| School-entry skills predicting school-age academic and social–emotional trajectories M Burchinal, TJ Foster, KG Bezdek, M Bratsch-Hines, C Blair, ... Early Childhood Research Quarterly 51, 67-80, 2020 | 105 | 2020 |
| Relating early care and education quality to preschool outcomes: The same or different models for different outcomes? M Burchinal, K Garber, T Foster, M Bratsch-Hines, X Franco, ... Early Childhood Research Quarterly 55, 35-51, 2021 | 56 | 2021 |
| Examining three hypotheses for pre-kindergarten fade-out. M Burchinal, T Foster, K Garber, L Cohen-Vogel, M Bratsch-Hines, ... Developmental Psychology 58 (3), 453, 2022 | 24 | 2022 |
| Have no fear, the brain is here! How your brain responds to stress KG Bezdek, EH Telzer Frontiers for Young Minds 5 (December), 1-8, 2017 | 18 | 2017 |
| Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills KL Garber, TJ Foster, MH Little, L Cohen-Vogel, M Bratsch-Hines, ... Early Education and Development 34 (2), 426-448, 2023 | 10 | 2023 |
| Rural youth development: Theoretical perspectives, challenges, and protective processes. SM Cooper, VMB Murry, MN Inniss-Thompson, M Burnett, C Valrie, ... American Psychological Association, 2023 | | 2023 |
| Investigating the Hypothesized Skills and Classroom Practices that Sustain Pre-K Effects KL Garber The University of North Carolina at Chapel Hill, 2022 | | 2022 |
