Lillie Moffett
Biographic Data
| ID | 5762708 |
|---|---|
| NAME | Lillie Moffett |
| GIVEN NAMES | Lillie |
| FAMILY NAME | Moffett |
| SIGNATURE | MOFFETT L |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0003-1233-5185 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement
Research Findings: Prior research has demonstrated the importance of young children’s executive functioning (EF) skills for their success in schooling and beyond. However, the field lacks an understanding of how children’s EF skills manifest in context. In the present study, we relate children’s classroom off-task behavior to their EF skills. Prekindergarten children (N=263) were first assessed on their EF skills via direct assessments and a teac…
Enrollment in Pre-K and children's social-emotional and executive functioning skills
Learning experiences vary across young children in the same classroom
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…
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten …
Off-task behavior in kindergarten
Behavioral self-regulation supports young children’s learning and is a strong predictor of later academic achievement. The capacity to manage one’s attention and control one’s behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to investigate how EF manifests in the classroom context and in children’s overt behavior. The current stu…
The little kids down the hall
Future planning in preschool children
The capacity to plan ahead and provide the means for future ends is an important part of human practical reasoning. When this capacity develops in ontogeny is the matter of an ongoing debate. In this study, 4- and 5-year-olds performed a future planning task in which they had to create the means (a picture of a particular object, e.g., a banana) that was necessary to address a future end (of completing a game in which such a picture was missing).…
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…
Learning experiences vary across young children in the same classroom
Future planning in preschool children
The capacity to plan ahead and provide the means for future ends is an important part of human practical reasoning. When this capacity develops in ontogeny is the matter of an ongoing debate. In this study, 4- and 5-year-olds performed a future planning task in which they had to create the means (a picture of a particular object, e.g., a banana) that was necessary to address a future end (of completing a game in which such a picture was missing).…
Future planning in preschool children
The capacity to plan ahead and provide the means for future ends is an important part of human practical reasoning. When this capacity develops in ontogeny is the matter of an ongoing debate. In this study, 4- and 5-year-olds performed a future planning task in which they had to create the means (a picture of a particular object, e.g., a banana) that was necessary to address a future end (of completing a game in which such a picture was missing).…
The little kids down the hall
Off-task behavior in kindergarten
Behavioral self-regulation supports young children’s learning and is a strong predictor of later academic achievement. The capacity to manage one’s attention and control one’s behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to investigate how EF manifests in the classroom context and in children’s overt behavior. The current stu…
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten …
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…
Enrollment in Pre-K and children's social-emotional and executive functioning skills
Learning experiences vary across young children in the same classroom
Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement
Research Findings: Prior research has demonstrated the importance of young children’s executive functioning (EF) skills for their success in schooling and beyond. However, the field lacks an understanding of how children’s EF skills manifest in context. In the present study, we relate children’s classroom off-task behavior to their EF skills. Prekindergarten children (N=263) were first assessed on their EF skills via direct assessments and a teac…
Developmental psychology (7 works) · Psychology (7 works) · Early Childhood Education and Development (6 works) · Mathematics education (5 works) · Academic achievement (3 works) · Cognition (3 works) · Literacy (3 works) · Parental Involvement in Education (3 works) · Pedagogy (3 works) · Cognitive and developmental aspects of mathematical skills (2 works)