Do Preschool Peers Create a Sustaining Environment in Kindergarten? Evidence from the ECLS-K:2011 by Shea, Zhiling Meng, Zhang, Qing, Jenkins, Jade Marcus, Watts, Tyler W.

Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting? by Shea, Zhiling Meng, Piasta, Shayne B., Shen, Ye, Hudson, Alida K., Zettler-Greeley, Cynthia M., Lewis, Kandia, Logan, Jessica A. R.

Self‐regulation and comprehension in shared reading: The moderating effects of verbal interactions and E‐book discussion prompts by Yang, Dandan, Ge, Yan, Sun, Yiwen, Collins, Penelope, Jaeggi, Susanne M., Xu, Ying, Shea, Zhiling Meng, Warschauer, Mark

Examining Heterogeneity in the Impacts of Socio-Emotional Curricula in Preschool: A Quantile Treatment Effect Approach by Shea, Zhiling Meng, Jenkins, Jade Marcus

Do Prekindergarten benchmarks affect fourth-grade academic outcomes? by Shea, Zhiling Meng

Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices by Xu, Di, Liu, Yujia, Shea, Zhiling Meng, Vincent-Layton, Kimberly, White, Jeffrey, Pacansky-Brock, Michelle