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Exposure to teachers and teaching-related activities is vital for young children's learning. When COVID-19 closed schools, teachers responded with a mix of live- and prerecorded lessons and one-on-one communication with students, which necessitated shifts in planning time. The current study identifies pre-COVID predictors of time teachers devoted to each of these teaching-related activities to illuminate actionable levers for supporting educators during widespread educational disruption. Teachers with higher prepandemic job commitment devoted more overall time to pandemic-induced remote teaching. Teachers' prepandemic executive functioning and observed classroom instructional and organizational quality--features of successful teachers during normal times--predicted more during-pandemic time remote teaching, while teacher older age and having more high-needs students was associated with less remote teaching time. These results contribute to an emerging literature that spotlights potential promising avenues for supporting teachers via professional development during normal times as well as in future widespread educational disruptions.

There are several academic resources to help an instructor navigate the asynchronous online classroom. Teaching in the current collegiate environment presents some different strategic and pedagogical considerations, among them student engagement within the classroom. Student engagement seems to be the golden key to unlocking the door of success in the online environment. How do we get the unmotivated student involved? What do we have to do to reach the student struggling to understand the content of the course? Why do some students grasp the concepts we are teaching easier than others? While there are several researchers that have given credence to student engagement and the challenges represented in these questions, this article will focus on the importance of person-centered pedagogical considerations with respect to student engagement, grading, and instructor involvement to enhance the learning environment of the online classroom. Knowing the difference between student-centered and person-centered pedagogy is key to increasing student online participation and engagement.

The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills--both academic and executive functioning (EF)--than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first-grade (2020-2021) based on whether they had attended public preschool (school-based pre-k; Head Start) versus no preschool. In our race-ethnically diverse sample of children (48% Hispanic/Latinx; 21% Black; 14% White; 9% Native American; 9% multiracial) from low-income families, preschool attenders showed advantages on English literacy, English language, and math in kindergarten, which mostly persisted into first-grade. Preschool did not boost EF in kindergarten or first-grade. [This article was written with the Tulsa SEED Study Team.]

In this article, we aim to chart a path for a new generation of early care and education (ECE) quality assessments that accurately and equitably capture key inputs to the social-emotional well-being of the diverse population of young children in ECE classrooms in the United States. We zero in on four promising, socially supportive features of center-based ECE settings that are actionable for research, policy, and practice: teachers' classroom behavior-management strategies, their scaffolding of peer interactions, aspects of their own well-being that shape their capacities to support children's social-emotional development, and indicators of bias-free and culturally responsive ECE environments.

This article examines associations between child care subsidy use in early childhood and children's middle school outcomes. Using a unique database linking administrative records of child care subsidy receipt with parental earnings, social assistance data, and students' public school outcomes, we generate quasi-experimental estimates of subsidy effects on children's reading and math test scores and school absences in third through eighth grades. Findings suggest that subsidies are associated with reduced absenteeism in seventh and eighth grades and with increased reading and math scores in third grade, but only for the subset of children whose subsidies were used to attend licensed center- or home-based care. Results provide initial evidence for longer term impacts of the child care subsidy program on children's school performance.

Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood is whether there are relative advantages of transitioning from Head Start after 1 year into a school-based public pre-k program for the year immediately before kindergarten for children's developing cognitive and self-regulation skills. This is an important question, because in many communities Head Start and school-based pre-k programs provide competing early education options for low-income 4-year-olds, leaving policymakers, educators, and parents wondering which pathway best promotes the mix of skills predictive of success in elementary school. Only one study--conducted prior to significant recent demographic and policy changes affecting early education and focused exclusively on cognitive outcomes--has addressed this question. We extend that work with contemporary data on 362 low-income children to assess the relative advantages for both kindergarten cognitive and self-regulatory skills of 2 years of Head Start before kindergarten versus transitioning from Head Start to school-based pre-k at age 4. The child sample was evenly split by gender and diverse in race/ethnicity (50% Hispanic/Latinx; 36% Black; 7% White). Results showed that children who transitioned after 1 year of Head Start to school-based pre-k at age 4 showed marginally higher kindergarten literacy (d = 0.13) and significantly greater math (d = 0.18) skills than children who remained in Head Start for a second year, but there were no significant differences in kindergarten self-regulatory skills. Implications for contemporary, pressing policy issues are discussed. [The Tulsa SEED Study Team contributed to the writing of this article.]

Nearly 40 years after the creation of NACADA: The Global Community for Academic Advising and at least as many years after academic advising was recognized as a unique role in higher education, the term academic advising as applied to individuals who work in higher education has been only colloquially defined. Using the analytic induction research method, we arrived at a definition of academic advising created from the words of academic advisors. In this paper, we address the way each word or phrase has been used to create the definition and present implications for policy, research, and practice.

Internalizing psychopathology, including depression and anxiety, has been associated with sleep-wake problems among youth. Although transdiagnostic theories of psychopathology posit that emotion dysregulation explains many of the symptoms associated with internalizing psychopathology, examination of regulatory mechanisms underlying this association is limited, particularly during the transition to early adolescence when risk for affective dysregulation and sleep-wake problems is heightened. Using a longitudinal design with a youth community sample (N = 278), the current study found a positive, indirect effect of internalizing psychopathology (x-bar[subscript age] = 9.84) on later sleep-wake problems (x-bar[subscript age] = 14.53) via higher levels of a more maladaptive emotion regulation strategy (i.e., expressive suppression), with no evidence of an indirect effect of a more adaptive strategy (i.e., cognitive reappraisal; x-bar[subscript age] = 12.02). Findings have important clinical implications for targeting the reduction of maladaptive emotion regulation strategies, such as expressive suppression, in order to address sleep problems among youth with internalizing psychopathology.

The purpose of this study is to analyse (1) newly arrived parents' accounts of collaboration in Swedish school context and (2) depicted triads and alliance constellations presented during interviews with recently arrived parents regarding the collaboration in Swedish school context. The study's analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Its analytical discoveries are presented as three themes: (1) collaboration identity through distancing, (2) invitation to collaboration alliance, and (3) home- and school-focused collaboration. Analysis shows that the parents dramatise the need for collaboration between teachers and parents and construct and reconstruct collaborative alliances and triads in their narratives. Members who appear in these interactions are parents, children, and teachers. In the parents' narratives about the collaboration, a picture emerges of an invitation to teachers to form an alliance partnership. The alliance partnership seems to strengthen stability in the triad with the objective of creating a successful collaboration in the children's best interests and to draw attention to the importance of parents' participation in collaboration in the school context. Successful collaboration in the school context seems to be a basic prerequisite for the successful involvement and integration of parents from different ethnic backgrounds into general society.

Introduction: Although many low-income families have experienced food insecurity during the COVID-19 pandemic, rates have been particularly high among low-income Hispanic and immigrant households. Methwods: The present study draws on data from an ongoing longitudinal study of low-income families and children in Tulsa. Oklahoma to examine food insecurity among English Language Learners (ELLs), all of whom were Hispanic and most of whom came from immigrant families. Results: Findings indicate that, although low-income ELL families were somewhat more likely to experience food insecurity than other low-income families before the pandemic, once COVID-19 erupted, they had 3 times the odds of experiencing food insecurity, even after controlling for prior risk factors and COVID-related income loss. Further, food-insecure ELLs were less likely to receive SNAP benefits than other food-insecure families. Discussion: Taken with other research, results suggest that because of concerns around immigration status, ELL families may have less access to critical benefits that have supported other families throughout the pandemic, such as SNAP and CARES Act stimulus checks. Thus, to meet the urgent needs of persistent food insecurity, aid should refocus on using rapid response systems with community ties, such as mutual aid organizations and school systems, to provide financial and monetary support to low-income ELL families. Public Significance Statement This study documents disproportionately high rates of food insecurity among low-income Hispanic English language learner families during COVID-19, as well as lower rates of SNAP receipt compared with other food-insecure families. Findings highlight a need for food support policies that do not restrict based on immigration status, as well the importance of rapid response systems of food support, such as mutual aid organizations and public schools. Keywords: food insecurity, English language learners, COVID-19. low-income families, Alongside the health consequences of COVID-19, the economic consequences have been devastating, especially for Hispanic and immigrant families (Center for Disease Control and Prevention [CDC], 2020; NPR et al., 2020). [...]