Michael Little

Gottfried, M., Little, M., & Ansari, A. (2024, March 30). Novice Teachers and Student Attendance in Early Elementary School. EDUCATIONAL POLICY. https://doi.org/10.1177/08959048241231952

Little, M., & Gragson, A. (2023, April 25). Nationally Representative Evidence on the Association Between Preschool and School-Based Parental Involvement in Elementary School. EDUCATIONAL POLICY. https://doi.org/10.1177/08959048231167169

Little, M., & Gragson, A. (2023). State leaders in early childhood education: Perspectives on instructional policy supports and alignment. EARLY CHILDHOOD RESEARCH QUARTERLY, 63, 288–298. https://doi.org/10.1016/j.ecresq.2022.12.016

Gottfried, M., Little, M., & Ansari, A. (2023, March 8). Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills? EARLY EDUCATION AND DEVELOPMENT. https://doi.org/10.1080/10409289.2023.2172674

Bratsch-Hines, M., Cohen-Vogel, L., Little, M., Lindsay, C. A., & Carr, R. (2023). Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes. EARLY CHILDHOOD RESEARCH QUARTERLY, 63, 145–155. https://doi.org/10.1016/j.ecresq.2022.12.004

Little, M. (2023). The Alignment Agenda: Examining the Movement to Bridge the Early Childhood and K-12 Sectors. AERA OPEN, 9. https://doi.org/10.1177/23328584231211868

Drake, T. A., Little, M., Cohen-Vogel, L., Gragson, A., & Cadilla, V. (2023, November 5). What Shapes Principals' Early Education Leadership Practices? A Mixed-Methods Study of North Carolina School Leaders. LEADERSHIP AND POLICY IN SCHOOLS, Vol. 11. https://doi.org/10.1080/15700763.2023.2277270

Griffard, M. R., Sadler, J., Little, M., & -Vogel, L. C. (2022). Governing early learning among the American states. CHILDREN AND YOUTH SERVICES REVIEW, 143. https://doi.org/10.1016/j.childyouth.2022.106625

Pentimonti, J., Attaway, D. S., Little, M. H., Holod, A., Buysse, V., Walker, D., & Bigelow, K. (2022). Impacts of a Parent-Implemented Language Intervention on Children's Language Development Within Home Visiting. INFANTS & YOUNG CHILDREN, 35(4), 285–302. https://doi.org/10.1097/IYC.0000000000000224

Cohen-Vogel, L., Sadler, J., Little, M. H., Merrill, B., & Curran, F. C. (2022). The Adoption of Public Pre-Kindergarten among the American States: An Event History Analysis. EDUCATIONAL POLICY, 36(6), 1407–1439. https://doi.org/10.1177/0895904820961002

Garber, K. L., Foster, T. J., Little, M. H., Cohen-Vogel, L., Bratsch-Hines, M., & Burchinal, M. R. (2022, January 22). Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children's Academic and Social Skills. EARLY EDUCATION AND DEVELOPMENT. https://doi.org/10.1080/10409289.2022.2026191

Little, M., Drake, T. A., Cohen-Vogel, L., & Eagle, J. (2022). When School Doesn’t Start at Age 5: Elementary Principal Leadership of Pre-K Programs in Schools. Elementary School Journal, 123(1), 176–202. https://doi.org/10.1086/720563

Cohen-Vogel, L., Little, M., Jang, W., Burchinal, M., & Bratsch-Hines, M. (2021). A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten. AERA OPEN, 7. https://doi.org/10.1177/23328584211006163

Little, M. (2021). Nationally Representative Evidence on the Association Between Preschool and Executive Function Skills Throughout Elementary School. AERA OPEN, 7. https://doi.org/10.1177/23328584211048399

Merrill, B., Cohen-Vogel, L., Little, M., Sadler, J., & Lee, K. (2020). "Quality" assurance features in state-funded early childhood education: A policy brief. CHILDREN AND YOUTH SERVICES REVIEW, 113. https://doi.org/10.1016/j.childyouth.2020.104972

Little, M. (2020). 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. https://doi.org/10.1016/j.childyouth.2020.105455

Little, M., Cohen-Vogel, L., Sadler, J., & Merrill, B. (2020). Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina. EARLY EDUCATION AND DEVELOPMENT, 31(5), 796–815. https://doi.org/10.1080/10409289.2020.1724600