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Current Research Projects
Dr. McWayne serves as Associate Editor for the Journal of Applied Developmental Psychology and the Educational Researcher.
McWayne, C. M., Melzi, G., *Limlingan, M. C., & Schick, A. (In press). Ecocultural patterns of family engagement among low-income Latino families of preschool children. Developmental Psychology.
Bulotsky-Shearer, R. J., McWayne, C. M., Mendez, J. L., & Manz, P. H. (In press). Preschool peer play interactions - a developmental context for learning for ALL children: Issues of equity and opportunity. In Sanders, K. & Wishard Guerra, A. (Eds.). Attachment, Peers, & Child Care: Where We Have Been & Where We Are Headed. In honor of Dr. Carollee Howes. Oxford: Oxford University Press.
McWayne, C. M. (2015). Family-school partnerships in a context of urgent engagement: Rethinking models, measurement, and meaningfulness. In S. Sheridan (Ed.), Research on Family-School Partnerships: An Interdisciplinary Examination of State of the Science and Critical Needs (pp. 105-124). Switzerland: Springer International Publishing.
McWayne, C. M., Manz, P. H., & Ginsburg-Block, M. D. (2015). Examination of the Family Involvement Questionnaire-Early Childhood (FIQ-EC) with Low-Income, Latino Families of Young Children: An Application of Rasch Modeling. International Journal of School & Educational Psychology, 3(2), 1-18.
McWayne, C. M., & Melzi, G. (2014). Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children. Journal of Family Psychology, 28, 260-266.
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., Melzi, G., *Schick, A. R., *Kennedy, J. L., & *Mundt, K. (2013). Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study. Early Childhood Research Quarterly, 28, 593-607.
McWayne, C., Downer, J., Campos, R., & *Harris, R. (2013). Father involvement during early childhood and its association with childrenâ€™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.
Ginsburg-Block, M., Manz, P. H., & McWayne, C. (2010). Partnering with families to foster early achievement in reading and mathematics. In A. L. Reschly & S. Christenson (Eds.). The handbook on school family partnerships for promoting student competence (pp. 176-203). Oxford, UK: Routledge/Taylor and Francis Group.
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 childrenâ€™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.
McWayne, C., *Owsianik, M., *Green, L., & Fantuzzo, J. (2008). Parenting behaviors and preschool childrenâ€™s social and emotional skills: A question of the consequential validity of traditional parenting constructs for low-income African Americans. Early Childhood Research Quarterly, 23, 173-192.
Downer, J., *Campos, R., McWayne, C., & *Gartner, T. (2008). Father involvement and childrenâ€™s early learning: A critical review of published empirical work from the past 15 years. Marriage & Family Review, 43, 67-108.
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., 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.
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.
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