Sarah Lang
Social Sciences · The Ohio State University
Publications
66
Citations
1,451
Est. group size
~2
Recurring co-author estimate
Active years
58
Publishing since 1968
Sarah Lang's research focuses on early childhood education, particularly the relationships between teachers, families, and young children, and how these relationships support children's social-emotional development and learning. Her work also examines the wellbeing, training, and professional development needs of early childhood educators, including issues of diversity, equity, and inclusion in early care settings.
Publication output has fluctuated over the past decade, peaking in 2020 with 8 publications and generally averaging just over 2 per year in the most recent 5-year period, suggesting a relatively steady but modest pace with some year-to-year variation.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- Being a Safe Practitioner
2025
- Exploring the Associations Between Family–Teacher Cocaring Relationships and Teacher–Child Relationships in Single-Parent Families
Early Education and Development · 2024
- Qualitative study on Social-Emotional Learning for Teachers (SELF-T): a professional development intervention promoting early childhood educators' knowledge of emotional well-being
European Early Childhood Education Research Journal · 2024
- Constructing Closeness in Educational Collaboration in Extended Hours ECEC
Early Childhood Education Journal · 2024
- Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education
Early Childhood Education Journal · 2024
- Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice
Early Childhood Research Quarterly · 2023
- Inequities in Coaching Interventions: A Systematic Review of Who Receives and Provides Coaching Within Early Care and Education
Child & Youth Care Forum · 2023
- Relationships Between Families and Head Start Staff: Associations with Children’s Academic Outcomes Through Home Involvement and Approaches to Learning
Early Education and Development · 2023
- Who calls for help? Assessing the reach of the Ohio preschool expulsion prevention partnership
Early Childhood Research Quarterly · 2023
- Planning for Play in Early Childhood Classrooms
Early Childhood Education Journal · 2023
- Cargo-Hitching in Long-Distance Bus Transit: An Acceptance Analysis
2022
- Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family–Teacher Relationships and Approaches to Learning
Child Development · 2021
- Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education
Journal of Early Childhood Teacher Education · 2021
- Family Child Care Support and Implementation: Current Challenges and Strategies from the Perspectives of Providers
Child & Youth Care Forum · 2021
- Creating a diverse, inclusive, and equitable learning environment to support children of color’s early introductions to STEM.
Translational Issues in Psychological Science · 2021
- Early Education and Development×4
- Child & Youth Care Forum×4
- European Early Childhood Education Research Journal×3
- Early Childhood Education Journal×3
- Early Childhood Research Quarterly×2
- Dahyung Ryu
Social Sciences · The Ohio State University
- James Elicker
Social Sciences · Purdue University West Lafayette
- Anna Rhoad‐Drogalis
Social Sciences · The Ohio State University
- Cynthia K. Buettner
Social Sciences · The Ohio State University
- Ji Young Choi
Social Sciences · The Ohio State University
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 19, 2026.
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