Displaying 1 - 17 of 17

Doc Says: Promoting School Readiness Through a Pediatric Clinic-Based Text Messaging Intervention. Lisa J. Chamberlain, Janine Bruce, Monica De La Cruz, Lynne Huffman, Jecca R. Steinberg, Ren Bruguera, Jaime W. Peterson, Rebecca M. Gardner, Zihuai He, Yesenia Ordaz, Elizabeth Connelly, Susanna Loeb. (2021). Pediatrics, 148 (4)

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Acelero Learning: Annual Report. Leiah Groom-Thomas, Demetra Kalogrides, Monica Lee, Susanna Loeb, Kathleen Lynch. (2021). Annenberg Institute at Brown University

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Too little or too much? Actionable Advice in an Early-Childhood Text Messaging Experiment. Kalena E. Cortes, Hans Fricke, Susanna Loeb, David S. Song. (2021). Education Finance & Policy, 16(2), 209–232

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Reaching unconnected caregivers: Using a text-message education program to better understand how to support informal caregivers role in child development. Sherri Widen, Marlene Orozco, Eileen Horng, Susanna Loeb. (2019). Journal of Early Childhood Research

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When Behavioral Barriers are Too High or Low - How Timing Matters for Parenting Interventions. Kalena Cortes, Hans Fricke, Susanna Loeb, David Song, Ben York. (2019)

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Why Who Marries Whom Matters: Effects of Educational Assortative Mating on Infant Health in the United States 1969–1994. Emily Rauscher. (2019). Social Forces

Measuring School Contributions to Growth in Social-Emotional Learning. Hans Fricke, Susanna Loeb, Heather Hough. (2019). Policy Analysis for California Education

School Differences in Social–Emotional Learning Gains: Findings From the First Large-Scale Panel Survey of Students. Michael S. Christian, Heather Hough, Susanna Loeb, Robert H. Meyer, Andrew B. Rice, Martin R. West. (2019). Journal of Educational and Behavioral Statistics

It’s too annoying: Who drops out of educational text messaging programs and why. Hans Fricke, Demetra Kalogrides, Susanna Loeb. (2018). Economics Letters, 173, 39-43

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The Intersection of Health and Education to Address School Readiness of All Children. Jaime W. Peterson, Susanna Loeb, Lisa J. Chamberlain. (2018). Pediatrics, 142(5)

From Learning Beliefs to Achievement Among Chinese Immigrant and European American Preschool Children. Jin Li, Yoko Yamamoto, Jamison Kinnane, Bree Shugarts, Clarence Ho. (2018). Child Development

More than Just a Nudge: Supporting Kindergarten Parents with Differentiated and Personalized Text-Messages. Christopher Doss, Erin Fahle, Susanna Loeb, Ben York. (2018). The Journal of Human Resources

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Promoting Seamless Transitions from Preschool to Kindergarten and Beyond (VUE 43). . (2016). Annenberg Institute

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Does Socioeconomic Status Matter for Chinese Immigrants’ Academic Socialization? Family Environment, Parental Engagement, and Preschoolers’ Outcomes. Yoko Yamamoto, Jin Li, Jia Li Liu. (2016). Research in Human Development, 13(3), 191-206

An Integrated Conceptual Framework for the Development of Asian American Children and Youth. Jayanthi Mistry, Jin Li, Hirokazu Yoshikawa, Vivian Tseng, Jonathan Tirrell, Lisa Kiang, Rashmita Mistry, Yijie Wang. (2016). Child Development, 87(4), 1014–1032

Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States. Jayanti Owens. (2016). Sociology of Education, 89(3), 236-258

The Emergence of Social Capital in Low-Income Latino Elementary Schools. Shoji MN1, Haskins AR1, Rangel DE1, Sorensen KN1.. (2014). Early Childhood Research Quarterly, 29(4), 600-613