Jessica E Whittaker
Biographic Data
| ID | 7519119 |
|---|---|
| NAME | Jessica E Whittaker |
| GIVEN NAMES | Jessica E |
| FAMILY NAME | Whittaker |
| SIGNATURE | WHITTAKER J E |
| AFFILIATIONS | University of Virginia |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Understanding the experiences of non-english-speaking families using child care subsidies
Families with low incomes struggle to find affordable child care, especially households whose primary language is not English (NE). The federal Child Care Development Fund (CCDF) is a funding mechanism that alleviates child care costs through subsidies. Prior research suggests NE households experience more challenges accessing subsidies and receive CCDF funds at disproportionately lower rates than English-only (EO) households. Less is known about…
Links between teachers’ occupational burnout and students’ academic, social-behavioral, and executive function performance from preschool through first grade
There are growing concerns about burnout among the early education workforce and its potential consequences on child development. This study investigated associations between teacher burnout with student’s academic, social-behavioral, and executive function performance from preschool (PK)–first grade (G1). A diverse sample of 1,159 children who were income-eligible for public PK were followed through the end of G1. Children’s PK, kindergarten (K)…
Developmental Assets at Preschool Entry That Support Dual Language Learners’ Academic Development Through the First Grade
Dual language learner children (DLLs) benefit from early childhood education (ECE) and learning multiple languages, but research has predominantly focused on English monolingual children, with limited insight on the ECE and early development of DLLs. This study investigated whether DLLs’ developmental assets assessed at pre-k entry (i.e. English proficiency, social skills, executive function, early child care participation prior to pre-k) support…
Teacher-child relationship quality and kindergarten outcomes
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry
Alignment and misalignment of classroom experiences from Pre-K to kindergarten
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry
Alignment and misalignment of classroom experiences from Pre-K to kindergarten
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes
Teacher-child relationship quality and kindergarten outcomes
Alignment and misalignment of classroom experiences from Pre-K to kindergarten
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes
Developmental Assets at Preschool Entry That Support Dual Language Learners’ Academic Development Through the First Grade
Dual language learner children (DLLs) benefit from early childhood education (ECE) and learning multiple languages, but research has predominantly focused on English monolingual children, with limited insight on the ECE and early development of DLLs. This study investigated whether DLLs’ developmental assets assessed at pre-k entry (i.e. English proficiency, social skills, executive function, early child care participation prior to pre-k) support…
Teacher-child relationship quality and kindergarten outcomes
Understanding the experiences of non-english-speaking families using child care subsidies
Families with low incomes struggle to find affordable child care, especially households whose primary language is not English (NE). The federal Child Care Development Fund (CCDF) is a funding mechanism that alleviates child care costs through subsidies. Prior research suggests NE households experience more challenges accessing subsidies and receive CCDF funds at disproportionately lower rates than English-only (EO) households. Less is known about…
Links between teachers’ occupational burnout and students’ academic, social-behavioral, and executive function performance from preschool through first grade
There are growing concerns about burnout among the early education workforce and its potential consequences on child development. This study investigated associations between teacher burnout with student’s academic, social-behavioral, and executive function performance from preschool (PK)–first grade (G1). A diverse sample of 1,159 children who were income-eligible for public PK were followed through the end of G1. Children’s PK, kindergarten (K)…
Early Childhood Education and Development (7 works) · Developmental psychology (5 works) · Parental Involvement in Education (5 works) · Psychology (5 works) · Educational and Psychological Assessments (3 works) · Human Factors and Ergonomics (3 works) · Mathematics education (3 works) · Poison control (3 works) · Early childhood education (2 works) · Injury prevention (2 works)