Appendix C: References

Appendix C: References

References Cited

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Brooks-Gunn, J., Duncan, G., & Aber, J. L. (Eds.). (1997). Neighborhood poverty: Context and consequences for children, Volume 1. New York: Russell Sage.

Consortium on the School-Based Promotion of Social Competence (1994). The school-based promotion of social competence: Theory, research, practice, and policy. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 268-316). New York: Cambridge University Press.

Cooper, D. H., & Farran, D. C. (1991). Behavioral risk factors in kindergarten. Early Childhood Research Quarterly, 3, 1-19.

DeVellis, R. F. (1991). Scale development: Theory and applications. Newbury Park, CA: Sage

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Dodge, K. A., Pettit, G. S., & Bates, J. E. (1994). Socialization mediators of the relations between socioeconomic status and child conduct problems. Child Development, 65, 649- 660.

Farmer, E. M. Z., Stangl, D. K., Burns, B. J., Costello, E. J., & Angold, A. (1999). Use, persistence, and intensity: Patterns of care for children's mental health across one year. Community Mental Health Journal, 35, 31-46.

Gennetian, L., & Miller, C. (2000). Reforming welfare and rewarding work: Final report on the

Minnesota Family Investment Program, Volume 2: Effects on children. New York: MDRC.

Gilliam, W. (2005). Pre-kindergarteners left behind: Expulsion rates in state pre-kindergarten systems. New Haven, CT: Yale University Child Study Center.

Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service. Retrieved January 9, 2009 from: http://ags.pearsonassessments.com/group.asp?nGroupInfoID=a3400

Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.

McLelland, M. M., Morrison, F. J., & Holmes, D. H. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307-329.

Perry, N. E., & Meisels, S. J. (1996). Teacher judgments of students academic performance (National Center for Education Statistics Working Paper #96-08). Washington, DC: U.S. Department of Education, OERI.

Pianta, R. C. (2001). STRS Student-teacher Relationship Scale: Professional Manual. Lutz, FL: Psychological Assessment Resources.

Raver, C. C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report, 16, 3-18. Ann Arbor, MI: Society for Research in Child Development.

Raver, C. C., Garner, P. W., & Smith-Donald, R. (2006). The roles of emotion regulation and emotion knowledge for children’s academic readiness: Are the links causal? In R. C. Pianta & K. L. Snow. (Eds.), Kindergarten transition and early school success. Baltimore, MD: Brookes Publishing.

Zill, N., & Peterson, J. (1986). Behavior Problems Index. Washington, DC: Child Trends, Inc.

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