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Haruka Konishi

Biographic Data

ID6202370
NAMEHaruka Konishi
GIVEN NAMESHaruka
FAMILY NAMEKonishi
SIGNATUREKONISHI H
AFFILIATIONSMissouri Western State University
VERIFIEDNo
TOTAL WORKS4
TOTAL CITATIONS3
WORKS AS AUTHOR4
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2023
H-INDEX1
  • A mixed-methods study of novice teachers’ technology integration

    Rachel Karchmer-Klein, Rachel Karchmer‐Klein et al.•ARTICLE•Journal of Research on Technology…•2023

    Research indicates educators benefit from developing Technological Pedagogical Content Knowledge (TPACK), a combination of constructs that inform the design of pedagogically-sound technology-integrated instruction. Applying a mixed-methods explanatory sequential study design, we examined if and how novice K-12 teachers, who developed TPACK during the same teacher education program, transferred that knowledge to their full-time teaching upon gradu…

  • Novel word learning at 21 months predicts receptive vocabulary outcomes in later childhood

    Open Access•Vinaya Rajan, Haruka Konishi et al.•ARTICLE•Journal of Child Language•2019

    Several aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel word learning at 21 months predict later childhood receptive vocabulary outcomes rather than general…

  • Toddlers’ Use of Gesture and Speech in Service of Emotion Regulation During Distressing Routines

    Open Access•Haruka Konishi, Ashley Karsten et al.•ARTICLE•Infant Mental Health Journal•2018•References: 57

    Research on the intersections of young children's emerging communication skills and emotion regulation has increased, following recognition of the link between these skills as they emerge in toddlerhood and the long‐term impact of these skills on academic success. However, little is known about how toddlers use gesture and emerging language for emotion regulation. The current study describes toddlers’ use of both words and gestures in naturally o…

  • Family context and children’s early literacy skills

    Open Access•Haruka Konishi, Laura C Froyen et al.•ARTICLE•Early Childhood Research Quarterly•2017•Cited by: 3•References: 15

  • Family context and children’s early literacy skills

    Open Access•Haruka Konishi, Laura C Froyen et al.•ARTICLE•Early Childhood Research Quarterly•2017•Cited by: 3•References: 15

  • Family context and children’s early literacy skills

    Open Access•Haruka Konishi, Laura C Froyen et al.•ARTICLE•Early Childhood Research Quarterly•2017•Cited by: 3•References: 15

  • Toddlers’ Use of Gesture and Speech in Service of Emotion Regulation During Distressing Routines

    Open Access•Haruka Konishi, Ashley Karsten et al.•ARTICLE•Infant Mental Health Journal•2018•References: 57

    Research on the intersections of young children's emerging communication skills and emotion regulation has increased, following recognition of the link between these skills as they emerge in toddlerhood and the long‐term impact of these skills on academic success. However, little is known about how toddlers use gesture and emerging language for emotion regulation. The current study describes toddlers’ use of both words and gestures in naturally o…

  • Novel word learning at 21 months predicts receptive vocabulary outcomes in later childhood

    Open Access•Vinaya Rajan, Haruka Konishi et al.•ARTICLE•Journal of Child Language•2019

    Several aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel word learning at 21 months predict later childhood receptive vocabulary outcomes rather than general…

  • A mixed-methods study of novice teachers’ technology integration

    Rachel Karchmer-Klein, Rachel Karchmer‐Klein et al.•ARTICLE•Journal of Research on Technology…•2023

    Research indicates educators benefit from developing Technological Pedagogical Content Knowledge (TPACK), a combination of constructs that inform the design of pedagogically-sound technology-integrated instruction. Applying a mixed-methods explanatory sequential study design, we examined if and how novice K-12 teachers, who developed TPACK during the same teacher education program, transferred that knowledge to their full-time teaching upon gradu…

Psychology (4 works) · Developmental psychology (3 works) · Child and Animal Learning Development (2 works) · Cognition (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Early Childhood Education and Development (2 works) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Clinical Psychology (1 work) · Cognitive reappraisal (1 work)

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