D.C. Farran
D.C. Farran
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Cited by
Motivation and self-regulation as predictors of achievement in economically disadvantaged young children
RB Howse, G Lange, DC Farran, CD Boyles
The Journal of Experimental Education 71 (2), 151-174, 2003
Longitudinal associations between executive functioning and academic skills across content areas.
MW Fuhs, KT Nesbitt, DC Farran, N Dong
Developmental psychology 50 (6), 1698, 2014
Predicting IQ from mother-infant interactions
CT Ramey, DC Farran, FA Campbell
Child development, 804-814, 1979
Behavioral risk factors in kindergarten
DH Cooper, DC Farran
Early Childhood Research Quarterly 3 (1), 1-19, 1988
Early math trajectories: Low‐income children's mathematics knowledge from ages 4 to 11
B Rittle‐Johnson, ER Fyfe, KG Hofer, DC Farran
Child Development 88 (5), 1727-1742, 2017
Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade
MW Lipsey, DC Farran, K Durkin
Early Childhood Research Quarterly 45, 155-176, 2018
Effects of intervention with disadvantaged and disabled children: A decade review
DC Farran
Handbook of early childhood intervention, 501-539, 1990
Another decade of intervention for children who are low income or disabled: What do we know now?
DC Farran
Cambridge University Press, 2000
Preschool classroom processes as predictors of children’s cognitive self-regulation skills development.
MW Fuhs, DC Farran, KT Nesbitt
School Psychology Quarterly 28 (4), 347, 2013
Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.
KT Nesbitt, DC Farran, MW Fuhs
Developmental psychology 51 (7), 865, 2015
Infant day care and attachment behaviors toward mothers and teachers
DC Farran, CT Ramey
Child Development, 1112-1116, 1977
A Randomized Control Trial of a Statewide Voluntary Prekindergarten Program on Children's Skills and Behaviors through Third Grade. Research Report.
MW Lipsey, DC Farran, KG Hofer
Peabody Research Institute, 2015
Prekindergarten children’s executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings.
MW Fuhs, DC Farran, KT Nesbitt
Journal of Educational Psychology 107 (1), 207, 2015
Interactions in an inclusive classroom: The effects of visual status and setting
CG McGaha, DC Farran
Journal of Visual Impairment & Blindness 95 (2), 80-94, 2001
Evaluation of the Tennessee Voluntary Prekindergarten Program: Kindergarten and First Grade Follow-Up Results from the Randomized Control Design. Research Report.
MW Lipsey, KG Hofer, N Dong, DC Farran, C Bilbrey
Peabody Research Institute, 2013
Early mathematical growth: How to support young children’s mathematical development
F Varol, DC Farran
Early Childhood Education Journal 33, 381-387, 2006
Social class differences in dyadic involvement during infancy
DC Farran, CT Ramey
Child Development, 254-257, 1980
Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.
K Durkin, MW Lipsey, DC Farran, SE Wiesen
Developmental Psychology 58 (3), 470, 2022
I funded preschools as a developmental context for children’s play and verbal behaviors
DC Farran, W Son-Yarbrough
Early Childhood Research Quarterly 16 (2), 245-262, 2001
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
KT Nesbitt, MW Fuhs, DC Farran
Early Childhood Research Quarterly 46, 262-274, 2019
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