …
Which preschool mathematics competencies are most predictive of fifth grade achievement
Fadeout in an early mathematics intervention
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving…
Differences between Pre-K and Kindergarten classroom experiences
Kindergarten components of executive function and third grade achievement
The classroom relational environment and children’s early development in preschool
The present study considered the ways in which interactional quality in the classroom and teacher–child relationships independently and synergistically shaped the early academic, social‐behavioral, and executive function outcomes of 1,498 preschoolers from low‐income families from a large, culturally, and linguistically diverse county. The findings revealed that children who had closer and less conflictual relationships with their teachers demons…
Evaluating Promising Practices in Undergraduate STEM Lecture Courses
Lynn C. Reimer, Katerina Schenke, Tutrang Nguyen, Diane K. O'Dowd, Thurston Domina, Mark Warschauer, Evaluating Promising Practices in Undergraduate STEM Lecture Courses, RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol. 2, No. 1, Higher Education Effectiveness (April 2016), pp. 212-233
Which preschool mathematics competencies are most predictive of fifth grade achievement
Fadeout in an early mathematics intervention
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving…
Kindergarten components of executive function and third grade achievement
The classroom relational environment and children’s early development in preschool
The present study considered the ways in which interactional quality in the classroom and teacher–child relationships independently and synergistically shaped the early academic, social‐behavioral, and executive function outcomes of 1,498 preschoolers from low‐income families from a large, culturally, and linguistically diverse county. The findings revealed that children who had closer and less conflictual relationships with their teachers demons…
Measuring and improving quality in early care and education
Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes
This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, …
Differences between Pre-K and Kindergarten classroom experiences
Keeping Kids in Care
With limited federal requirements for block grants, states have developed very different welfare policies, often with onerous recertification or reporting requirements, creating barriers to continuous program enrollment. Examined through the framework of Administrative Burden, our study examines how changes to burdensome policies in states’ Child Care Development Fund (CCDF) programs affect the length of children’s continuous enrollment in child …
Supporting Responsive Caregiving for the Youngest Children
Research Findings: The Quality of Care for Infants and Toddlers (QCIT) observational measure was designed to address the need for a valid and reliable measure of the quality of caregiver-child interactions that could be used in both center-based and family child care (FCC) settings, and with diverse populations. Results from a psychometric field test of 400 classrooms indicated that the QCIT demonstrated strong evidence of reliability and validit…
Do Early Childhood Environment Rating Scale-3 and Pre-K Classroom Assessment Scoring System Scores Need to Reach Thresholds to Predict Children’s School Readiness
Research Findings: We examined associations between young children’s school readiness and the Early Childhood Environment Rating Scale Third Edition (ECERS-3) and the Pre-K Classroom Assessment Scoring System (Pre-K CLASS), and whether these measures need to reach thresholds to promote children’s outcomes. We only found one significant linear association (of 30) between the ECERS-3 and Pre-K CLASS and children’s outcomes. We only detected three s…
Associations Between Classroom Processes and Students’ Academic Outcomes from Pre-Kindergarten Through First Grade
One salient feature of classroom processes that has been shown to be a key support for students’ academic performance is the dosage of, or exposure to, academic content. The effects of dosage are presumed to accumulate as students are exposed to content over time. The present study examines associations between students’ academic skills at the end of first grade and average exposure to content in classroom teaching across three grades—pre-k, kind…
Supporting infant-toddler educator beliefs and practices through the We Grow Together professional development system
Early Childhood Education and Development (11 works) · Psychology (10 works) · Developmental psychology (7 works) · Academic achievement (4 works) · Infant Development and Preterm Care (4 works) · Medicine (4 works) · Parental Involvement in Education (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Early childhood education (3 works) · Literacy (3 works)