Selected Publications

• Raver, C. C. , Jones, S. M., Li-Grining, C. P., Zhai, F., Bub, K, & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378. (view)
• Morris, P., Raver, C. C. , Millenky, M., Jones, S. M., & Lloyd, C. (2010). Making preschool more productive: How classroom management training can help teachers. New York, NY: MDRC. (view)
• Zhai, F., Raver, C. C.,, Jones, S., Li-Grining, C. et al. (2010). Dosage effects on school readiness: Evidence from a randomized classroom-based intervention. The Social Service Review, 84,615-655. (link)
• Li-Grining, C., Raver, C. C. , Champion, K., Sardin, L., Metzger, M. W., & Jones, S. M. (2010). Understanding and improving classroom emotional climate in the “real world”: The role of teachers’ psychosocial stressors. Early Education and Development, 21(1), 65–94. (view)
• Raver, C. C., Jones, S. M., Li-Grining, C. P., Zhai, F., Metzger, M. W., & Solomon, B. (2009). Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 77(2), 302-316. (view)
• Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Smallwood, K., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23(1), 10-26. (view)
• Gershoff, E. T., Aber, J. L., Raver, C. C., & Lennon, M. C. (2007). Income is not enough: Incorporating material hardship into models of income associations with parent mediators and child outcomes. Child Development, 78(1), 70-95. (view)
• Raver, C. C., Gershoff, E. T., & Aber, J. L. (2007). Testing equivalence of mediating models of income, parenting, and school readiness for White, Black, and Hispanic children in a national sample. Child Development, 78(1), 96-115. (view)
• Raver, C. C., Garner, P., & Smith-Donald, R. (2007). The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal? In B. Pianta, K. Snow & M. Cox (Eds.), Kindergarten transition and early school success (pp. 121-148). Baltimore: Brookes Publishing.
• Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-Regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187. (view)
• Aber, J. L., Jones, S. M., & Raver, C. C. (2006). Poverty and child development: New perspectives on a defining issue. In J. L. Aber, S. Bishop-Josef, S. Jones, K. McLearn & D. Phillips (Eds.), Child development and social policy: Knowledge for action. (view)
• Raver, C. C. (2004a). Child care as a work support, a child-focused intervention, and as a job. In A. C. Crouter & A. Booth (Eds.), Work-family challenges for low-income parents and their children. Hillsdale, NJ: LEA.
• Raver, C. C. (2004b). Placing emotional self-regulation in sociocultural and socioeconomic contexts. Child Development, 75(2), 346-353. (view)
• Raver, C. C. (2003). Does work pay, psychologically as well as economically? The effects of employment on depressive symptoms and parenting among low-income families. Child Development, 74(6), 1720-1736. (view)
• Gershoff, E., Aber, J. L., & Raver, C. C. (2003). Child poverty in the U.S.: An evidence-based framework for programs and policies. In R. M. Lerner, F. Jacobs & D. Wertlieb (Eds.), Promoting positive child, adolescent and family development: A handbook of program and policy innovations (pp. 81-136). Thousand Oaks, CA: Sage Publications.