For a full list of publications (both published and selected papers in the pipeline), please view my CV (Feb 2022).
Peer-Reviewed Publications
2022/in-press
Hanno, E.C., Fritz, L., Jones, S.M., & Lesaux, N.K. (in press). School learning format and children’s behavioral health during the pandemic. JAMA Pediatrics. https://doi.org/10.1001/jamapediatrics.2021.5698
Selected press coverage: EdSurge, EdSource, U.S. News and World Report, USC Annenberg Center for Health Journalism, Romper, WTOP, 3AW
Hanno, E.C. (in press). Patterns of preschool educators’ beliefs and practices over the course of a coaching intervention. Journal of School Psychology.
Hanno, E.C. (in press). Immediate changes, trade-offs, and fade-out in high-quality teacher practices during coaching. Educational Researcher. https://doi.org/10.3102/0013189X211062896
McCoy, D.C., Sabol, T.J., Hanno, E.C., & Odgers, C.L. (in press). Assessing school communities using Google Street View: A virtual systematic social observation approach. AERA Open.
McCoy, D.C., Sabol, T.J., Wei, W.S., Busby, A.K., & Hanno, E.C. (in press). Pushing the boundaries of education research: A multidimensional approach to characterizing preschool neighborhoods and their relations with child outcomes. Journal of Educational Psychology.
2021
Hanno, E.C., Cuartas, J., Miratrix, L.W., Jones, S.M., & Lesaux, N.K. (2021). Changes in family well-being and children’s behavioral health during the COVID-19 pandemic. Journal of Developmental & Behavioral Pediatrics. doi: 10.1097/DBP.0000000000001010
Hanno, E.C., Gonzalez, K.E., Jones, S.M., & Lesaux, N.K. (2021). Linking features of structural quality to micro-features of process quality across the landscape of early education and care. AERA Open, 7(1), 1-21. doi: 10.1177/23328584211044519
Hanno, E.C., Jones, S.M., & Lesaux, N.K. (2021). Back to basics: Developmental catalysts of quality improvement in early education and care. Policy Insights from the Behavioral and Brain Sciences, 8(2), 200-207. doi: 10.1177/23727322211032258
Hanno, E.C., McCoy, D.C., Sabol, T.J., & Gonzalez, K.E. (2021). Early educators’ collective workplace stress as a predictor of professional development’s impacts on children’s development. Child Development, 92(3), 833-843. doi: 10.1111/cdev.13566
McCoy, D.C., Hanno, E.C., Ponczek, V., Pinto, C., Fonseca, G. & Marchi, N. (2021). Um compasso para aprender: A randomized trial of a social-emotional learning program in homicide-affected communities in Brazil. Child Development. doi: 10.1111/cdev.13579
Wei, W.S., McCoy, D.C., Busby, A.K., Hanno, E.C., & Sabol, T.J. (2021). Beyond neighborhood socioeconomic status: Exploring the role of neighborhood resources for preschool classroom quality and early childhood development. American Journal of Community Psychology. doi: 10.1002/ajcp.12507
Wei, W.S., McCoy, D.C., & Hanno, E.C. (2021). Classroom-level peer self-regulation as a predictor of individual self-regulatory and social-emotional development in Brazil. Journal of Applied Developmental Psychology, 77.
2020
Cuartas, J., Rey-Guerra, C., McCoy, D.C., & Hanno, E.C. (2020). Maternal knowledge about child development, maternal stimulation, and early childhood development in low-income families in Colombia. Infancy, 25(5), 526-534. doi: 10.1111/infa.12335
Hanno, E.C. & Gonzalez, K.E. (2020). The effects of teacher professional development on student attendance in preschool. Journal of Research on Educational Effectiveness, 13(1), 3-28. doi: 10.1080/19345747.2019.1634170
Hanno, E.C., Gonzalez, K.E., Lebowitz, R.B., McCoy, D.C., Lizárraga, A., & Korder Fort, C. (2020). Structural and process quality features in Peruvian early childhood education settings. Journal of Applied Developmental Psychology, 67. doi: 10.1016/j.appdev.2019.101105
Jones, S.M., Lesaux, N.K., Gonzalez, K.E., Hanno, E.C., & Guzman, R. (2020). Exploring the role of quality in a population study of early education and care. Early Childhood Research Quarterly, 53, 551-570. doi: 10.1016/j.ecresq.2020.06.005
2019
Hanno, E.C. & Surrain, S. (2019). The direct and indirect relations between self-regulation and language development among monolinguals and dual language learners. Clinical Child and Family Psychology Review, 22(1), 75-89. doi: 10.1007/s10567-019-00283-3
Reports
Hanno, E.C., Wiklund Hayhurst, E., Fritz, L., Gardner, M., Turco, R.G., Jones, S.M., ..., Goodson, B. (2021). Persevering through the Pandemic: Key Learnings about Children from Parents and Early Educators. Saul Zaentz Early Education Initiative, Harvard Graduate School of Education. (link)
Press coverage: Boston Herald, Early Learning Nation, Hechinger Report, K-12 Dive, LA Times, National Geographic, The Sector, The Sun Chronicle, WBUR, WSHU, The 74
Gonzalez, K.E., Hanno, E.C., Cuartas, J., Jones, S.M., Lesaux, N.K., Hofer, K., Checkoway, A., & Goodson, B. (2020). How are they faring? Impacts of the COVID-19 pandemic on the lives of families and young children in Massachusetts. Saul Zaentz Early Education Initiative, Harvard Graduate School of Education. (link)
Hanno, E.C., Gonzalez, K. E., Gardner, M., Jones, S.M., Lesaux, N.K., Hofer, K., Checkoway, A., & Goodson, B. (2020). Pandemic meets preschool: Impacts of the COVID-19 outbreak on early education and care in Massachusetts. Saul Zaentz Early Education Initiative, Harvard Graduate School of Education. (link)
Press coverage: WBUR
Jones, S.M., Lesaux, N.K, Hanno, E.C., Gonzalez, K.E., & Guzman, R. (2018). Early Learning Study at Harvard Household Survey report. Saul Zaentz Early Education Initiative, Harvard Graduate School of Education. (link)