Tiffany J. Foster
Social Sciences · The Ohio State University
Publications
15
Citations
337
Est. group size
~2
Recurring co-author estimate
Active years
20
Publishing since 2006
Tiffany J. Foster studies early childhood education, focusing on how preschool and pre-kindergarten programs affect children's cognitive, language, and social development. Her work examines classroom factors such as peer effects and age composition, program quality, and how the benefits of early interventions change over time (including why gains sometimes fade as children get older). Much of her research evaluates real-world early education programs and their long-term outcomes for children.
Publication output has been modest but fairly steady over the past decade, with a small increase in activity in 2020 and again in 2024-2025.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- Piecing together the puzzle: A mixed methods study of the Abecedarian Intervention
Early Childhood Research Quarterly · 2025
- Sex differences in early childhood education intervention impacts on cognitive outcomes
Journal of Applied Developmental Psychology · 2024
- Examining three hypotheses for pre-kindergarten fade-out.
Developmental Psychology · 2022
- Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills
Early Education and Development · 2022
- Peer Effects in the Preschool Classroom: Examining the Role of Child and Peer Characteristics
2021
- Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?
Early Childhood Research Quarterly · 2020
- The Relation Between Classroom Age Composition and Children’s Language and Behavioral Outcomes: Examining Peer Effects
Child Development · 2020
- Implementation of the Pennsylvania Pre-K Counts Program: A Statewide Evaluation.
2020
- The Relationship Between Classroom Age Composition and Children’s Language and Social School Readiness Outcomes: Examining the Role of Peer Effects
ProQuest LLC eBooks · 2020
- School-entry skills predicting school-age academic and social–emotional trajectories
Early Childhood Research Quarterly · 2019
- Early Childhood Research Quarterly×4
- Developmental Psychology×1
- Early Education and Development×1
- Topics in Early Childhood Special Education×1
- Language Speech and Hearing Services in Schools×1
- Nicholas E. Waters
Social Sciences · Indiana University
- Hui Jiang
Social Sciences · The Ohio State University
- Nan Xiao
Social Sciences · The Ohio State University
- Jennifer Dobbs‐Oates
Social Sciences · Purdue University West Lafayette
- Kelly M. Purtell
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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