J
Jeanne Brooks-Gunn
Researcher at Columbia University
Publications - 670
Citations - 79194
Jeanne Brooks-Gunn is an academic researcher from Columbia University. The author has contributed to research in topics: Child development & Poison control. The author has an hindex of 137, co-authored 664 publications receiving 75265 citations. Previous affiliations of Jeanne Brooks-Gunn include Washington University in St. Louis & Johns Hopkins University.
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A Longitudinal Study of the Effects of the Birth of a Sibling During Preschool and Early Grade School Years
TL;DR: In this article, the authors investigated the changes in socioemotional development, achievement, and self-concept after the birth of a sibling in a cohort of preschool-aged children over a 2-year and a 4-year period.
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"Feeling disorder" as a comparative and contingent process: gender, neighborhood conditions, and adolescent mental health.
TL;DR: Analyses of survey data on 2,367 youth from the Project on Human Development in Chicago Neighborhoods indicate that social disorder is positively associated with girls’ internalizing symptoms when measured as a deviation from a neighborhood cluster.
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Head Start’s impact is contingent on alternative type of care in comparison group.
TL;DR: Compared with children in parental care and relative/non-relative care, Head Start participants generally had better cognitive and parent-reported behavioral development, with some benefits of Head Start persisting through first grade; in contrast, few differences were found between Head Start and other center-based care.
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Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly
TL;DR: Associations between children’s ATL at age 5 and academic achievement and social competence at age 9 within an at-risk sample support the importance of early ATL for both academic and social success and support it as a critical intervention target.
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The Risk for Impaired Learning-related Abilities in Childhood and Educational Attainment Among Adults Born Near-term
Yoko Nomura,Jeffrey M. Halperin,Jeffrey H. Newcorn,Charles Davey,William P. Fifer,David A. Savitz,Jeanne Brooks-Gunn +6 more
TL;DR: Poorer learning-related outcomes and educational attainment were not limited to children born very (<32 weeks) or extremely (<28 weeks) preterm, especially among those living in poverty.