E Roussou
Biographic Data
| ID | 46622 |
|---|---|
| NAME | E Roussou |
| GIVEN NAMES | E |
| FAMILY NAME | Roussou |
| SIGNATURE | ROUSSOU E |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0001-5255-5364 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
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…
Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home
Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence
Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis
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…
Transnational spirituality and healing: An ethnographic exploration of alternative medicine in Lisbon and Athens
In contemporary Portugal and Greece, the number of individuals who resort to alternative medicine continues to rise. From yoga, meditation and energy therapies to healing based on various religio-spiritual traditions, there is a variety of therapeutic practices one can choose from. The main objective of this paper is to show how a therapeutic and spiritual pluralism is produced through the implementation of transnational influences on spiritualit…
The Effects of Family-School Partnership Interventions on Academic and Social-Emotional Functioning: A Meta-Analysis Exploring What Works for Whom
A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy
This meta-analysis examined the effects of family-school interventions on children’s social-behavioral competence and mental health. One hundred and seventeen group design studies yielding 592 effect sizes constituted the current sample. Random effects models were estimated when calculating each pooled effect size estimate, and mixed effects models were calculated for each moderator analysis. The analyses yielded significant effects of family-sch…
Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
Examining how rural ecological contexts influence children’s early learning opportunities
Getting ready: Results of a randomized trial of a relationship‐focused intervention on the parent–infant relationship in rural early head start
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: Results of a Randomized Trial of a Relationship‐Focused Intervention on the Parent–Infant Relationship in Rural Early Head Start
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: Effects of the Getting Ready Intervention on Preschool Children's Social–Emotional Competencies
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: Process Issues and Research Needs
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: A multidimensional approach to fidelity measurement for early childhood
Interdisiplinary Collaboration: Variations on a Theme
Implementation of a relationship-based school readiness intervention: A multidimensional approach to fidelity measurement for early childhood
Getting ready: Results of a randomized trial of a relationship‐focused intervention on the parent–infant relationship in rural early head start
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…
Interdisiplinary Collaboration: Variations on a Theme
Examining how rural ecological contexts influence children’s early learning opportunities
Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
Interdisiplinary Collaboration: Variations on a Theme
Professional Development in Early Childhood Programs: Process Issues and Research Needs
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: A multidimensional approach to fidelity measurement for early childhood
Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social–Emotional Competencies
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: Results of a randomized trial of a relationship‐focused intervention on the parent–infant relationship in rural early head start
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: Results of a Randomized Trial of a Relationship‐Focused Intervention on the Parent–Infant Relationship in Rural Early Head Start
In the original article, the order of the authors was altered. The correct author list is given above. The publisher regrets this error
A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy
This meta-analysis examined the effects of family-school interventions on children’s social-behavioral competence and mental health. One hundred and seventeen group design studies yielding 592 effect sizes constituted the current sample. Random effects models were estimated when calculating each pooled effect size estimate, and mixed effects models were calculated for each moderator analysis. The analyses yielded significant effects of family-sch…
Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
Examining how rural ecological contexts influence children’s early learning opportunities
The Effects of Family-School Partnership Interventions on Academic and Social-Emotional Functioning: A Meta-Analysis Exploring What Works for Whom
Transnational spirituality and healing: An ethnographic exploration of alternative medicine in Lisbon and Athens
In contemporary Portugal and Greece, the number of individuals who resort to alternative medicine continues to rise. From yoga, meditation and energy therapies to healing based on various religio-spiritual traditions, there is a variety of therapeutic practices one can choose from. The main objective of this paper is to show how a therapeutic and spiritual pluralism is produced through the implementation of transnational influences on spiritualit…
Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis
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…
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…
Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home
Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence
Psychology (13 works) · Developmental psychology (10 works) · Early Childhood Education and Development (9 works) · Parental Involvement in Education (9 works) · Medicine (8 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Clinical Psychology (4 works) · Family and Disability Support Research (4 works) · Early childhood (3 works) · Head start (3 works)