Description
Yoshikawa, H., Leyva, D., Snow, C., Trevino, E., Barata, M.C., Weiland, C., Gomez, C., Moreno, L., Rolla, A., D’Sa, N., & Arbour, MC. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51(3), 309–322.
Leyva, D., Weiland, C., Barata, M.C., Yoshikawa, H., Snow, C., Treviño, E., & Rolla, A. (2015). Teacher-child interactions in Chile and their associations with prekindergarten
outcomes. Child Development. DOI: 10.1111/cdev.12342.
Weiland, C., Barata, M.C., & Yoshikawa, H. (2014). The co-occurring development of executive function skills and receptive vocabulary in children enrolled in an urban prekindergarten program: A look at the direction of the developmental pathways. Infant and Child Development. DOI: 10.1002/icd.1829.
Barata, M. C., Calheiros, M. M., Patrício, J., Graça, J., & Lima, M. L. (2015). Evaluating the impact of national educational policy to reduce retention and increase achievement in compulsory education. Elementary School Journal.
Barata, M.C. & Yoshikawa, H. (2014). Mixed methods in research on child well-being. In A. Ben-Arieh, F. Casas, I. Frones, & J.E. Korbin (Eds.), Handbook of Child Well-Being. Theories, Methods and Policies in Global Perspective. Dordrecht: Springer.