Michelle F Maier
Biographic Data
| ID | 4898120 |
|---|---|
| NAME | Michelle F Maier |
| GIVEN NAMES | Michelle F |
| FAMILY NAME | Maier |
| SIGNATURE | MAIER M F |
| AFFILIATIONS | Manpower Demonstration Research Corporation |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
When time is relative
Instructional alignment is associated with PreK persistence
Learning experiences vary across young children in the same classroom
Content-rich instruction and cognitive demand in prek
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students ( N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroo…
Different settings, different patterns of impacts
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Promoting content-enriched alignment across the early grades
Cross-language associations in the development of preschoolers’ receptive and expressive vocabulary
Development and validation of a preschool teachers’ attitudes and beliefs toward science teaching questionnaire
A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start
Science in the Preschool Classroom
Research Findings: This article focuses on preschool science, an important but underresearched school readiness domain. There is considerable activity surrounding quality science in early childhood classroom practices, including state standards, curricula with science activities, and an extensive literature on potential best practices. However, there is very little empirical research focused on the effectiveness of these practices. The present ar…
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Development and validation of a preschool teachers’ attitudes and beliefs toward science teaching questionnaire
Promoting content-enriched alignment across the early grades
Content-rich instruction and cognitive demand in prek
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students ( N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroo…
Instructional alignment is associated with PreK persistence
Learning experiences vary across young children in the same classroom
Different settings, different patterns of impacts
A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start
Science in the Preschool Classroom
Research Findings: This article focuses on preschool science, an important but underresearched school readiness domain. There is considerable activity surrounding quality science in early childhood classroom practices, including state standards, curricula with science activities, and an extensive literature on potential best practices. However, there is very little empirical research focused on the effectiveness of these practices. The present ar…
A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start
Development and validation of a preschool teachers’ attitudes and beliefs toward science teaching questionnaire
Cross-language associations in the development of preschoolers’ receptive and expressive vocabulary
Promoting content-enriched alignment across the early grades
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Different settings, different patterns of impacts
Content-rich instruction and cognitive demand in prek
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students ( N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroo…
Instructional alignment is associated with PreK persistence
Learning experiences vary across young children in the same classroom
When time is relative
Mathematics education (11 works) · Psychology (11 works) · Early Childhood Education and Development (10 works) · Developmental psychology (9 works) · Medicine (8 works) · Pedagogy (6 works) · Computer Science (5 works) · Medical education (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Early childhood education (4 works)