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Psychology

D-Index
87
Citations
45460
World Ranking
1064
National Ranking
656

Overview

Margaret Burchinal is affiliated with the University of North Carolina at Chapel Hill in the United States. Their research primarily focuses on social sciences and psychology, with specific attention to education, developmental and educational psychology, and clinical psychology.

Their recent scholarly output includes publications in notable venues such as Early Childhood Research Quarterly and UNC Libraries. Sample works include:

  • Relating early care and education quality to preschool outcomes: The same or different models for different outcomes? (2020, Early Childhood Research Quarterly)
  • The Educare intervention: Outcomes at age 3 (2020, Early Childhood Research Quarterly)
  • Head Start at Ages 3 and 4 Versus Head Start Followed by State Pre-K: Which Is More Effective? (2020, UNC Libraries)
  • Testing a series of causal propositions relating time in child care to children's externalizing behavior (2021, UNC Libraries)
  • Mother and Caregiver Sensitivity Over Time: Predicting Language and Academic Outcomes With Variable- and Person-Centered Approaches (2021, UNC Libraries)

Margaret has frequently collaborated with several researchers including Ellen Peisner-Feinberg, Jade Marcus Jenkins, Greg J. Duncan, Deborah Lowe Vandell, and Kylie Garber.

The main fields of study for this researcher span social sciences and psychology. Within these, their subfields of expertise include:

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology
  • Safety Research

Their body of work addresses multiple topics, particularly focusing on:

  • Early Childhood Education and Development
  • Education Systems and Policy
  • Child and Adolescent Psychosocial and Emotional Development
  • Educational and Psychological Assessments
  • Parental Involvement in Education
  • Family and Disability Support Research
  • Youth Development and Social Support

Margaret Burchinal has published extensively in venues including UNC Libraries, Early Childhood Research Quarterly, Journal of Child and Family Studies, and Journal of Policy Analysis and Management. Their research contributions provide insight into educational quality, child care impacts, and developmental outcomes in early childhood.

Best Publications

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

    Unknown

  • Parental support, psychological control, and behavioral control: Assessing relevance across time, culture, and method

    Unknown

  • 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

  • Are There Long‐Term Effects of Early Child Care?

    Jay Belsky;Deborah Lowe Vandell;Margaret Burchinal;K. Alison Clarke-Stewart

  • The home environments of children in the United States part II: relations with behavioral development through age thirteen.

    Robert H. Bradley;Robert F. Corwyn;Margaret Burchinal;Harriette Pipes McAdoo

  • 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

  • Severity of spatial learning impairment in aging: Development of a learning index for performance in the Morris water maze.

    Michela Gallagher;Rebecca Burwell;Margaret R. Burchinal

  • Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development

    Deborah Lowe Vandell;Jay Belsky;Margaret Burchinal;Laurence Steinberg

  • 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

  • The development of cognitive and academic abilities: growth curves from an early childhood educational experiment.

    Frances A. Campbell;Elizabeth P. Pungello;Shari Miller-Johnson;Margaret Burchinal

  • Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs

    Margaret Burchinal;Nathan Vandergrift;Robert Pianta;Andrew Mashburn

  • Relating Quality of Center‐Based Child Care to Early Cognitive and Language Development Longitudinally

    Margaret R. Burchinal;Joanne E. Roberts;Rhodus Riggins;Susan A. Zeisel

  • The role of home literacy practices in preschool children's language and emergent literacy skills.

    Joanne Roberts;Julia Jurgens;Margaret Burchinal

  • 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

  • The Effects of Preschool Education What We Know, How Public Policy Is or Is Not Aligned With the Evidence Base, and What We Need to Know

    Robert C. Pianta;W. Steven Barnett;Margaret Burchinal;Kathy R. Thornburg

  • Caregiver Training and Classroom Quality in Child Care Centers

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

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

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

  • Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study

    Unknown

  • 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

  • Persistent Effects of Early Childhood Education on High-Risk Children and Their Mothers

    Craig T. Ramey;Frances A. Campbell;Margaret Burchinal;Martie L. Skinner

Frequent Co-Authors

Robert C. Pianta
Robert C. Pianta University of Virginia
Donna M. Bryant
Donna M. Bryant University of North Carolina at Chapel Hill
Carollee Howes
Carollee Howes University of California, Los Angeles
Joanne E. Roberts
Joanne E. Roberts University of North Carolina at Chapel Hill
Deborah Lowe Vandell
Deborah Lowe Vandell University of California, Irvine
Jay Belsky
Jay Belsky University of California, Davis
Martha J. Cox
Martha J. Cox University of North Carolina at Chapel Hill
Susan J. Spieker
Susan J. Spieker University of Washington
Sarah L. Friedman
Sarah L. Friedman George Washington University
Oscar A. Barbarin
Oscar A. Barbarin University of Maryland, College Park

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