Lizabeth Malone
Biographic Data
| ID | 6092885 |
|---|---|
| NAME | Lizabeth Malone |
| GIVEN NAMES | Lizabeth |
| FAMILY NAME | Malone |
| SIGNATURE | MALONE L |
| AFFILIATIONS | Mathematica Policy Research |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Perspectives of Region XI Head Start Federal, Research, and Program Partners in Carrying out a National Study of American Indian and Alaska Native Head Start Children, Families, and Programs
The American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES) 2015 was the first national study of children served by Region XI Head Start programs, which are those operated by federally recognized AIAN tribes. Until 2015, Region XI programs had not been included in national studies of Head Start children’s experiences and development, leaving them without this critical source of data to inform policy and pract…
Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations
Highlights The professional development supports available to teachers predicted higher job satisfaction and more math activities. Early care and education teachers’ curriculum support was related to more frequent math activities. Early care and education teachers’ mentoring support predicted more developmentally appropriate attitudes. Many types of professional development were not associated with teachers’ well‐being, attitudes, or practices. T…
What do quality rating levels mean? Examining the implementation of QRIS ratings to inform validation
Links Between Young Children's Behavior and Achievement: The Role of Social Class and Classroom Composition
A growing number of studies examine the influence of classroom behavior on teaching and individual children's behavior. However, limited work has examined the effects of classroom behavior on academic achievement. The present study used 14,537 children in 2,109 classrooms from the Early Childhood Longitudinal Study -Kindergarten Class of 1998-99 (ECLS -K) to examine the association between attention, aggressive behavior, and achievement at two le…
Does the Amount of Participation in Afterschool Programs Relate to Developmental Outcomes? A Review of the Literature
Contrary to the findings from previous reviews we found little support for the general notion that greater amounts of participation in afterschool programs was related to academic, behavioral, or socio‐emotional outcomes. However, some relationships did emerge depending on how participation was conceptualized and measured, and the methodology used to assess the relationship between participation and outcomes. For example, some benefits occurred w…
Associations Among Feeding Behaviors During Infancy and Child Illness at Two Years
Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations
Highlights The professional development supports available to teachers predicted higher job satisfaction and more math activities. Early care and education teachers’ curriculum support was related to more frequent math activities. Early care and education teachers’ mentoring support predicted more developmentally appropriate attitudes. Many types of professional development were not associated with teachers’ well‐being, attitudes, or practices. T…
What do quality rating levels mean? Examining the implementation of QRIS ratings to inform validation
Links Between Young Children's Behavior and Achievement: The Role of Social Class and Classroom Composition
A growing number of studies examine the influence of classroom behavior on teaching and individual children's behavior. However, limited work has examined the effects of classroom behavior on academic achievement. The present study used 14,537 children in 2,109 classrooms from the Early Childhood Longitudinal Study -Kindergarten Class of 1998-99 (ECLS -K) to examine the association between attention, aggressive behavior, and achievement at two le…
Associations Among Feeding Behaviors During Infancy and Child Illness at Two Years
Does the Amount of Participation in Afterschool Programs Relate to Developmental Outcomes? A Review of the Literature
Contrary to the findings from previous reviews we found little support for the general notion that greater amounts of participation in afterschool programs was related to academic, behavioral, or socio‐emotional outcomes. However, some relationships did emerge depending on how participation was conceptualized and measured, and the methodology used to assess the relationship between participation and outcomes. For example, some benefits occurred w…
Links Between Young Children's Behavior and Achievement: The Role of Social Class and Classroom Composition
A growing number of studies examine the influence of classroom behavior on teaching and individual children's behavior. However, limited work has examined the effects of classroom behavior on academic achievement. The present study used 14,537 children in 2,109 classrooms from the Early Childhood Longitudinal Study -Kindergarten Class of 1998-99 (ECLS -K) to examine the association between attention, aggressive behavior, and achievement at two le…
What do quality rating levels mean? Examining the implementation of QRIS ratings to inform validation
Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations
Highlights The professional development supports available to teachers predicted higher job satisfaction and more math activities. Early care and education teachers’ curriculum support was related to more frequent math activities. Early care and education teachers’ mentoring support predicted more developmentally appropriate attitudes. Many types of professional development were not associated with teachers’ well‐being, attitudes, or practices. T…
Perspectives of Region XI Head Start Federal, Research, and Program Partners in Carrying out a National Study of American Indian and Alaska Native Head Start Children, Families, and Programs
The American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES) 2015 was the first national study of children served by Region XI Head Start programs, which are those operated by federally recognized AIAN tribes. Until 2015, Region XI programs had not been included in national studies of Head Start children’s experiences and development, leaving them without this critical source of data to inform policy and pract…
Early Childhood Education and Development (5 works) · Psychology (5 works) · Developmental psychology (4 works) · Medicine (4 works) · Parental Involvement in Education (3 works) · Applied Psychology (2 works) · Head start (2 works) · Health psychology (2 works) · Nursing (2 works) · Public health (2 works)