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Psychology

D-Index
74
Citations
21402
World Ranking
1882
National Ranking
1107

Overview

John W. Fantuzzo is affiliated with the University of Pennsylvania in the United States. Their research primarily focuses on topics related to early childhood education and development, educational and psychological assessments, infant development and preterm care, parental involvement in education, youth substance use and school attendance, child and adolescent psychosocial and emotional development, and education systems and policy.

Their work spans the main fields of social sciences and psychology, with particular contributions to the subfields of education, developmental and educational psychology, pediatrics, perinatology and child health, and clinical psychology.

Recent publications by John W. Fantuzzo and collaborators include:

  • "Neglected validities: A diagnostic look at the state of early childhood assessment," 2021, Early Childhood Research Quarterly
  • "Challenging the Core Assumption of Chronic Absenteeism: Are Excused and Unexcused Absences Equally Useful in Determining Academic Risk Status?," 2022, Journal of Education for Students Placed at Risk (JESPAR)
  • "Classroom Engagement Scale: Validation of a Teacher-Report Assessment Used to Scale in the Kindergarten Report Card of a Large Urban School District," 2021, Early Education and Development
  • "Expansion of quality preschool in Philadelphia: Leveraging an evidence-based, integrated data system to provide actionable intelligence for policy and program planning," 2021, Children and Youth Services Review
  • "Validation of the Pennsylvania Kindergarten Entry Inventory: Examining Neglected Validities in Large-scale, Teacher-Report Assessment," 2022, Early Education and Development

Frequent collaborators in their research include Katherine M. Barghaus, Cassandra Henderson, Kristen Coe, Whitney LeBoeuf, and Benjamin Brumley.

Their works have been published in journals such as Early Education and Development, Early Childhood Research Quarterly, Journal of Education for Students Placed at Risk (JESPAR), Children and Youth Services Review, and proceedings from the 2020 AERA Annual Meeting.

Best Publications

  • CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism.

    C. Cybele Raver;Stephanie M. Jones;Christine Li-Grining;Fuhua Zhai

  • Peer-assisted learning interventions with elementary school students: A meta-analytic review.

    Cynthia A. Rohrbeck;Marika D. Ginsburg-Block;John W. Fantuzzo;Traci R. Miller

  • Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children

    John Fantuzzo;Christine Michele McWayne;Marlo A Perry;Stephanie Childs

  • A Multivariate Examination of Parent Involvement and the Social and Academic Competencies of Urban Kindergarten Children.

    Christine McWayne;Virginia Hampton;John Fantuzzo;Heather L. Cohen

  • Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education.

    John W. Fantuzzo;Erin Tighe;Stephanie Childs

  • Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct.

    Kathleen Coolahan;John Fantuzzo;Julia Mendez;Paul McDermott

  • Effects of Interparental Violence on the Psychological Adjustment and Competencies of Young Children.

    John W. Fantuzzo;Laura M. DePaola;Leslie Lambert;Tamara Martino

  • A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning.

    Marika D. Ginsburg-Block;Cynthia A. Rohrbeck;John W. Fantuzzo

  • Domestic violence and children: Prevalence and risk in five major U.S. cities.

    John W. Fantuzzo;Robert Boruch;Abdullahi Beriama;Marc Atkins

  • Prevalence and Effects of Child Exposure to Domestic Violence.

    John W. Fantuzzo;Wanda K. Mohr

  • Profiles of Social Competence among Low–Income African American Preschool Children

    Julia L. Mendez;John Fantuzzo;Dante Cicchetti

  • Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis.

    John W. Fantuzzo;Ronald E. Riggio;Sharon Connelly;Linda A. Dimeff

  • Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children

    John Fantuzzo;Rebecca Bulotsky-Shearer;Paul A. McDermott;Christine McWayne

  • Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement

    John W. Fantuzzo;Gwendolyn Y. Davis;Marika D. Ginsburg

  • Assessment of preschool play interaction behaviors in young low-income children: Penn Interactive Peer Play Scale

    John W. Fantuzzo;Brian Sutton-Smith;Kathleen Coyle Coolahan;Patricia Holliday Manz

  • Preschool competency in context: an investigation of the unique contribution of child competencies to early academic success.

    Christine M. McWayne;John W. Fantuzzo;Paul A. McDermott

  • Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis.

    John W. Fantuzzo;Judith A. King;Lauren R. Heller

  • The Effects of Observing Conjugal Violence on Children: A Review and Analysis of Research Methodology

    John W. Fantuzzo;John W. Fantuzzo;Carol Ummel Lindquist

  • Multidimensional assessment of family involvement among urban elementary students

    Patricia H. Manz;John W. Fantuzzo;Thomas J. Power

  • Just Say No to Subtest Analysis: A Critique on Wechsler Theory and Practice:

    Paul A. McDermott;John W. Fantuzzo;Joseph J. Glutting

Frequent Co-Authors

Paul A. McDermott
Paul A. McDermott University of Pennsylvania
Marc S. Atkins
Marc S. Atkins University of Illinois at Chicago
Richard L. Gorsuch
Richard L. Gorsuch Fuller Theological Seminary
Joseph J. Glutting
Joseph J. Glutting University of Delaware
Thomas J. Power
Thomas J. Power Children's Hospital of Philadelphia
Marley W. Watkins
Marley W. Watkins Baylor University
Dante Cicchetti
Dante Cicchetti University of Minnesota
Ronald E. Riggio
Ronald E. Riggio Claremont McKenna College

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