Emily Hanno
Dados Biográficos
| ID | 5714211 |
|---|---|
| NOME | Emily Hanno |
| PRENOMES | Emily |
| SOBRENOME | Hanno |
| ASSINATURA | HANNO E |
| AFILIAÇÕES | Harvard University |
| ORCID | 0000-0002-9136-4293 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Moving Beyond Point in Time Estimates
This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; Mage = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social–emotional skills across kindergarten (2017–2018) and first grade (2018–2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence…
Nudging Early Educators’ Knowledge, Beliefs, and Practices
Research Findings: Several barriers can impede the use and effectiveness of intensive professional development programs, such as courses and coaching, for educators across today’s mixed delivery early education system. The present study introduces and tests a light-touch text message-based approach to encourage educators’ use of two high-quality practices with children: (a) making transitions more efficient and (b) promoting children’s language t…
Exploring early educator burnout and process quality in a statewide sample
Patterns of preschool educators' beliefs and practices over the course of a coaching intervention
Pushing the boundaries of education research
An ecological perspective on early educator well-being at the start of the Covid-19 pandemic
Residential and preschool neighborhoods
Immediate Changes, Trade-Offs, and Fade-Out in High-Quality Teacher Practices During Coaching
Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers’ practices with students. Examining this hypothesis, the present study quantifies marginal changes after individual coaching cycles in a set of commonly considered, high-quality teacher practices using a teacher fixed effects approach. It draws on panel data from 169 early…
Back to Basics
Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote …
Um Compasso Para Aprender
Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention—Programa Compasso (PC)—among 3,018 sociodemographically diverse, Portuguese-speaking children (Mage = 9.85 years) attending 90 public primary schools across Rio de Janeiro, Brazil in 2017. Average impacts…
Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development
Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators’ collective workplace stress moderates professional development’s impacts on children’s language and literacy skills, executive fun…
Beyond Neighborhood Socioeconomic Status
The neighborhood literature consistently documents associations between neighborhood socioeconomic status (SES) and child development. Yet, this approach may miss important heterogeneity in neighborhood resources (e.g., libraries, doctors’ offices) that have important implications for children. Moreover, the mechanisms that explain the relation between neighborhood characteristics and child outcomes are poorly understood. Using a sample of 955 ch…
Maternal knowledge, stimulation, and early childhood development in low‐income families in Colombia
Theoretical models assume that parental knowledge about child development and caregiving motivates parental stimulation, shaping child development. Evidence supporting these models is scarce in low‐ and middle‐income countries (LMICs). This study tests the relations between maternal knowledge, stimulation, and child development in a Colombian sample of 1,277 low‐income mothers and their children under the age of five. Mothers showed diverse knowl…
Exploring the role of quality in a population study of early education and care
Exploring the role of quality in a population study of early education and care
An ecological perspective on early educator well-being at the start of the Covid-19 pandemic
Immediate Changes, Trade-Offs, and Fade-Out in High-Quality Teacher Practices During Coaching
Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers’ practices with students. Examining this hypothesis, the present study quantifies marginal changes after individual coaching cycles in a set of commonly considered, high-quality teacher practices using a teacher fixed effects approach. It draws on panel data from 169 early…
Beyond Neighborhood Socioeconomic Status
The neighborhood literature consistently documents associations between neighborhood socioeconomic status (SES) and child development. Yet, this approach may miss important heterogeneity in neighborhood resources (e.g., libraries, doctors’ offices) that have important implications for children. Moreover, the mechanisms that explain the relation between neighborhood characteristics and child outcomes are poorly understood. Using a sample of 955 ch…
Maternal knowledge, stimulation, and early childhood development in low‐income families in Colombia
Theoretical models assume that parental knowledge about child development and caregiving motivates parental stimulation, shaping child development. Evidence supporting these models is scarce in low‐ and middle‐income countries (LMICs). This study tests the relations between maternal knowledge, stimulation, and child development in a Colombian sample of 1,277 low‐income mothers and their children under the age of five. Mothers showed diverse knowl…
Exploring the role of quality in a population study of early education and care
Back to Basics
Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote …
Um Compasso Para Aprender
Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention—Programa Compasso (PC)—among 3,018 sociodemographically diverse, Portuguese-speaking children (Mage = 9.85 years) attending 90 public primary schools across Rio de Janeiro, Brazil in 2017. Average impacts…
Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development
Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators’ collective workplace stress moderates professional development’s impacts on children’s language and literacy skills, executive fun…
Beyond Neighborhood Socioeconomic Status
The neighborhood literature consistently documents associations between neighborhood socioeconomic status (SES) and child development. Yet, this approach may miss important heterogeneity in neighborhood resources (e.g., libraries, doctors’ offices) that have important implications for children. Moreover, the mechanisms that explain the relation between neighborhood characteristics and child outcomes are poorly understood. Using a sample of 955 ch…
Patterns of preschool educators' beliefs and practices over the course of a coaching intervention
Pushing the boundaries of education research
An ecological perspective on early educator well-being at the start of the Covid-19 pandemic
Residential and preschool neighborhoods
Immediate Changes, Trade-Offs, and Fade-Out in High-Quality Teacher Practices During Coaching
Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers’ practices with students. Examining this hypothesis, the present study quantifies marginal changes after individual coaching cycles in a set of commonly considered, high-quality teacher practices using a teacher fixed effects approach. It draws on panel data from 169 early…
Nudging Early Educators’ Knowledge, Beliefs, and Practices
Research Findings: Several barriers can impede the use and effectiveness of intensive professional development programs, such as courses and coaching, for educators across today’s mixed delivery early education system. The present study introduces and tests a light-touch text message-based approach to encourage educators’ use of two high-quality practices with children: (a) making transitions more efficient and (b) promoting children’s language t…
Exploring early educator burnout and process quality in a statewide sample
Moving Beyond Point in Time Estimates
This study examines associations between enrollment in high-quality PreK and growth in children's (N = 422; Mage = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social–emotional skills across kindergarten (2017–2018) and first grade (2018–2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence…
Early Childhood Education and Development (14 obras) · Psychology (14 obras) · Developmental psychology (12 obras) · Medicine (10 obras) · Early childhood education (6 obras) · Medical education (6 obras) · Early childhood (5 obras) · Infant Development and Preterm Care (5 obras) · Pedagogy (5 obras) · Child and Adolescent Psychosocial and Emotional Development (4 obras)