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D-Index & Metrics

Psychology

D-Index
89
Citations
35684
World Ranking
987
National Ranking
619

Overview

Carollee Howes is affiliated with the University of California, Los Angeles in the United States. Their research spans various domains within social sciences and psychology, with a marked focus on education and child development. The primary fields of study for Howes include Social Sciences and Psychology, with subfields emphasizing Education, Global and Planetary Change, Developmental and Educational Psychology, Clinical Psychology, and Social Psychology.

The scientist's main research topics cover a range of areas related to early development and education. These include Early Childhood Education and Development, Parental Involvement in Education, Educational and Psychological Assessments, Child Development and Digital Technology, Child and Adolescent Psychosocial and Emotional Development, Attachment and Relationship Dynamics, and Family Dynamics and Relationships.

Howes has contributed to multiple peer-reviewed publications with recent papers in well-established journals. Notable works include:

  • Coaching and Coursework Focused on Teacher-Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children's Classroom Engagement (2024) published in Early Education and Development
  • Conceptual comparison of constructs as first step in data harmonization: Parental sensitivity, child temperament, and social support as illustrations (2022) published in MethodsX
  • Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality (2023) published in Early Childhood Research Quarterly
  • Estimating Fire Radiative Power Using Weather Radar Products for Wildfires (2023) published in Geophysical Research Letters

The venues frequently featuring Howes's research include Early Education and Development, Early Childhood Research Quarterly, MethodsX, and Geophysical Research Letters.

Collaborative work is an important aspect of Howes's career, with frequent co-authors such as Jennifer LoCasale-Crouch, Marije L. Verhage, Carlo Schuengel, Marian J. Bakermans-Kranenburg, and Annie Bernier. Each of these colleagues has contributed to multiple joint publications with Howes.

Best Publications

  • Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    Andrew J. Mashburn;Robert C. Pianta;Bridget K. Hamre;Jason T. Downer

  • The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade.

    Ellen S. Peisner-Feinberg;Margaret R. Burchinal;Richard M. Clifford;Mary L. Culkin

  • Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

    Carollee Howes;Margaret Burchinal;Robert Pianta;Donna Bryant

  • Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs

    Diane M. Early;Kelly L. Maxwell;Margaret Burchinal;Soumya Alva

  • Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?

    Robert Pianta;Carollee Howes;Margaret Burchinal;Donna Bryant

  • Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

    Margaret R Burchinal;Ellen Peisner-Feinberg;Robert Pianta;Carollee Howes

  • Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction

    Margaret Burchinal;Carollee Howes;Robert Pianta;Donna Bryant

  • Caregiver Training and Classroom Quality in Child Care Centers

    Margaret R. Burchinal;Debby Cryer;Richard M. Clifford;Carollee Howes

  • Thresholds of quality: implications for the social development of children in center-based child care.

    Carollee Howes;Deborah A. Phillips;Marcy Whitebook

  • The prediction of process quality from structural features of child care

    Leslie C. Phillipsen;Margaret R. Burchinal;Carollee Howes;Debby Cryer

  • A Course on Effective Teacher-Child Interactions Effects on Teacher Beliefs, Knowledge, and Observed Practice

    Bridget K. Hamre;Robert C. Pianta;Margaret Burchinal;Samuel Field

  • Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?

    Diane M. Early;Donna M. Bryant;Robert C. Pianta;Richard M. Clifford

  • Social-emotional classroom climate in child care, child–teacher relationships and children's second grade peer relations.

    Carollee Howes

  • Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care

    Carollee Howes;Ellen W. Smith

  • Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

    Jennifer LoCasale-Crouch;Tim Konold;Robert Pianta;Carollee Howes

  • Attachment relationships in the context of multiple caregivers.

    Carollee Howes

  • Sequences in the Development of Competent Play With Peers: Social and Social Pretend Play

    Carollee Howes;Catherine C. Matheson

  • How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms

    Diane M. Early;Iheoma U. Iruka;Sharon Ritchie;Oscar A. Barbarin

  • Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child Relationship

    Carollee Howes;Claire E. Hamilton;Catherine C. Matheson

  • Children's classroom engagement and school readiness gains in prekindergarten.

    Nina C. Chien;Carollee Howes;Margaret Burchinal;Robert C. Pianta

  • Maternal, teacher, and child care history correlates of children's relationships with peers.

    Carollee Howes;Catherine C. Matheson;Claire E. Hamilton

Frequent Co-Authors

Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Robert C. Pianta
Robert C. Pianta University of Virginia
Donna M. Bryant
Donna M. Bryant University of North Carolina at Chapel Hill
Oscar A. Barbarin
Oscar A. Barbarin University of Maryland, College Park
Bridget K. Hamre
Bridget K. Hamre University of Virginia
Jason T. Downer
Jason T. Downer University of Virginia
Deborah A. Phillips
Deborah A. Phillips Georgetown University
Marybeth Shinn
Marybeth Shinn Vanderbilt University
Jo Ann M. Farver
Jo Ann M. Farver University of Southern California
Kevin J. Grimm
Kevin J. Grimm Arizona State University

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