Denise Vega Ruvalcaba
Biographic Data
| ID | 4970100 |
|---|---|
| NAME | Denise Vega Ruvalcaba |
| GIVEN NAMES | Denise Vega |
| FAMILY NAME | Ruvalcaba |
| SIGNATURE | RUVALCABA D V |
| AFFILIATIONS | Education and Early Childhood Development |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Classroom Quality, Children’s Unoccupied-Disruptive Behavior, and Social Interaction
This study examined how global classroom quality and individual classroom experiences relate to children’s language and math development over a year in a Head Start program. Specifically, it focused on children’s unoccupied-disruptive behavior during whole-group and free play activities and social interactions during transitions and mealtimes. The sample included 420 preschoolers (mean age: 48 months; range: 36–61 months) from 60 classrooms acros…
Exploring pathways of quality in a statewide center-based infant and toddler initiative
Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes
Introduction Research has documented that home and neighborhood contexts of children from low-income families are associated with lower cognitive and social–emotional skills than their higher-income peers. Even though over a third of young children growing up in poverty are dual language learners (DLLs), little research has examined how contextual effects differ between DLL and monolingual children. The current study examines how these two contex…
No prominent works on this page.
Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes
Introduction Research has documented that home and neighborhood contexts of children from low-income families are associated with lower cognitive and social–emotional skills than their higher-income peers. Even though over a third of young children growing up in poverty are dual language learners (DLLs), little research has examined how contextual effects differ between DLL and monolingual children. The current study examines how these two contex…
Classroom Quality, Children’s Unoccupied-Disruptive Behavior, and Social Interaction
This study examined how global classroom quality and individual classroom experiences relate to children’s language and math development over a year in a Head Start program. Specifically, it focused on children’s unoccupied-disruptive behavior during whole-group and free play activities and social interactions during transitions and mealtimes. The sample included 420 preschoolers (mean age: 48 months; range: 36–61 months) from 60 classrooms acros…
Exploring pathways of quality in a statewide center-based infant and toddler initiative
Early Childhood Education and Development (3 works) · Early childhood education (2 works) · Head start (2 works) · Parental Involvement in Education (2 works) · Poverty (2 works) · Association (psychology (1 works) · Bullying, Victimization, and Aggression (1 works) · Child and Adolescent Psychosocial and Emotional Development (1 works) · Cognition (1 works) · Context (archaeology (1 works)