Anna D Johnson
Dados Biográficos
| ID | 4420388 |
|---|---|
| NOME | Anna D Johnson |
| PRENOMES | Anna D |
| SOBRENOME | Johnson |
| ASSINATURA | JOHNSON A D |
| AFILIAÇÕES | Georgetown University |
| ORCID | 0000-0002-9832-6724 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 35 |
| TOTAL DE CITAÇÕES | 98 |
| TOTAL COMO AUTOR | 35 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2006 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Exploring Associations Between Elementary Teacher Stressors and Classroom Quality Before and After Covid-19
Associations between preschool-age care arrangement and low-income children’s IEP receipt during elementary school
Heterogeneity in the perceived impact of the Covid ‐19 pandemic on parents with low incomes
Covid-19-induced educational disruptions and children’s executive functioning
Literature suggests that the COVID-19 pandemic may have disrupted children's executive functioning (EF) development, but most studies rely on caregiver reports, cross-sectional data, or comparisons across cohorts. We build on the existing literature with repeated, direct assessments of EF from longitudinal pre-post COVID-19 data on a race-ethnically diverse cohort of elementary-aged children ( N = 667) from low-income families. Random-intercept m…
School air pollution and executive functioning development among low-income kindergarteners
The present study examines the associations between toxic industrial air pollution around elementary schools and children's executive functioning (EF) skill development among a racially and ethnically diverse sample of kindergarteners from low-income families in Tulsa, Oklahoma ( N = 763; 50% female; 52% Hispanic/Latinx, 18% Black, 13% White, 10% multiracial, 6% American Indian, 1% Asian American/Pacific Islander). Data on ambient industrial poll…
Start Earlier, Stay Healthier? An Earlier Start to Public Preschool May Improve Detection of Health Problems
Much hypothesized, rarely tested
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
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…
Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality
Predictors of young students’ school participation during the early days of Covid-19 remote learning
A deeper dive, a wider pool
The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills—both academic and executive functioning (EF)—than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first-grade (2020–2021) based on whether they had attended public preschool (school-ba…
The role of public and private food assistance in supporting families’ food security and meal routines
Exploring the predictors of enrollment and kindergarten entry skills of Spanish-speaking dual language learners in a mixed-delivery system of public preschool
Chaos during the Covid ‐19 outbreak
Both sides of the screen
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
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…
Food Insecurity
Food insecurity—lack of access to sufficient food for an active and healthy lifestyle—affects more than 10 million children in the United States. Ample research links food insecurity to hampered child physical, cognitive, and social-emotional development and provides insights for policy. After introducing food insecurity and its measurement, this article summarizes what is known about the effects of food insecurity on child development. It then c…
Understanding patterns of food insecurity and family well-being amid the Covid-19 pandemic using daily surveys
This paper investigates economic and psychological hardship during the COVID-19 pandemic among a diverse sample (61% Latinx; 16% White; 9% Black; 14% mixed/other race) of socioeconomically disadvantaged parents (90% mothers; mean age = 35 years) and their elementary school-aged children (ages 4–11; 49% female) in rural Pennsylvania (N = 272). Families participating in a local food assistance program reported on food insecurity (FI) and parent and…
Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes
First do no harm
Everyday Heroes
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…
Inside the classroom door
To Whom Little Is Given, Much Is Expected
The relationship between increases in low-income mothers’ education and children’s early outcomes
How do early care and education workforce and classroom characteristics differ between subsidized centers and available center-based alternatives for low-income children
The impact of child care subsidy use on child care quality
Who uses child care subsidies? Comparing recipients to eligible non-recipients on family background characteristics and child care preferences
Predictors of public early care and education use among children of low-income immigrants
Variation in impacts of Tulsa pre-K on cognitive development in kindergarten
Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies have explored factors that might explain variation across schools in public pre-K impacts. The current study examines the Tulsa Public School pre-K program's impacts on children's letter-word identific…
Inside the classroom door
To Whom Little Is Given, Much Is Expected
Both sides of the screen
How do early care and education workforce and classroom characteristics differ between subsidized centers and available center-based alternatives for low-income children
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
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…
Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes
Is sensitive caregiving in child care associated with children's effortful control skills? An exploration of linear and threshold effects
G. Stanley Hall's Contribution to Science, Practice and Policy
G. Stanley Hall influenced several social movements that had great implications for child wellbeing: the Child Study, Parent Education, and Child Welfare Movements. However, while Hall laid much of the foundation for the field of scientific child study and policy-relevant research, his legacy is virtually nonexistent. The current article reviews the life and contributions of G. Stanley Hall, and the dual role Hall played in history as a revered l…
Child care subsidies and child care choices
Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality
First do no harm
Associations between publicly funded preschool and low-income children’s kindergarten readiness
Publicly funded center-based preschool programs were designed to enhance low-income children's early cognitive and social-emotional skills in preparation for kindergarten. In the U.S., the federal Head Start program and state-funded public school-based pre-kindergarten (pre-k) programs are the two primary center-based settings in which low-income children experience publicly funded preschool. Although evidence suggests that these programs general…
Variation in early cognitive development by maternal immigrant documentation status
Can we trust parental reports of child care subsidy receipt
G. Stanley Hall's Contribution to Science, Practice and Policy
G. Stanley Hall influenced several social movements that had great implications for child wellbeing: the Child Study, Parent Education, and Child Welfare Movements. However, while Hall laid much of the foundation for the field of scientific child study and policy-relevant research, his legacy is virtually nonexistent. The current article reviews the life and contributions of G. Stanley Hall, and the dual role Hall played in history as a revered l…
The impact of child care subsidy use on child care quality
Who uses child care subsidies? Comparing recipients to eligible non-recipients on family background characteristics and child care preferences
Can we trust parental reports of child care subsidy receipt
Child care subsidies and child care choices
Is sensitive caregiving in child care associated with children's effortful control skills? An exploration of linear and threshold effects
Variation in impacts of Tulsa pre-K on cognitive development in kindergarten
Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies have explored factors that might explain variation across schools in public pre-K impacts. The current study examines the Tulsa Public School pre-K program's impacts on children's letter-word identific…
Variation in early cognitive development by maternal immigrant documentation status
Predictors of public early care and education use among children of low-income immigrants
How do early care and education workforce and classroom characteristics differ between subsidized centers and available center-based alternatives for low-income children
Associations between publicly funded preschool and low-income children’s kindergarten readiness
Publicly funded center-based preschool programs were designed to enhance low-income children's early cognitive and social-emotional skills in preparation for kindergarten. In the U.S., the federal Head Start program and state-funded public school-based pre-kindergarten (pre-k) programs are the two primary center-based settings in which low-income children experience publicly funded preschool. Although evidence suggests that these programs general…
Everyday Heroes
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…
Inside the classroom door
To Whom Little Is Given, Much Is Expected
The relationship between increases in low-income mothers’ education and children’s early outcomes
Food Insecurity
Food insecurity—lack of access to sufficient food for an active and healthy lifestyle—affects more than 10 million children in the United States. Ample research links food insecurity to hampered child physical, cognitive, and social-emotional development and provides insights for policy. After introducing food insecurity and its measurement, this article summarizes what is known about the effects of food insecurity on child development. It then c…
Understanding patterns of food insecurity and family well-being amid the Covid-19 pandemic using daily surveys
This paper investigates economic and psychological hardship during the COVID-19 pandemic among a diverse sample (61% Latinx; 16% White; 9% Black; 14% mixed/other race) of socioeconomically disadvantaged parents (90% mothers; mean age = 35 years) and their elementary school-aged children (ages 4–11; 49% female) in rural Pennsylvania (N = 272). Families participating in a local food assistance program reported on food insecurity (FI) and parent and…
Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes
First do no harm
Chaos during the Covid ‐19 outbreak
Both sides of the screen
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
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…
A deeper dive, a wider pool
The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills—both academic and executive functioning (EF)—than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first-grade (2020–2021) based on whether they had attended public preschool (school-ba…
The role of public and private food assistance in supporting families’ food security and meal routines
Exploring the predictors of enrollment and kindergarten entry skills of Spanish-speaking dual language learners in a mixed-delivery system of public preschool
Psychology (28 obras) · Early Childhood Education and Development (27 obras) · Developmental psychology (19 obras) · Medicine (18 obras) · Political science (15 obras) · Child and Adolescent Psychosocial and Emotional Development (10 obras) · Parental Involvement in Education (10 obras) · Business (9 obras) · Receipt (8 obras) · Cognition (7 obras)