| Motivation and self-regulation as predictors of achievement in economically disadvantaged young children RB Howse, G Lange, DC Farran, CD Boyles The journal of Experimental education 71 (2), 151-174, 2003 | 588 | 2003 |
| Longitudinal associations between executive functioning and academic skills across content areas. MW Fuhs, KT Nesbitt, DC Farran, N Dong Developmental psychology 50 (6), 1698, 2014 | 583 | 2014 |
| Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade MW Lipsey, DC Farran, K Durkin Early Childhood Research Quarterly 45, 155-176, 2018 | 328 | 2018 |
| Early math trajectories: Low-income children's mathematics knowledge from ages 4 to 11 B Rittle-Johnson, ER Fyfe, KG Hofer, DC Farran Child development 88 (5), 1727-1742, 2017 | 318 | 2017 |
| Predicting IQ from mother-infant interactions CT Ramey, DC Farran, FA Campbell Child development, 804-814, 1979 | 262 | 1979 |
| Behavioral risk factors in kindergarten DH Cooper, DC Farran Early Childhood Research Quarterly 3 (1), 1-19, 1988 | 258 | 1988 |
| Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors. KT Nesbitt, DC Farran, MW Fuhs Developmental psychology 51 (7), 865, 2015 | 239 | 2015 |
| Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade. K Durkin, MW Lipsey, DC Farran, SE Wiesen Developmental Psychology 58 (3), 470, 2022 | 231 | 2022 |
| Effects of intervention with disadvantaged and disabled children: A decade review DC Farran Handbook of early childhood intervention, 501-539, 1990 | 229 | 1990 |
| Preschool classroom processes as predictors of children’s cognitive self-regulation skills development. MW Fuhs, DC Farran, KT Nesbitt School Psychology Quarterly 28 (4), 347, 2013 | 225 | 2013 |
| Another decade of intervention for children who are low income or disabled: What do we know now? DC Farran Cambridge University Press, 2000 | 221 | 2000 |
| Prekindergarten children’s executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings. MW Fuhs, DC Farran, KT Nesbitt Journal of Educational Psychology 107 (1), 207, 2015 | 184 | 2015 |
| Infant day care and attachment behaviors toward mothers and teachers DC Farran, CT Ramey Child Development, 1112-1116, 1977 | 170 | 1977 |
| A Randomized Control Trial of a Statewide Voluntary Prekindergarten Program on Children's Skills and Behaviors through Third Grade. Research Report. MW Lipsey, DC Farran, KG Hofer Peabody Research Institute, 2015 | 167 | 2015 |
| Interactions in an inclusive classroom: The effects of visual status and setting CG McGaha, DC Farran Journal of Visual Impairment & Blindness 95 (2), 80-94, 2001 | 128 | 2001 |
| Social class differences in dyadic involvement during infancy DC Farran, CT Ramey Child Development, 254-257, 1980 | 127 | 1980 |
| Early mathematical growth: How to support young children’s mathematical development F Varol, DC Farran Early Childhood Education Journal 33 (6), 381-387, 2006 | 122 | 2006 |
| Evaluation of the Tennessee Voluntary Prekindergarten Program: Kindergarten and First Grade Follow-Up Results from the Randomized Control Design. Research Report. MW Lipsey, KG Hofer, N Dong, DC Farran, C Bilbrey Peabody Research Institute, 2013 | 119 | 2013 |
| PK-3: What does it mean for instruction? D Stipek, M Franke, D Clements, D Farran, C Coburn Child Policy Nexus 30 (2), 1-23, 2017 | 116 | 2017 |
| Evaluating math recovery: Assessing the causal impact of a diagnostic tutoring program on student achievement TM Smith, P Cobb, DC Farran, DS Cordray, C Munter American Educational Research Journal 50 (2), 397-428, 2013 | 116 | 2013 |
