CRECE-affiliated researchers have published or contributed to many articles, book chapters, textbooks, presentations and working papers.
Full article downloads are often restricted by journal publishers.  However, if you work for a university or organization with a subscription service, you may be able to directly download articles through your organization’s search engine.  We have provided links where possible.  (Note:  CRECE researcher names are bolded.)

 


ARTICLES


2018

Graue, E., Ryan, S., Wilinski, B., Northey, K., & Nocera, A. (2018). What Guides Pre-K Programs?  Teachers College Record, 120(8), 1-36.

 

2017

Graue, M. Elizabeth, Ryan, S., Nocera, A., Northey, K., & Wilinski, B. (2017).  Pulling PreK into a K-12 orbit:  the evolution of PreK in the age of standards.  Early Years:  An International Journal of Research and Development, 37(1):  108-122.

Henly, J.R., Kim, J., Sandstrom, H., Pilarz, A., & Claessens, A. (2017). What explains short spells on child care subsidies? Social Service Review, 91(3): 488-533.

 

2016

Engel, M., Claessens, A., Watts, T., & Farkas, G. (2016). Mathematics content coverage and student learning in kindergarten. Educational Researcher, 45, 293-300.

Engel, M., Claessens, A., Watts, T., & Stone, S. (2016). Socioeconomic inequality at school entry: A cross-cohort comparison of families and schools. Children and Youth Services Review, 71, 227-232.

Grau, M.E., Wilinski, B., & Nocera, A. (2016).  Local control in the era of accountability: A case study of Wisconsin PreKEducational Policy Analysis Archives, 23.

Pilarz, A. R., Claessens, A., & Gellatt, J. (2016). Patterns of child care subsidy use and stability of subsidized care arrangements: Evidence from Illinois and New York. Children and Youth Services Review, 65, 231-243.

 

2015

Barrow, L., Schanzenbach, D., & Claessens, A., (2015). The impact of Chicago’s small high school initiative. Journal of Urban Economics, 87, 100-113.

Claessens, A., Engel, M., & Curran, F. C. (2015). The effects of maternal depression on child outcomes during the first years of formal schooling. Early Childhood Research Quarterly, 32, 80-93.

Graue, M. E., Whyte, K. L., & Karabon, A. E., (2015).  The power of improvisational teachingTeaching and Teacher Education, (48) 13-21.

Graue, M. E., Karbon, A., Delaney, K. K., Whyte, K., Jiwon, K., & Wagner, A (2015).  Imagining a future in PreK: How professional identity shapes notions of early mathematics. Anthropology & Education, 46(1), 37-54.

Ryan, R., Claessens, A., & Markowitz, A. (2015). Associations between family structure change and child behavior problems: The moderating effect of family income. Child Development, 86, 112-127.

Watts, T, Duncan, G. J, Chen, M., Claessens, A., Davis-Kean, P., Duckworth, K., Engel, M., Siegler, R., Susperreguy, M. (2015). The role of mediators in the development of longitudinal mathematics achievement associations. Child Development, 86, 1892-1907.

2014

Bassok, D., Claessens, A., & Engel, M. (2014). The Case for the New Kindergarten: Challenging and Playful (invited commentary) Education Week.

Chen, J., Claessens, A., & Msall, M. (2014). Prematurity and school readiness in a nationally representative sample of Australian children: Does typically occurring preschool moderate the relationship? Early Human Development, 90, 73-79.

Claessens, A. & Dowsett, C. J. (2014). Growth and change in attention problems, disruptive behavior, and achievement from kindergarten to fifth grade. Psychological Science, 25, 2241-2251.

Claessens, A., Engel, M., & Curran, C. (2014). Academic content, student learning, and the persistence of preschool effects. American Education Research Journal, 51(2), 403-434.

Claessens, A. & Garrett. R. (2014). The role of early childhood care settings on school readiness skills and later achievement in Australia. Early Childhood Research Quarterly, 29, 550-561.

Duncan, G., Engel, M., Claessens, A. & Dowsett, C. (2014). Replication and robustness in developmental research. Developmental Psychology, 50, 2417-2425.

Graue, E., Whyte, K., & Delaney, K. (2014). Fostering culturally and developmentally responsive teaching through improvisational practice. Journal of Early Childhood Teacher Education, 35(4), 297-317.

Trainor, A. & Graue, E. (2014). Evaluating rigor in qualitative methodology and research disseminationRemedial and Special Education, 35(5), 267-274.

2013

Claessens, A. & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115, 1-29.

Claessens, A. & Chen, J. (2013). Multiple child care arrangements and child well being: Early care experiences in Australia. Early Childhood Research Quarterly, 28, 49-61.

Engel, M., Claessens, A., & Finch, M. (2013). Teaching students what they already know? The  misalignment between instructional content in mathematics and student knowledge in kindergarten. Educational Evaluation and Policy Administration, 35, 157-178.

Graue, M. E., Delaney, K. K., & Karch, A. S. (2013). Ecologies in education qualityEducation Policy Analysis Archives.

Ryan, R. & Claessens, A. (2013). Associations between family structure changes and children’s behavior: The moderating effects of timing and marital birth. Developmental Psychology, 49, 1219-1231.

Siegler, R.S., Duncan, G.J., Davis-Kean, P.E., Duckworth, K., Claessens, A., Engel, M., Susperrguy, M.I., & Chen, M., (2013). Early predictors of high school mathematics achievement. Psychological Science, 23(7), 691-697.

2012

Claessens, A. (2012). Kindergarten child care experiences and child achievement and socioemotional skills. Early Childhood Research Quarterly, 27, 365-375.

2011

Graue, E. & Johnson, E. (2011). Reclaiming assessment through accountability that is “just right.” Teachers College Record, 113(8), 1827-1862.

Graue, E. (2011). The early and elementary years / Are we paving paradise? The Transition Years (Educational Leadership), 68(7), 12-17.

Graue, M. E. & Sherfinski, M. (2011). The view from the lighted schoolhouse: conceptualizing home-school relations within a class size reduction reform. American Journal of Education, 117(2) 267-297.

Graue, E. (2011). Are we paving paradise? Educational Leadership, 68(7), 12-17.

2010

Graue, E. (2010). Reimagining kindergarten. Education Digest: Essential Readings Condensed for Quick Review, 75(7), 28-34.

2009

Claessens, A., Duncan G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement:  Evidence from the ECLS-K. Economics of Education Review, 28, 415-427.

Graue, E., Rauscher, E., & Sherfinski, M. (2009). The synergy of class size reduction and classroom quality. Elementary School Journal, 110(2), 178-201.

Graue, E. & Oen, D. (2008). You just feed them with a long-handled spoon:  Families evaluate their experiences in a class size reduction reform. Educational Policy, 23(5), 685-713.

Graue, E. & Rauscher, E. (2009). Researcher perspectives on class size reduction. Education Policy Analysis Archives, 17(9), 1-23.

Graue, E. (2009). Reimagining kindergarten: Restoring a developmental approach when accountability demands are pushing formal instruction on the youngest learners. School Administrator, 66(10), 10-15.

Ryan, S., & Graue, E. (2009). Examining a lifeworld: Early childhood policy in practice. Contemporary Issues in Early Childhood, 10(3), 190-193.

2008

Graue, E. (2008). Teaching and learning in a post-DAP worldEarly Education and Development, 19(3), 441-447.

2007

Duncan, G., Dowsett, C., Claessens, A., Magnuson, K., Huston, A., Klebanov, P., Pagani, L., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007).  School readiness and later achievement. Developmental Psychology, 43, 1428-1446.

Graue, E., Hatch, K., Kalpana, R., & Oen, D. (2007).  The wisdom of class size reductionAmerican Educational Research Journal, 44(3), 670-700.

 

2006

Graue, E. (2006). The transformative power of reviewingEducational Researcher, 35(9), 36-41.

Graue, E. (2006). Engineering the perfect kindergarten. Teachers College Record.

Graue, E. (2006). Textbook: Mothering, education and ethnicity: The transformation of Japanese American cultureMulticultural Perspectives, 8(3), 60.

 

2005

Graue, E. (2005). Theorizing and describing preservice teachers’ images of families and schooling. Teachers College Record, 107(1), 157-185.

Graue, E. (2005). Section III commentary: qualifying quality, Early Education & Development, 16(4), 521-522.

 

2004

Graue, E., Clements, M. A., Renholds, A. J., & Niles, M.D. (2004). More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children’s outcomes in the child-parent centers. Education Policy Analysis Archives, 12(72).

2003

Graue, E. & Brown, C. P., (2003). Preservice teachers’ notions of family and schooling. Teaching and Teacher Education: An International Journal of Research and Studies, 19(7), 719-735.

Graue, e. Brown, C., Kroeger, J. (2003). The gift of time: Enactments of developmental thought in early childhood practice. Early Childhood Research and Practice, 5(1).

 

2002

Graue, E. & Grant, C. (2002). Questions, calls, and conversations for researchers in teacher education. Journal of Teacher Education, (53(3), 268-272.

Graue, E., Kroeger, J., & Brown, C. (2002). Living the ‘gift of time’. Contemporary Issues in Early Childhood, 3(3), 338-353.

2001

Graue, E. (2001). What’s going on in the children’s garden? Kindergarten today.  Young Children, 56(3), 67-73.

 

2000 and earlier

Graue, E., & Diperna, J. (2000). Redshirting and early retention: Who gets the ‘gift of time’ and what are its outcomes?. American Educational Research Journal, 37(2), 509-534.

Grant, C. & Graue, E. (1999). (Re)Viewing a review: A case history of the “Review of Educational Research.” Review of Educational Research, 69(4), 384-396.

Graue, E. (1998). What’s wrong with Edward the Unready? Our responsibility for readinessYoung Children, 53(2), 12-16.

Graue, E. M., & Smith S. Z. (1996). Parents and mathematics education reform: Voicing the authority of assessmentUrban Education, 30(4), 395-431.

Graue, E., & Marsh, M.M. (1996). Genre and practice: Shaping possibilities for children. Early Childhood Research Quarterly, 11(3) 219-242.

Graue, E. (1993). Expectations and ideas coming to schoolEarly Childhood Research Quarterly, 8(1), 53-75.

Graue, E. (1993). Social networks and home-school relationsEducational Policy, 7(4), 466-490.

Graue, E. (1992). Readiness, instruction, and learning to be a kindergartner. Early Education & Development, 3(2), 92-114.

Ellwein, M. C., Graue, E., & Comfort, R. E. (1990). Talking about instruction: Student teachers’ reflections on success and failure in the classroom.  Journal of Teacher Education, 41(5), 3-14.

Graue, E., Shepard, L. A. (1989). Predictive validity of the Gesell School Readiness Tests. Early Childhood Research Quarterly, 4(3), 303-315.

Graue, E., & Walberg, H. J. (1983). School-based home instruction and learning: A quantitative synthesisThe Journal of Educational Research, 76(6), 351-360.

 

________________________________________________________________________________________________________________

BOOKS

________________________________________________________________________________________________________________

 

 

alt=""Graue, E. M., & Walsh, D. J. (1998)

Studying Children in Context: Theories, Methods, and Ethics.

Sage Publications, Thousand Oaks, CA.

 

alt=""Graue, E. M. (1993)

Ready for What? Constructing Meanings of Readiness for Kindergarten.

State University of New York Press, Albany, NY.

 

________________________________________________________________________________________________________________

REPORTS & BOOK CHAPTERS

________________________________________________________________________________________________________________

 

alt=""Sandstrom, H., Claessens, A., Stoll, M., Greenberg, E., Alexander, D., Runes, C., & Henly, J.  (2018). Mapping the Child Care Demand and Supply of Care for Subsidized Families. Washington, DC: Urban Institute.

 

 

alt=""Claessens, A. (2007). Gatekeeper moms and (un)involved dads: What happens after a breakup?  In K. Edin & P. England (Eds.), Unmarried Couples with Children. New York: Russell Sage Foundation.

 

 

alt=""Graue E., Ryan, S., & Grieshaber, S. (2005) (De)Centering the kindergarten prototype in the child-centered classroom. In S. Ryan & S. Grieshaber (Eds.), Advances in Early Education and Day Care. San Diego, CA: Elsevier Ltd.

 

________________________________________________________________________________________________________________

PRESENTATIONS & WORKING PAPERS

________________________________________________________________________________________________________________

Boonstra, K. E., & Graue, E. (2019).  Paper:  The Recurring Kindergarten Panic: Fractured Narratives in Newspaper Framing, 1964–2017.  American Education Research Association Conference, Toronto, Canada.

Claessens, A., Farran, D., Eason, S., Mowery, S., Rainey, L., & Leonard, S.  (2016).  Panel Paper:  Math in preschool:  A review of the mathematics activities in the most widely used preschool curricula.  Association for Public Policy Analysis and Management Conference.

Claessens, A. & Engel, M. (2012) Panel Paper: Mentoring to Prevent Truancy in Chicago: Early Results from a Mixed Methods Process Evaluation. Association for Public Policy Analysis and Management Conference.

Duncan, G., Miller, C., Claessens, A., Engel, M., Hill, H., & Lindsay, C. (2008). New Hope’s Eight-Year Impacts on Employment and Family Income. New York: MDRC.

Engel, M., Jacob, R., Claessens, A., & MDRC. (2016). Understanding mathematics instruction in kindergarten: Evidence from a large urban district.

Engel, M., Kabourek, S., Bassok, D., Claessens, A., & Watts, T.   Has Kindergarten Become Too Academic? Instruction and Children’s Development in the First Year of School.

Graue, E., Woo, M., & Lee, J. (2019).  Roundtable Presentation:  Choice versus Accommodation: Cultural, Family, and Child Factors in Family Pre-K Decision Making.  American Education Research Association Conference, Toronto, Canada.