Lisa L Knoche
Biographic Data
| ID | 4420263 |
|---|---|
| NAME | Lisa L Knoche |
| GIVEN NAMES | Lisa L |
| FAMILY NAME | Knoche |
| SIGNATURE | KNOCHE L L |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0003-0168-2026 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 40 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Examining the Links Between Child–Teacher Relationships, Classroom Quality, and Child Outcomes Across Racial Groups
This study examined the unique and interactive effects of teacher‐child relationships and classroom quality on PreK to Grade 1 children's reading and math achievement, social skills, and problem behaviors, as well as whether these relationships differed by children's race and ethnicity. Based on data from 192 children (18.23% Black, 8.33% Latine English‐speaking, 21.88% Latine Spanish‐speaking, 51.56% White) from PreK to Grade 1 and their teacher…
How are Early Head Start teachers’ professional development experiences associated with their work-related stress and qualities of teacher-child interactions
A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Mapping the Literature to Identify Early Childhood Coaches’ Backgrounds and Training
Coaching is a key lever for supporting professional learning in early childhood, and coaches serve a critical role in the coaching process. However, little is known about coaches themselves which is a critical gap in evaluating the efficacy of coaching and for making decisions around coaching policies and practices. This mapping review synthesizes the early childhood coaching research to identify the background characteristics and training experi…
What Is the Empirical Research Base of Early Childhood Coaching? A Mapping Review
This study examined the empirical base for early childhood (birth to 8) coaching via a systematic mapping review of the relevant literature, including diverse research designs to represent the full breadth of published studies related to early childhood coaching. The systematic review yielded 374 unique studies published between 1987 and 2019 that were coded for type of study design (e.g., causal; quantitative noncausal; qualitative; single-case …
A humanistic model of corporate social responsibility in e-commerce with high-tech support in the artificial intelligence economy
This paper aims to develop a humanistic model of corporate social responsibility in e-commerce, relying on high technology in an artificial intelligence economy. The research is based on the experience of the top 30 publicly traded e-commerce companies, the 16 most responsible companies in the retail industry in the USA, and the leading global and Russian e-commerce business structures in 2020–2021. Based on econometric modeling, it is substantia…
Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1
Social-behavioral functioning during early childhood is associated with children’s academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent–teacher and student–teacher relationships predicted children’s social skills and problem behaviors across the preschool to Grade 1 transitions. Participants were 233 children (M = 5.32 years [SD = 0.27] in preschool), their parents, and the…
Supporting preschool children with developmental concerns
College Student Mentors and Latino Youth
This phenomenological study describes the meaning of mentoring relationships from the perspectives of six purposefully selected mentors involved in the Latino Achievement Mentoring Program (LAMP), and investigates underlying themes regarding the mentors’ relationships. Clusters of themes pertaining to the mentors’ relationship with the mentee, the relationship of the mentor with the mentee’s family, and the mentors’ personal and professional deve…
Getting ready
The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home‐based programming. Two‐hundred thirty‐four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high‐school diploma. Brief, semistructured parent–child i…
Getting Ready
In the original article, the order of the authors was altered. The correct author list is given above. The publisher regrets this error
Parent Engagement and School Readiness
RESEARCH FINDINGS: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to …
Professional Development in Early Childhood Programs
In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. As such, the early education field needs well-conducted empirical studies on which to base profession…
Implementation of a relationship-based school readiness intervention
Child care for children with and without disabilities
Implementation of a relationship-based school readiness intervention
Child care for children with and without disabilities
Getting ready
The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home‐based programming. Two‐hundred thirty‐four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high‐school diploma. Brief, semistructured parent–child i…
College Student Mentors and Latino Youth
This phenomenological study describes the meaning of mentoring relationships from the perspectives of six purposefully selected mentors involved in the Latino Achievement Mentoring Program (LAMP), and investigates underlying themes regarding the mentors’ relationships. Clusters of themes pertaining to the mentors’ relationship with the mentee, the relationship of the mentor with the mentee’s family, and the mentors’ personal and professional deve…
How are Early Head Start teachers’ professional development experiences associated with their work-related stress and qualities of teacher-child interactions
A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children
Supporting preschool children with developmental concerns
Child care for children with and without disabilities
Professional Development in Early Childhood Programs
In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. As such, the early education field needs well-conducted empirical studies on which to base profession…
Implementation of a relationship-based school readiness intervention
Parent Engagement and School Readiness
RESEARCH FINDINGS: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to …
Getting ready
The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home‐based programming. Two‐hundred thirty‐four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high‐school diploma. Brief, semistructured parent–child i…
Getting Ready
In the original article, the order of the authors was altered. The correct author list is given above. The publisher regrets this error
College Student Mentors and Latino Youth
This phenomenological study describes the meaning of mentoring relationships from the perspectives of six purposefully selected mentors involved in the Latino Achievement Mentoring Program (LAMP), and investigates underlying themes regarding the mentors’ relationships. Clusters of themes pertaining to the mentors’ relationship with the mentee, the relationship of the mentor with the mentee’s family, and the mentors’ personal and professional deve…
Supporting preschool children with developmental concerns
Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1
Social-behavioral functioning during early childhood is associated with children’s academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent–teacher and student–teacher relationships predicted children’s social skills and problem behaviors across the preschool to Grade 1 transitions. Participants were 233 children (M = 5.32 years [SD = 0.27] in preschool), their parents, and the…
A humanistic model of corporate social responsibility in e-commerce with high-tech support in the artificial intelligence economy
This paper aims to develop a humanistic model of corporate social responsibility in e-commerce, relying on high technology in an artificial intelligence economy. The research is based on the experience of the top 30 publicly traded e-commerce companies, the 16 most responsible companies in the retail industry in the USA, and the leading global and Russian e-commerce business structures in 2020–2021. Based on econometric modeling, it is substantia…
Mapping the Literature to Identify Early Childhood Coaches’ Backgrounds and Training
Coaching is a key lever for supporting professional learning in early childhood, and coaches serve a critical role in the coaching process. However, little is known about coaches themselves which is a critical gap in evaluating the efficacy of coaching and for making decisions around coaching policies and practices. This mapping review synthesizes the early childhood coaching research to identify the background characteristics and training experi…
What Is the Empirical Research Base of Early Childhood Coaching? A Mapping Review
This study examined the empirical base for early childhood (birth to 8) coaching via a systematic mapping review of the relevant literature, including diverse research designs to represent the full breadth of published studies related to early childhood coaching. The systematic review yielded 374 unique studies published between 1987 and 2019 that were coded for type of study design (e.g., causal; quantitative noncausal; qualitative; single-case …
Examining the Links Between Child–Teacher Relationships, Classroom Quality, and Child Outcomes Across Racial Groups
This study examined the unique and interactive effects of teacher‐child relationships and classroom quality on PreK to Grade 1 children's reading and math achievement, social skills, and problem behaviors, as well as whether these relationships differed by children's race and ethnicity. Based on data from 192 children (18.23% Black, 8.33% Latine English‐speaking, 21.88% Latine Spanish‐speaking, 51.56% White) from PreK to Grade 1 and their teacher…
How are Early Head Start teachers’ professional development experiences associated with their work-related stress and qualities of teacher-child interactions
A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Psychology (16 works) · Developmental psychology (13 works) · Early Childhood Education and Development (12 works) · Medicine (10 works) · Parental Involvement in Education (10 works) · Pedagogy (7 works) · Early childhood (6 works) · Early childhood education (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Family and Disability Support Research (5 works)