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			Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes Powell, Douglas R., December, 2012 Elementary School Journal, 113(2), 276-300 A prospective, three-year study of changes in four dimensions of parent educational involvement from prekindergarten through the end of first grade in urban public elementary schools and the relationship of the degree of change in parent involvement to children's literacy, language, and mathematics skills outcomes, based on data from 90 children and their parents	Reports & Papers
			An eco-behavioral analysis of children�s engagements in urban public school preschool classrooms Powell, Douglas R., Q1 2008 Early Childhood Research Quarterly, 23(1), 108-123 An analysis of child engagement in the activities of preschool classrooms featuring different sized groups, the presence or absence of teachers during free play, and the different styles of talk used by teachers, in 12 classrooms in a large urban school district in the Midwest	Reports & Papers
			Grappling with big ideas: The process of program improvement Mueller, Jennifer J., January 2010 Journal of Early Childhood Teacher Education, 31(1), 71-85 An account of one early childhood teacher education program's process of program improvement guided by the Big Ideas model for program planning and course development	Other
			Identifying and addressing challenges to research in university laboratory preschools File, Nancy, March, 2012 Early Education and Development, 23(2), 143-152 An overview of challenges that university laboratory preschools face in providing a site for research that fits with other components of the program mission, suggestions for addressing reluctance from teachers and children for research participation, and recommendations for ensuring that the setting provides a realistic and authentic model for generating useful research	Other
			Parent�school relationships and children's academic and social outcomes in public school pre-kindergarten Powell, Douglas R., August 2010 Journal of School Psychology, 48(4), 269-292 A study of the associations between parent-school relationships and child early reading, mathematics, language, social skills, and problem behavior outcomes based on data from 140 preschool children and their parents or primary caregivers in 13 prekindergarten classrooms in 12 elementary schools in a large urban school district in the Midwest	Reports & Papers

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