Refereed Journal Articles
Knoche, L.L., Boise, C.E., Sheridan, S.M., & Cheng, K.C. (June 2023). Promoting expressive language skills for preschool children with developmental concerns: Effects of a parent-educator partnership intervention. The Elementary School Journal, 123(4), 513-537. https://doi.org/10.1086/723786
Stacks, A.M., Bouza, J., Knoche, L.L., Fernandez, V.A., Van Horne, B.S. Dwyer, K.M. et al., (2022). Coordinated parent and teacher interventions for Early Head Start. Zero to Three, 42 (Supp).
Stacks.pdf (zerotothree.org)
Thompson, P., Marvin, C.A. & Knoche, L.L. (2021). Practices and reflections of experienced, expert early childhood coaches. Infants and Young Children, 34(4), 337-355. https://doi.org/10.1097/IYC.0000000000000200
Sheridan, S. M., Knoche, L. L., Boise, C., Witte, A., Koziol, N. Prokasky, A., Schumacher, R. & Kerby, H. (2021). Relationships as malleable factors for children’s social-behavioral skills from preschool to grade 1: A longitudinal analysis. Early Education and Development, 33(6), 958-978. https://doi.org/10.1080/10409289.2021.1936374
Kuhn, M., Boise, C. E.,Marvin, C. A., & Knoche, L. L. (2021). Challenging behaviors and executive function in preschool-age children. Relationships and implications for practice. Infants and Young Children, 34(1),46-65. https://doi.org/10.1097/IYC.0000000000000183
Sheridan, S.M., Fernandez, V.A., Knoche, L.L., Stacks, A.M, Van Horne, B.S., Bouza, J. Niño, S., Greenfield, D.B., Montroy, J.J. & Dwyer, K. (2020). Building a real-world evidence base for improving child and family outcomes. Journal of Applied Research on Children: Informing Policy for Children at Risk, 11(1). https://doi.org/10.58464/2155-5834.1420
Marvin, C. A., Moen, A. L., Knoche, L. L., & Sheridan, S. M. (2019). Getting ready strategies for promoting parent–professional relationships and parent–child interactions. Young Exceptional Children, 23(1), 36-51. https://doi.org/10.1177/1096250619829744
Kuhn, M., Marvin, C. A., & Knoche, L. L. (2017). In it for the long haul: Parent–teacher partnerships for addressing preschool children’s challenging behaviors. Topics in Early Childhood Special Education, 37(2),81–93. https://doi.org/10.1177/0271121416659053
Thompson, P., Marvin, C. A., & Knoche, L. L. (2017). Program enrollment options and teacher self-efficacy for promoting partnerships with parents. NHSA Dialog: The Research-to-Practice Journal for the Early Education Field, 20(1), 69-82. https://doi.org/10.55370/hsdialog.v20i1.669
Knoche, L. L., Marvin, C. A., & Sheridan, S. M. (2015). Strategies to support parent engagement during home visits in Early Head Start and Head Start. NHSA Dialog: The Research-to-Practice Journal for the Early Education Field, 18(1), 19–42. https://journals.uncc.edu/dialog/article/view/248/407
Sheridan, S. M., Knoche, L. L., Edwards, C. P., Clarke, B. L., Kim, E. M, & Kupzyk, K. A. (2014). Efficacy of the Getting Ready intervention and the role of parental depression. Early Education and Development, 25(5), 746–769. https://doi.org/10.1080/10409289.2014.862146
Knoche, L. L., Edwards, C. P., Sheridan, S. M., Kupzyk, K. A., Marvin, C. A., Cline, K. D., & Clarke, B. L. (2012). Getting ready: Results of a randomized trial of a relationship-focused intervention on parent engagement in rural early head start. Infant Mental Health Journal, 33(5), 439–458.
https://doi.org/10.1002/imhj.21320
Sheridan, S. M., Knoche, L. L., Kupzyk, K. A., Edwards, C. P., & Marvin, C. (2011). A randomized trial examining the effects of parent engagement on early language and literacy: The getting ready intervention. Journal of School Psychology, 49(3), 361–383. https://doi.org/10.1016/j.jsp.2011.03.001
Knoche, L. L., Sheridan, S. M., Edwards, C. P., & Osborn, A. Q. (2010). Implementation of a relationship-based school readiness intervention: A multidimensional approach to fidelity measurement for early childhood. Early Childhood Research Quarterly, 25(3), 299–313. https://doi.org/10.1016/j.ecresq.2009.05.003
Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the getting ready intervention on preschool children's social-emotional competencies. Early Education and Development, 21(1), 125–156. https://doi.org/10.1080/10409280902783517
Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education and Development, 20(3), 377–401. https://doi.org/10.1080/10409280802582795
Brown, J. R., Knoche, L. L., Edwards, C. P., & Sheridan, S. M. (2009). Professional development to support parent engagement: A case study of early childhood practitioners. Early Education and Development, 20(3), 482–506. https://doi.org/10.1080/10409280902783475
Edwards, C. P., Hart, T., Rasmussen, K., Haw, Y. M., & Sheridan, S. M. (2009). Promoting parent partnership in Head Start: A qualitative case study of teacher documents from a school readiness intervention project. Early Childhood Services, 3, 301–322. http://digitalcommons.unl.edu/famconfacpub/77/
Sheridan, S. M., Marvin, C. A., Knoche, L. L., & Edwards, C. P. (2008). Getting Ready: Promoting school readiness through a relationship-based partnership model. Early Childhood Services, Special Issue on Young Children’s Relationships, 2(3), 149–172.
http://digitalcommons.unl.edu/psychfacpub/566/
Knoche, L. L., Givens, J. E., & Sheridan, S. M. (2007). Risk and protective factors for children of adolescents: Maternal depression and parental sense of competence. Journal of Child and Family Studies, 16(5),684–695. https://doi.org/10.1007/s10826-006-9116-z
Book Chapters
Sheridan, S. M., Knoche, L. L., & White, D. (2019). Family–school partnerships in early childhood: Exemplars of evidence-based interventions. In S. Sheldon & T. A. Turner-Vorbeck (Eds.), Handbook of family, school, community partnerships in education. New York, NY: John Wiley & Sons.
Knoche, L. L., & Sheridan, S. M. (2019). Engaging parents in multi-tiered systems of support. In J. J. Carta & R. M. Young (Eds.), Multi-tiered systems of support for young children: Driving change in early education (pp. 235–251). Baltimore, MD: Paul H. Brookes.
Knoche, L. L., & Witte, A. L. (2017). Home–school partnerships in support of young children’s development: The intersection of relationships, rurality, and race. In I. Iruka, S. Curenton, & T. Durden (Eds.), African American children in early childhood education: Making the case for policy investments in families, schools and communities (pp. 145–164). Cambridge, MA: Emerald.
Sheridan, S. M., Moen, A., & Knoche, L. L. (2017). Family-school partnerships in early childhood. In E. Votruba-Drzal & E. Dearing (Eds.), Handbook of early childhood development programs, practices, and policies: Theory-based and empirically-supported strategies for promoting young children’s growth in the U.S. (pp. 289–309). New York, NY: John Wiley & Sons.
Family‐School Partnerships in Early Childhood (wiley.com)
Edwards, C. P. (2016). Styles of mothering, methods of engagement: Bridging anthropology, psychology, and education to inform policy. In M. Cameron Hayes (Ed.), Methods that matter: Integrating mixed methods for more effective social science research (pp. 353–373). Chicago, IL: University of Chicago Press.
Edwards, C. P., & Kutaka, T. S. (2015). Diverse perspectives of parents, diverse concepts of parent involvement and participation: What can they suggest to researchers? In S. M. Sheridan & E. M. Kim (Eds.), Foundational aspects of family–school partnerships (pp. 35–54). New York, NY: Springer.
Knoche, L. L., & Witte, A. L. (2015). Strengths-based educational interventions in rural settings: Promoting child development through home-school partnerships. In L. Crockett & G. Carlo (Eds.), Rural ethnic minority youth and families in the United States: Theory, research, and applications (pp.227–246). New York, NY: Springer.
Sheridan, S. M., Holmes, S. R., Smith, T. E., & Moen, A. L. (2015). Complexities in field-based partnership research: Exemplars, challenges, and an agenda for the field. In S. M. Sheridan & E. M. Kim (Eds.), Research on family–school partnerships: An interdisciplinary examination of state of the science and critical needs (Vol. 3, pp. 1–23). New York, NY: Springer.
Knoche, L. L. (2013). Implementation of Getting Ready: A relationship-focused intervention to support parent engagement birth to five. In T. G. Halle, A. J. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 117–137). Baltimore, MD: Paul H. Brookes.
Sheridan, S. M., Clarke, B. L., & Ihlo, T. A. (2012). Promoting young children’s mental health through early childhood consultation: Ecological advances and research needs. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of early childhood education (pp. 435–454). New York, NY: Guilford.
Knoche, L. L., Cline, K. D., & Marvin, C. M. (2012). Fostering collaborative partnerships between early childhood professionals and the parents of young children. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of early childhood education (pp. 370–392). New York, NY: Guilford.
Edwards, C. P., Sheridan, S. M., & Knoche, L. L. (2010). Parent–child relationships in early learning. In E. Baker, P. Peterson, & B. McGaw (Eds.), International encyclopedia of education (Vol. 5, pp. 438–443). Oxford, England: Elsevier.