C. Snow

Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools

Meghan McCormick, C. Weiland, M. Maier, 2023, Early Childhood Research Quarterly.

Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains

Meghan McCormick, C. Weiland, A. Weissman, 2021, Journal of Applied Developmental Psychology.

Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains

Meghan McCormick, C. Weiland, M. Maier, 2022, Early Childhood Research Quarterly.

Communicative Intents Expressed by Parents in Interaction with Young Children.

Kendra Winner, Alison L. Imbens-Bailey, C. Snow, 2017 .

Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement

Meghan McCormick, C. Weiland, J. Sachs, 2023, Early Education and Development.

Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools

M. Maier, J. Sachs, C. Snow, 2024, Early Childhood Research Quarterly.

The Role of Early Schooling in Shaping Inequality in Academic, Executive Functioning, and Social-Emotional Skills

J. Sachs, M. Thompson, C. Snow, 2023, Socius: Sociological Research for a Dynamic World.