Michael Little

Exploring the Theory of Preschool Skill Convergence Through a National Survey of Kindergarten Teachers

Little, M. (2024, November 3). EARLY EDUCATION AND DEVELOPMENT.

Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network

EARLY CHILDHOOD RESEARCH QUARTERLY, 68, 35–44.

Novice Teachers and Student Attendance in Early Elementary School

Gottfried, M., Little, M., & Ansari, A. (2024, March 30). EDUCATIONAL POLICY.

Preparing Early Education Leaders: An Analysis of UCEA Principal Preparation Programs

Educational Administration Quarterly, 9.

Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina

Educational Policy, 9.

Nationally Representative Evidence on the Association Between Preschool and School-Based Parental Involvement in Elementary School

Little, M., & Gragson, A. (2023, April 25). EDUCATIONAL POLICY.

State leaders in early childhood education: Perspectives on instructional policy supports and alignment

EARLY CHILDHOOD RESEARCH QUARTERLY, 63, 288–298.

Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills?

Gottfried, M., Little, M., & Ansari, A. (2023, March 8). EARLY EDUCATION AND DEVELOPMENT.

The Alignment Agenda: Examining the Movement to Bridge the Early Childhood and K-12 Sectors

AERA OPEN, 9.

What Shapes Principals’ Early Education Leadership Practices? A Mixed-Methods Study of North Carolina School Leaders

Leadership and Policy in Schools, 11, 1–22.

Governing early learning among the American states

CHILDREN AND YOUTH SERVICES REVIEW, 143.

Impacts of a Parent-Implemented Language Intervention on Children's Language Development Within Home Visiting

INFANTS & YOUNG CHILDREN, 35(4), 285–302.

Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes

EARLY CHILDHOOD RESEARCH QUARTERLY, 63, 145–155.

Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children's Academic and Social Skills

Garber, K. L., Foster, T. J., Little, M. H., Cohen-Vogel, L., Bratsch-Hines, M., & Burchinal, M. R. (2022, January 22). EARLY EDUCATION AND DEVELOPMENT.

When School Doesn’t Start at Age 5: Elementary Principal Leadership of Pre-K Programs in Schools

Elementary School Journal, 123(1), 176–202.

A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten

AERA OPEN, 7.

Nationally Representative Evidence on the Association Between Preschool and Executive Function Skills Throughout Elementary School

AERA OPEN, 7.

"Quality" assurance features in state-funded early childhood education: A policy brief

CHILDREN AND YOUTH SERVICES REVIEW, 113.

Educators' views on the location of Pre-K programs and its relation to features of P-3 alignment: An exploratory study

CHILDREN AND YOUTH SERVICES REVIEW, 118.

Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina

EARLY EDUCATION AND DEVELOPMENT, 31(5), 796–815.

The Adoption of Public Pre-Kindergarten among the American States: An Event History Analysis

EDUCATIONAL POLICY, 36(6), 1407–1439.