Mary Bratsch-Hines

Biographic Data

ID	4895641
NAME	Mary Bratsch-Hines
GIVEN NAMES	Mary
FAMILY NAME	Bratsch-Hines
SIGNATURE	BRATSCH-HINES M
AFFILIATIONS	University of Florida
VERIFIED	No
TOTAL WORKS	12
TOTAL CITATIONS	23
AUTHOR COUNT	12
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2014
LATEST PUBLICATION YEAR	2026
H-INDEX	3

Associations of distal elementary school characteristics with prekindergarten student
Open AccessMary Bratsch-Hines, Laura Kuhn et al.ARTICLEJournal of Applied Developmental…2026References: 55
Pre-kindergarten classroom experiences and child outcomes through first grade
Open AccessMargaret Burchinal, Robert Pianta et al.ARTICLEEarly Childhood Research Quarterly2026References: 74
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Open AccessArya Ansari, Natalie A Koziol et al.ARTICLEEarly Childhood Research Quarterly2025References: 1
Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network
Open AccessMichael Little, Kevin C Bastian et al.ARTICLEEarly Childhood Research Quarterly2024References: 6
Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills
Kylie Garber, Tiffany J Foster et al.ARTICLEEarly Education and Development2023
Research Findings: The present study examined the transition practices reported by 59 pre-kindergarten (pre-k) and 186 kindergarten teachers in the rural Southeastern United States, and asked if transition practices related to skills at the beginning and end of kindergarten for 387 children. Analyses indicated kindergarten teachers offered more transition practices than pre-k teachers, and the transition practices children received varied dependi…
Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities
Open AccessCheryl Varghese, Mary Bratsch‐hine et al.ARTICLEJournal of Learning Disabilities2021
Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention), a professional development program wit…
How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language
Open AccessLynne Vernon‐feagan, Mary Bratsch‐hine et al.ARTICLEChild Development2020
The maternal language input literature suggests that mothers with more education use a greater quantity and complexity of language with their young children compared to mothers with less education although race and socioeconomic status have been confounded in most studies because of small sample sizes. The current Family Life study included a representative sample of 1,292 children, oversampling for poverty and African American, followed from bir…
Relating early care and education quality to preschool outcomes
Open AccessMargaret Burchinal, Kylie Garber et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 8References: 17
Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school
Open AccessCheryl Varghese, Lynne Vernon‐feagan et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 2References: 5
Mothers’ and Fathers’ Language Input from 6 to 36 Months in Rural Two-Parent-Families
Open AccessE Reynolds, Lynne Vernon‐feagan et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 3References: 8
Exploring magnitude of change in teacher efficacy and implications for students' literacy growth
Open AccessCheryl Varghese, Justin D Garwood et al.ARTICLETeaching and Teacher Education2016Cited by: 3References: 7
Child care and cortisol across early childhood
Daniel Berry, Family Life Project Key Investigators et al.ARTICLEDevelopmental Psychology2014Cited by: 7References: 8
A considerable body of literature suggests that children's child-care experiences may impact adrenocortical functioning in early childhood. Yet emerging findings also suggest that the magnitude and sometimes the direction of child-care effects on development may be markedly different for children from higher risk contexts. Using data from a large population-based sample of families from predominantly low-income backgrounds in rural communities, w…