Rebecca J Bulotsky-Shearer
Biographic Data
| ID | 5758433 |
|---|---|
| NAME | Rebecca J Bulotsky-Shearer |
| GIVEN NAMES | Rebecca J |
| FAMILY NAME | Bulotsky-Shearer |
| SIGNATURE | BULOTSKY-SHEARER R J |
| AFFILIATIONS | University of Miami |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
"¿Listos para la escuela? Ready, set, ¡vamos!"; [Ready for school? Ready, set, let’s go!] Understanding teachers’ language switching in linguistically diverse preschool classrooms
Centering Predictor Variables in Three-Level Contextual Models
Hierarchical data are becoming increasingly complex, often involving more than two levels. Centering decisions in multilevel models are closely tied to substantive hypotheses and require researchers to be clear and cautious about their choices. This study investigated the implications of group mean centering (i.e., centering within context; CWC) and grand mean centering (CGM) of predictor variables in three-level contextual models. The goals were…
An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and yo…
An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and yo…
An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and yo…
Centering Predictor Variables in Three-Level Contextual Models
Hierarchical data are becoming increasingly complex, often involving more than two levels. Centering decisions in multilevel models are closely tied to substantive hypotheses and require researchers to be clear and cautious about their choices. This study investigated the implications of group mean centering (i.e., centering within context; CWC) and grand mean centering (CGM) of predictor variables in three-level contextual models. The goals were…
"¿Listos para la escuela? Ready, set, ¡vamos!"; [Ready for school? Ready, set, let’s go!] Understanding teachers’ language switching in linguistically diverse preschool classrooms
Psychology (2 works) · Child and Adolescent Psychosocial and Emotional Development (1 works) · Cognition (1 works) · Cognitive development (1 works) · Cognitive psychology (1 works) · Computer Science (1 works) · Context (archaeology) (1 works) · Cultural Differences and Values (1 works) · Developmental psychology (1 works) · Early Childhood Education and Development (1 works)