Other Selected Publications

*indicates student co-author

Bulotsky-Shearer, R. J., McWayne, C. M., Mendez, J. L., & Manz, P. H. (2016). Preschool peer play interactions - a developmental context for learning for ALL children: Rethinking issues of equity and opportunity. In K. E. Sanders, & A W. Guerra (Eds.), The culture of child care: Attachment, peers, & quality in diverse communities (pp. 179-202). In honor of Dr. Carollee Howes. Oxford: Oxford University Press.

McWayne, C. M., & Bulotsky-Shearer, R. J. (2013). Identifying family and classroom practices associated with stability and change of social-emotional readiness for a national sample of low-income children. Special Issue: Familial and Nonfamilial relationships as ecological sources of health and positive development across the lifespan. Research in Human Development, 10, 116-140.

McWayne, C., Downer, J., Campos, R., & *Harris, R. (2013). Father involvement during early childhood and its association with children's school readiness: A meta-analysis. Early Education and Development, 24, 898-922.

McWayne, C., *Cheung, K., Green, L., & Hahs-Vaughn, D. (2012). Patterns of school readiness among Head Start children: Meaningful within-group variability during the transition to kindergarten. Journal of Educational Psychology, 104, 862-878.

McWayne, C., Hahs-Vaughn, D., *Cheung, K., & Green, L. (2012). National profiles of school readiness skills for Head Start children: An investigation of stability and change. Early Childhood Research Quarterly, 27, 668-683.

Bulotsky-Shearer, R. J., Manz, P. H., Mendez, J. L., McWayne, C. M., Sekino, Y., & Fantuzzo, J. W. (2012). Peer Play Interactions and Readiness to Learn: A Protective Influence for African American Preschool Children from Low-income Households. Child Development Perspectives Special Issue on Positive Development in Minority Children, 6 (3), 225-231.

McWayne, C. (2012) (Action Editor). A call for scientifically-rigorous, community-based "actionable intelligence" to promote the academic achievement of African American boys: An introduction to Fantuzzo, LeBoeuf, Rouse, and Chen (2012) and commentaries. Journal of School Psychology, 50, 555-558.

Hahs-Vaughn, D., McWayne, C., Bulotsky-Shearer, R., & Wen, X. (2011). Methodological considerations in using complex survey data: An applied example with the Head Start Family and Child Experiences Survey (FACES). Evaluation Review, 35, 269-303.

Hahs-Vaughn, D., McWayne, C., Bulotsky-Shearer, R., & Wen, X. (2011). Complex sample data recommendations and troubleshooting. Evaluation Review, 35, 304-313.

Downer, J., *Campos, R., McWayne, C., & *Gartner, T. (2010). Father involvement and children's early learning: A critical review of published empirical work from the past 15 years. In W. Jeynes (Ed.), Family factors and the educational success of children (pp. 64-105). New York: Routledge/ Taylor and Francis Group.

McWayne, C. M., & *Campos, R. (2010). Father involvement during early childhood. In C. S. Clauss-Ehlers (Ed)>, Encyclopedia of Cross-Cultural School Psychology. New York: Springer.

McWayne, C.M., *Green, L., & *Cheung, K. (2010). Head Start: A brief history of the largest federally-funded early childhood initiatives. In C. S. Clauss-Ehlers (Ed), Encyclopedia of Cross-Cultural School Psychology. New York: Springer.

McWayne, C.M., & *Cheung, K. (2009). A picture of strength: Preschool competencies mediate the effects of early behavior problems on later academic and social adjustment for Head Start children. Journal of Applied Developmental Psychology, 30, 273-285.

McWayne, C., *Green, L., & Fantuzzo, J. (2009). A variable- and person-oriented investigation of preschool competencies and Head Start children's transition to kindergarten and first grade. Applied Developmental Science, 13, 1-15.

McWayne, C., *Campos, R., & *Owsianik, M. (2008). A multidimensional, multi-level examination of mother and father involvement among culturally diverse Head Start families. Journal of School Psychology, 46, 551-573.

Downer, J., *Campos, R., McWayne, C., & *Gartner, T. (2008). Father involvement and children’s early learning: A critical review of published empirical work from the past 15 years. Marriage & Family Review, 43, 67-108.

McWayne, C., *Broomfield, M., *Sidoti, J., & *Camacho, N. (2008). Facilitators of and challenges to interagency collaboration: An early childhood perspective. NHSA Dialog: A Research-To-Practice Journal for the Early Intervention Field, 11, 90-109.

McWayne, C., McDermott, P. A., Fantuzzo, J., & Culhane, D. (2007). Employing community data to investigate social and structural dimensions of urban neighborhoods: An early childhood example. American Journal of Community Psychology, 39, 47-60.

Fantuzzo, J., Shearer, McDermott, P., McWayne, C., R., Frye, D., & *Perlman, S. (2007). Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children. School Psychology Review, 36, 44-62.

Fantuzzo, J., Bulotsky, R., & McWayne, C. (2006). The pursuit of wellness for victims of child maltreatment: A model for targeting relevant competencies, contexts, and contributors. In J. Lutzker (Ed.), Preventing violence: Research and evidence-based intervention strategies (pp. 69-91). Washington, DC: American Psychological Association.

Fantuzzo, J., McWayne, C., & Childs, S. (2006). Scientist-community collaborations: A dynamic tension between rights and responsibilities. In J. E. Trimble & C. B. Fisher (Eds.), Handbook of ethical research involving ethnocultural populations and communities, (pp. 27-49). Thousand Oaks, CA: Sage Publications.

Fantuzzo, J., Bulotsky-Shearer, R., Fusco, R., & McWayne, C. (2005). An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies. Early Childhood Research Quarterly, 20, 259-275.

McWayne, C., *Sekino, Y., & Fantuzzo, J. (2005). The validity of Head Start Teacher Assistant report of children’s peer play competencies. NHSA Dialog: A Research-To-Practice Journal for the Early Intervention Field, 8, 103-120.

Fantuzzo, J. W., McWayne, C., & *Cohen, H. L. (2005). Peer play in early childhood. In C.B. Fisher & R. M. Lerner (Eds). Applied developmental science: An encyclopedia of research, policies, and programs (pp. 812-815). Thousand Oaks, CA: Sage.

Manz, P. H. & McWayne, C. (2004). Early interventions to improve peer relations/social competence of low-income children. In R. E. Tremblay, R. G. Barr, & R. DeV. Peters (Eds.), Encyclopedia on early childhood development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development. Published online November 17, 2004.

McWayne, C., Fantuzzo, J., & McDermott, P. A. (2004). Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success. Developmental Psychology, 40, 633-645.

McWayne, C., Hampton, V., Fantuzzo, J., *Cohen, H., & *Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41,1-15.

Fantuzzo, J., McWayne, C., *Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33 (4), 467-480.

Fantuzzo, J., McWayne, C. M., & Bulotsky, R. (2003). Forging strategic partnerships to advance mental health science and practice for vulnerable children. School Psychology Review, 32, 17-37.

Fantuzzo, J., & McWayne, C. M. (2002). The relationship between peer play interactions in the family context and dimensions of school readiness for low-income preschool children. Journal of Educational Psychology, 94 (1), 79-87.

Coolahan, K., McWayne, C. M., Fantuzzo, J. W., & Grim, S. M. (2002). Validation of a multidimensional assessment of parenting styles for low-income, African American families with preschool children. Early Childhood Research Quarterly, 17 (3), 356-373.

Fantuzzo, J. W., Tighe, E., McWayne, C. M., *Davis, G., & Childs, S. (2002). Parent involvement in early childhood education and children's peer play competencies: An examination of multivariate relationships. NHSA Dialog: A Research-To-Practice Journal for the Early Intervention Field, 6 (1), 3-21.

McWayne, C. M., & Bulotsky, R. (2002). Commentary on the Building Community Partnerships Panel: Fostering relationships between academic institutions and community agencies, schools, and families. NHSA Dialog: A Research-To-Practice Journal for the Early Intervention Field, 5, 410-414.

McWayne, C. M., Fantuzzo, J., & Hampton, V. (2002). The significance of play in promoting social competence and school readiness in Head Start children: Implications for early childhood practice. National Head Start Bulletin, 74, 15-21.