Kathleen Coolahan

Biographic Data

ID	6528996
NAME	Kathleen Coolahan
GIVEN NAMES	Kathleen
FAMILY NAME	Coolahan
SIGNATURE	COOLAHAN K
AFFILIATIONS	California University of Pennsylvania
VERIFIED	No
TOTAL WORKS	6
TOTAL CITATIONS	36
WORKS AS AUTHOR	6
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	1995
LATEST PUBLICATION YEAR	2002
H-INDEX	3

Validation of a multidimensional assessment of parenting styles for low-income African-American families with preschool children
Open AccessKathleen Coolahan, Christine M Mcwayne et al.ARTICLEEarly Childhood Research Quarterly2002Cited by: 16References: 12
Preschool peer interactions and readiness to learn
Kathleen Coolahan, John Fantuzzo et al.ARTICLEJournal of Educational Psychology2000
The study employed multivariate techniques to examine whether low-income preschool children’s peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. The authors also discuss implications for future research and educational practice.
Contextually-relevant validation of peer play constructs with African American head start children
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1998Cited by: 9References: 14
The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. PIPPS were collected on 523 urban African American Head Start children. The PIPPS scales were confirmed, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnecti…
Enhancing the quality of early childhood education
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1997References: 2
The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential…
The head start teaching center
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1996References: 6
Forty-eight Head Start teachers and 48 parent volunteers from 24 classrooms were randomly assigned to either the Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training which included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training m…
Assessment of preschool play interaction behaviors in young low-income children
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1995Cited by: 11References: 7

Assessment of preschool play interaction behaviors in young low-income children
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1995Cited by: 11References: 7
The head start teaching center
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1996References: 6
Forty-eight Head Start teachers and 48 parent volunteers from 24 classrooms were randomly assigned to either the Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training which included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training m…
Enhancing the quality of early childhood education
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1997References: 2
The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential…
Contextually-relevant validation of peer play constructs with African American head start children
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1998Cited by: 9References: 14
The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. PIPPS were collected on 523 urban African American Head Start children. The PIPPS scales were confirmed, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnecti…
Preschool peer interactions and readiness to learn
Kathleen Coolahan, John Fantuzzo et al.ARTICLEJournal of Educational Psychology2000
The study employed multivariate techniques to examine whether low-income preschool children’s peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. The authors also discuss implications for future research and educational practice.
Validation of a multidimensional assessment of parenting styles for low-income African-American families with preschool children
Open AccessKathleen Coolahan, Christine M Mcwayne et al.ARTICLEEarly Childhood Research Quarterly2002Cited by: 16References: 12