Selected Publications for Jeanne Reid, Ed.D.

Reid, J. L. (2016). Racial/ethnic diversity and language development in the preschool classroom. In E. Frankenberg, L. M. Graces, & M. Hopkins (Eds.), School integration matters: Research-based strategies to advance equity (pp. 39-55). New York: Teachers College Press.

Reid, J. L., Martin, A., & Brooks-Gunn, J. B. (2016). Low-income parents’ adult interactions at childcare centres. Early Child Development & Care, Retrieved from http://dx.doi.org/10.1080/03004430.2016.1152964.

Reid, J. L. (2015, Winter). The racial and ethnic composition of pre-kindergarten classrooms and children’s language development, Penn State Law Review, 119(3), 645-685.

Reid, J. L., Kagan, S. L., Hilton, M., & Potter, H. (2015, April). A Better Start: Why Classroom Diversity Matters in Early Education. New York and Washington, DC: The Century Foundation and Poverty and Race Research Action Council.

Reid, J. L., & Ready, D. D. (2013). High quality preschool: The socio-economic composition of preschool classrooms and children’s learning. Early Education & Development, 24(8), 1082-1111.

Reid, J. L. (2012). Socioeconomic diversity and early learning: The missing link in policy for high-quality preschools. In R. Kahlenberg (Ed.), The Future of School Integration (pp. 67-125). New York: The Century Foundation.

Scott-Little, C., & Reid, J. L. (2010). Aligning the content of early childhood care and education. In S. L. Kagan and K. Tarrant (Eds.), Transitions in the Early Years: Creating Connections Across Early Childhood System (pp. 109-133). Baltimore: Brookes Publishing.

Kagan, S. L. & Reid, J. L. (2009). Invest in early childhood education. Phi Delta Kappan, 90(8), 572-576.

Kagan, S. L., & Reid, J. L. (2009). Advancing ECE2 Policy: Early Childhood Education [ECE] and its Quest for Excellence, Coherence, and Equity [ECE]. Washington, DC: Center on Education Policy.

Scott-Little, C., Kagan, S. L., Frelow, V. S., & Reid, J. L. (2009) Infant-toddler early learning guidelines: The content that states have addressed and implications for programs serving children with disabilities. Infants and Young Children, 22(2), 87-99.

Scott-Little, C., Kagan, S. L., Frelow, V. S., & Reid, J. L. (2008). Inside the Content of Infant-Toddler Early Learning Guidelines: Results from Analyses, Issues to Consider, and Recommendations. New York: National Center for Children and Families, Teachers College at Columbia University.