Kelly M Purtell
Dados Biográficos
| ID | 164940 |
|---|---|
| NOME | Kelly M Purtell |
| PRENOMES | Kelly M |
| SOBRENOME | Purtell |
| ASSINATURA | PURTELL K M |
| AFILIAÇÕES | The Ohio State University |
| ORCID | 0000-0002-7744-7543 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 52 |
| TOTAL DE CITAÇÕES | 102 |
| TOTAL COMO AUTOR | 52 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Examining Differences in Teachers’ Beliefs About Play in Rural, Suburban, and Urban Settings
High-quality preschool experiences play a critical role in shaping children’s early learning and development, yet access to such experiences may vary across geographic regions in the United States. Although play is widely recognized as a key component of developmentally appropriate practice, children’s opportunities for play may differ based on geographic differences in teachers’ beliefs, family expectations, and curricular supports. This study e…
Pre-K attendance and primary grade social and behavioral development
Generative Early Language Practices in Early Childhood Classrooms
Within early childhood (EC) education, a critical question lies in what classroom contexts and experiences are facilitative of children's language learning. Research suggests that not all classroom contexts are equal in supporting children's language learning and that some classroom practices may be more facilitative, or generative, than others. In this study, we use fall and spring observations of a sample of 100 U.S. EC classrooms to quantitati…
Associations of distal elementary school characteristics with prekindergarten student
Home-Visiting Programming in Kindergarten-Readiness Interventions
Media Use in Daily Routines and Young Children’s Social Skills
Research Findings: The current study examined (1) whether children’s media use during afterschool or bedtime routines, beyond their total media use, contributes uniquely to their peer social skills, and (2) whether joint media engagement serves as a protective factor for any negative associations between media use in daily routines and peer social skills. The study followed 459 children in a Midwestern U.S. state from kindergarten to Grade 1. Tea…
Exploring children's naturalistic educational media use
Media use is a pervasive context in children's lives and has the potential to shape development. This study examines the prevalence of educational content in first graders' media use, the educational domains represented, and whether educational media use is related to socioeconomic status, child gender, and time spent using media and reading. Caregivers of 346 first graders reported children's three to five most-used shows/videos and three to fiv…
Effects of an Infant/Toddler Intervention at 1-Year Follow-Up
We Learn Together is a 20-week, low-cost infant/toddler school-readiness intervention developed to provide instructional content and supportive tools for teachers to be more explicit and intentional in interactions with children to support early development. Short-term effects were established in a previously published real-world effectiveness randomized controlled trial. In the present quasi-experimental study, we examined the extent to which th…
National insights into the stress and well-being of Early Head Start families before and after the Covid-19 pandemic
Classroom social network antecedents of relational aggression and victimization for kindergarten children
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Preschool Classroom Age Composition and Physical Literacy Environment
Research Findings: The classroom physical literacy environment is a malleable and domain-specific contributor to children’s emergent literacy acquisition. However, what shapes the physical literacy environment remains unclear. In this study, we drew on a sample of 895 4-year-olds across 223 classrooms from the Professional Development Study and tested the role of classroom age composition in shaping the physical literacy environment. Additionally…
Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement
In this preregistered study, we used latent change score models to address two research aims: (1) whether preschool-aged children's language gains, over a year of early childhood education, were associated with later performance on state-mandated, literacy-focused kindergarten readiness and Grade 3 reading achievement assessments, and (2) whether gains in language, a more complex skill, predicted these outcomes after controlling for more basic em…
Preschoolers’ Vocabulary Skills And Inhibitory Control
Research Findings: Preschoolers' vocabulary skills and inhibitory control have been demonstrated critical for later school success; however, the ways in which the individual classroom experiences dynamically interchange with these skills is still unclear. In this paper, we examine the role of children's individual engagement with teachers, peers, and tasks in facilitating children's skill development across the school year. Using a sample of 895 …
Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains
Previous research suggests that the ways in which early childhood classrooms are organized may facilitate children’s language learning. However, different measures of classroom organization often yield inconsistent findings regarding child outcomes. In this study, we investigated multiple aspects of classroom organization across two time points in classrooms where children made varying language gains. Using a purposeful sample of 60 early childho…
Classrooms are Complex Host Environments
Research Findings: The purpose of this study was to test a theoretical measurement model representing four proposed dimensions of the classroom ecology in pre-K to third-grade classrooms. The four proposed dimensions of Classroom Composition, Peer Network and Norms, Teacher Practices, and Student Experiences were evaluated using data collected in 182 classrooms and 2,662 students in two districts spanning rural, suburban, and urban settings. Over…
The Interplay among Parents’ Stress, Nonparental Childcare, and Child Language Development among Low-Income Toddlers
Research Findings: Multiple factors likely influence the language development of young children growing up in low-income homes, potentially including stressors experienced by parents. Here, we ask: (1) What is the association between stress (i.e., economic hardship and parenting stress) and toddlers’ language development? and (2) Does number of hours spent in nonparental childcare moderate the relation between stress (i.e., economic hardship and …
The influence of classroom language contexts on dual language learners’ language development
Big little leap
An examination of the use and outcomes of readiness assessments, retention policies, and title 1 funding for kindergarten children in the United States
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Family Disruption and Parenting During the Covid-19 Pandemic
Using unique data from an economically and racially diverse sample of 448 caregivers with young children (ages 4-9 years) in Ohio, we assess multiple sources of family social and economic disruptions and their associations with parenting activities during the COVID-19 stay-at-home order. Caregivers reported extensive social and economic challenges during this time, while also increasing (on average) their time spent in play/learning activities. T…
Why are children absent from preschool? A nationally representative analysis of Head Start programs
Introduction Children who are absent from school, including preschool, do not make the same academic gains as their non-absent peers. However, we know little about what predicts absenteeism among preschool-attending children. Methods We used the Family and Child Experiences Study - 2009, a nationally representative sample of Head Start attendees ( n = 2,842), to test the associations between a comprehensive set of child, family, and center factor…
Teacher Perceptions of Preschool Parent Engagement
Academics of the Early Primary Grades
Research Findings: The present study examined the extent to which instructional practices, including curriculum, in pre-K through third grade are vertically aligned. Attention was directed to teachers’ grouping practices, academic content, and pedagogical methods given their importance for students’ learning. Variable- and person-centered analyses examined these practices for a sample of 1,095 students in 179 pre-K through third-grade classrooms.…
The selection of children from low-income families into preschool
Because children from low-income families benefit from preschool but are less likely than other children to enroll, identifying factors that promote their enrollment can support research and policy aiming to reduce socioeconomic disparities in education. In this study, we tested an accommodations model with data on 6,250 children in the Early Childhood Longitudinal Study-Birth Cohort. In general, parental necessity (e.g., maternal employment) and…
The Effects of Teacher Entry Portals on Student Achievement
The current teacher workforce is younger, less experienced, more likely to turnover, and more diverse in preparation experiences than the workforce of two decades ago. Research shows that inexperienced teachers are less effective, but we know little about the effectiveness of teachers with different types of preparation. In this study, we classify North Carolina public school teachers into portals-fixed and mutually exclusive categories that capt…
Latin American Immigration, Maternal Education, and Approaches to Managing Children's Schooling in the United States
Concerted cultivation is the active parental management of children's educations that, because it differs by race/ethnicity, nativity, and socioeconomic status, plays a role in early educational disparities. Analyses of the Early Childhood Longitudinal Study-Kindergarten Cohort (n = 10,913) revealed that foreign-born Latina mothers were generally less likely to engage in school-based activities, enroll children in extracurricular activities, or p…
A Longitudinal Investigation of Employment Among Low-Income Youth
Drawing on previous research linking patterns of adolescent employment-defined in terms of duration and intensity-to educational and occupational outcomes later in life (Staff & Mortimer, 2008), the present study (a) examined positive social behavior and academic variables as longitudinal predictors of patterns of adolescent employment during the school year in a low-income, ethnically diverse sample and (b) assessed patterns of employment as cor…
Work Outcomes for Mothers Experiencing Intimate Partner Violence
Low income families' utilization of the Federal “Safety Net”
Understanding policies and practices that support successful transitions to kindergarten
Parenting Gains in Head Start as a Function of Initial Parenting Skill
Using data from the Head Start Impact Study (n = 3,696), this article examines whether one year of Head Start differentially benefited parents as a function of their initial parenting behaviors. Four outcomes are examined, namely, parents' rates of engaging in cognitive stimulation, reading to their child, and spanking, as well as their depressive symptoms. In general, most parents demonstrated improvements in their reading practices and cognitiv…
Parents’ Participation in a Work-Based Anti-Poverty Program Can Enhance Their Children’s Future Orientation
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Family Disruption and Parenting During the Covid-19 Pandemic
Using unique data from an economically and racially diverse sample of 448 caregivers with young children (ages 4-9 years) in Ohio, we assess multiple sources of family social and economic disruptions and their associations with parenting activities during the COVID-19 stay-at-home order. Caregivers reported extensive social and economic challenges during this time, while also increasing (on average) their time spent in play/learning activities. T…
Commentary
It's about having money, but also happiness
These findings provide a starting point for understanding why adolescents' subjective assessments of status may matter above and beyond traditional assessments of SES, and how we can better measure this construct
Activity settings in full-day kindergarten classrooms and children’s early learning
National insights into the stress and well-being of Early Head Start families before and after the Covid-19 pandemic
Parent time investments in their children's learning during a policy-mandated shutdown
Pros and (con)flict
Prevalence and prediction of kindergarten-transition difficulties
Low income families' utilization of the Federal “Safety Net”
Parents’ Participation in a Work-Based Anti-Poverty Program Can Enhance Their Children’s Future Orientation
A Longitudinal Investigation of Employment Among Low-Income Youth
Drawing on previous research linking patterns of adolescent employment-defined in terms of duration and intensity-to educational and occupational outcomes later in life (Staff & Mortimer, 2008), the present study (a) examined positive social behavior and academic variables as longitudinal predictors of patterns of adolescent employment during the school year in a low-income, ethnically diverse sample and (b) assessed patterns of employment as cor…
The Effects of Teacher Entry Portals on Student Achievement
The current teacher workforce is younger, less experienced, more likely to turnover, and more diverse in preparation experiences than the workforce of two decades ago. Research shows that inexperienced teachers are less effective, but we know little about the effectiveness of teachers with different types of preparation. In this study, we classify North Carolina public school teachers into portals-fixed and mutually exclusive categories that capt…
Activity settings in full-day kindergarten classrooms and children’s early learning
The selection of children from low-income families into preschool
Because children from low-income families benefit from preschool but are less likely than other children to enroll, identifying factors that promote their enrollment can support research and policy aiming to reduce socioeconomic disparities in education. In this study, we tested an accommodations model with data on 6,250 children in the Early Childhood Longitudinal Study-Birth Cohort. In general, parental necessity (e.g., maternal employment) and…
Parenting Gains in Head Start as a Function of Initial Parenting Skill
Using data from the Head Start Impact Study (n = 3,696), this article examines whether one year of Head Start differentially benefited parents as a function of their initial parenting behaviors. Four outcomes are examined, namely, parents' rates of engaging in cognitive stimulation, reading to their child, and spanking, as well as their depressive symptoms. In general, most parents demonstrated improvements in their reading practices and cognitiv…
Latin American Immigration, Maternal Education, and Approaches to Managing Children's Schooling in the United States
Concerted cultivation is the active parental management of children's educations that, because it differs by race/ethnicity, nativity, and socioeconomic status, plays a role in early educational disparities. Analyses of the Early Childhood Longitudinal Study-Kindergarten Cohort (n = 10,913) revealed that foreign-born Latina mothers were generally less likely to engage in school-based activities, enroll children in extracurricular activities, or p…
Will I Stay Married
Expectations that one may eventually divorce may predict behavior in young adulthood and beyond, but studies that have looked at individuals' assessments of their divorce likelihood have been limited. Guided by the expectancy-value theory of achievement motivation, we tested five categories of potential predictors of divorce expectations in a sample of 1,610 unmarried young adults from the Panel Study of Income Dynamics Transition to Adulthood st…
Work Outcomes for Mothers Experiencing Intimate Partner Violence
Commentary
It's about having money, but also happiness
These findings provide a starting point for understanding why adolescents' subjective assessments of status may matter above and beyond traditional assessments of SES, and how we can better measure this construct
Neighborhood Influences on Perceived Social Support and Parenting Behaviors
Conditions of Poverty, Parent–Child Interactions, and Toddlers’ Early Language Skills in Low-Income Families
Does mixing age groups in early childhood education settings support children’s language development
As early childhood education programming expands across the globe, there is an increased need to understand how features of these programs influence children’s development. The composition of children’s age within a classroom is one such feature, although it is much less studied than other features. Theoretical and empirical evidence suggests that children’s development may be influenced by the age range of their classmates. This study examines t…
Preventive Benefits of U.S. Childcare Subsidies in Supervisory Child Neglect
Using data from age 3 of the Fragile Families and Child Wellbeing Study, the current study explores the complex relationships between U.S. childcare subsidies and neglect. Specifically, the study examines two research questions: (i) Are U.S. childcare subsidies associated with self‐reported neglect among low‐income mothers? (ii) What individual types of self‐reported neglect are significantly reduced by receipt of childcare subsidy? Using negativ…
Understanding policies and practices that support successful transitions to kindergarten
Pros and (con)flict
Prevalence and prediction of kindergarten-transition difficulties
Work and School in Young Adulthood
Combining work while attending college is a common strategy for youth with limited financial means to pursue postsecondary education. However, we know relatively little about the socioeconomic contexts behind the different work and school decisions and whether the meaning of each work and school experience vary by different socioeconomic backgrounds. Following a national sample of young adults, this study explored how personal financial responsib…
Pathways to Kindergarten
Research Findings Using a sample of 568 students from 61 kindergarten classrooms whose primary caregivers completed a questionnaire describing their child’s early childhood education and care (ECEC) by year from birth to pre-kindergarten, we identified seven pathways characterizing children’s ECEC experiences using a latent class analysis. Once identified, profile membership was included as an independent variable in a multilevel model to predict…
Profiles of Preschool Attendance and Children’s Kindergarten Readiness
Research Findings: The amount of time and type of program that children experience in early childhood settings may be associated with children’s kindergarten-entry skills, or kindergarten readiness. Taking a person-centered perspective, in the present study, we examined the extent to which reliable and unique profiles of early childhood experiences among a heterogeneous group of preschool children could be identified (N = 422). Based on parent re…
Work and School Pathways Into the Transition to Adulthood
Many young adults in countries with advanced economies make linear career transitions from school to work. However, there is a great variability in youth's postsecondary education and early work experiences and more work is needed to identify the career trajectories of modern youth. Using longitudinal data on 1747 young adults from the National Longitudinal Survey of Youth-1997, the current study identifies work and school pathways commonly seen …
Why are children absent from preschool? A nationally representative analysis of Head Start programs
Introduction Children who are absent from school, including preschool, do not make the same academic gains as their non-absent peers. However, we know little about what predicts absenteeism among preschool-attending children. Methods We used the Family and Child Experiences Study - 2009, a nationally representative sample of Head Start attendees ( n = 2,842), to test the associations between a comprehensive set of child, family, and center factor…
Teacher Perceptions of Preschool Parent Engagement
Psychology (47 obras) · Developmental psychology (40 obras) · Early Childhood Education and Development (35 obras) · Medicine (26 obras) · Parental Involvement in Education (19 obras) · Early childhood education (15 obras) · Child and Adolescent Psychosocial and Emotional Development (14 obras) · Early childhood (14 obras) · Mathematics education (14 obras) · Pedagogy (11 obras)