Papers with a CDL student researcher are marked an asterisk (*)
- *Huang, R., Zheng, H., & Siraj, I. (2025). Quality in Chinese Preschool Classrooms: Its Structural Influencing Factors and Associations with Child Development. Early Education and Development. https://doi.org/10.1080/10409289.2025.2484850
- *Huang, R., & Siraj, I. (2023). Profiles of Chinese preschoolers’ academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach. Child Development, 94(4), 1002-1016.https://doi.org/10.1111/cdev.13916
- *Kolancali, P., & Melhuish, E. (2021). Effects of Migration on the Language and Literacy Practices of Turkish Parents in England. Journal of Family Issues, Volume 44, Issue 1. https://doi.org/10.1177/0192513X21104198
- *Kupiec, K., Malmberg, L. E., & Mathers, S. (2022). The Effectiveness of Museum Intervention on Parent–Child Conversations: A Meta-Analysis. Visitor Studies, 26(1), 82–101. https://doi.org/10.1080/10645578.2022.2142926
- *Li, P.-H., Mayer, D., & Malmberg, L.-E. (2025). Are teachers’ and students’ emotions reciprocally transmitted in the classroom? British Journal of Educational Psychology, doi = 10.1111/bjep.70006 [with methodological details in supplementary materials and outputs in the Open Science Framework]
- Nag, S., Vagh, S. B., Dulay, K. M., Snowling, M., Donolato, E., & Melby-Lervåg, M. (2024). Home learning environments and children’s language and literacy skills: A meta-analytic review of studies conducted in low- and middle-income countries. Psychological Bulletin, 150(2), 132–153. https://doi.org/10.1037/bul0000417 [Blog posts on this paper: Home is where the learning starts; When countries have high income inequality]