Dale C. Farran

Vanderbilt University — United States

Social Sciences · Social Sciences

34h-index3.8kcitations119works0.32yr avg
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Research Topics

Early Childhood Education and Development(57), Cognitive and developmental aspects of mathematical skills(21), Child and Adolescent Psychosocial and Emotional Development(19), Parental Involvement in Education(19), Child Development and Digital Technology(12)

Publications117 total

Predicting Persistence and Fadeout Across Multi-Site RCTs of an Early Childhood Mathematics Curriculum Intervention
Educational Evaluation and Policy Analysis·2026
Special Education Outcomes for Students Attending a State-Funded Pre-K Program
Educational Evaluation and Policy Analysis·2026Open Access
Predicting persistence and fadeout across multi-site RCTs of an early childhood mathematics curriculum intervention
Brown Digital Repository·2026Open Access
EMC-PK2: An Experimental Observation Tool for Capturing the Instructional Coherence and Quality in Early Math Classrooms
Education Sciences·2024· 1 citedOpen Access
Executive Function Skills and Classroom Behaviors of U.S. Prekindergartners With Special Needs
Frontiers in Education·2022· 5 citedOpen Access
Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.
Developmental Psychology·2022· 120 citedOpen Access
Introduction to ECRQ special issue measuring quality in early care and education: Past, present, and future
Early Childhood Research Quarterly·2022· 7 cited
Teaching Teams: The Roles of Lead Teachers, Teaching Assistants, and Curriculum Demand in Pre-kindergarten Instruction
Early Childhood Education Journal·2021· 10 cited
Effects of Prekindergarten Curricula: <i>Tools of the Mind</i> as a Case Study
Monographs of the Society for Research in Child Development·2021· 60 citedOpen Access
Preschool practices in Sweden, Portugal, and the United States
Early Childhood Research Quarterly·2020· 33 cited
Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis
Journal of Research on Educational Effectiveness·2020· 24 citedOpen Access
Marginalized Students’ Perspectives on Instructional Strategies in Middle-School Mathematics Classrooms
The Journal of Experimental Education·2020· 11 cited
Academic gains in kindergarten related to eight classroom practices
Early Childhood Research Quarterly·2020· 31 cited
New Information on Evaluating the Quality of Early Childhood Education Programs
2019· 2 cited
The Play’s the Thing: Associations between Make-Believe Play and Self-Regulation in the Tools of the Mind Early Childhood Curriculum
Early Education and Development·2019· 11 cited
Predicting Success on High-Stakes Math Tests from Preschool Math Measures among Children from Low-Income Homes.
Grantee Submission·2019
Predicting success on high-stakes math tests from preschool math measures among children from low-income homes.
Journal of Educational Psychology·2018· 38 citedOpen Access
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
Early Childhood Research Quarterly·2018· 37 cited
Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade
Early Childhood Research Quarterly·2018· 173 citedOpen Access
Data-Driven Improvement in Prekindergarten Classrooms: Report From a Partnership in an Urban District
Child Development·2017· 52 cited
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Frequent Co-authors

Kimberly Turner Nesbitt(9), Mary Wagner Fuhs(6), Mark W. Lipsey(6), Kerry G. Hofer(4), Craig T. Ramey(4), Nianbo Dong(3), Sandra Jo Wilson(3), Lynne Feagans(3), Caroline Christopher(3), Bethany Rittle‐Johnson(2), Emily R. Fyfe(2), Kelley Durkin(2), Filiz Varol(2), Asha L. Spivak(2), Ron Haskins(2), Robin B. Howse(1), Garrett Lange(1), Carolyn Boyles(1), Frances A. Campbell(1), Sarah E. Wiesen(1)