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Megan M McClelland

Has grant

Endowed Director

Oregon State University

United States

Research Interests

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Professors in United States

Recent Grants

Grant: Close

Capacity Building Center: Competency-based Training and Technical Assistance for the Early Learning Workforce

Open Date: 2023-01-01

Close Date: 2025-01-01

Grant: Close

Bunny to Bunny Book 1

Open Date: 2022-01-01

Close Date: 2024-01-01

Grant: Close

Improving Inclusion Efforts in Early Childhood Education in Oregon

Open Date: 2022-01-01

Close Date: 2024-01-01

Grant: Open

Advancing Science, Practice, Programming and Policy in Research Translation for Children's Environment Health (Asp3ire)

Open Date: 2021-12-23

Close Date: 2026-11-30

Grant: Close

Red Light, Purple Light! Evaluating a Self-Regulation Intervention for Children in Early Learning Settings

Open Date: 2021-07-01

Close Date: 2026-06-30

Articles (17)

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Professor

University of Michigan

UNITED STATES

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M. Huizinga

University of Amsterdam

NETHERLANDS

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Ingunn Størksen

Professor

University of Stavanger

NORWAY

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Ragnhild Lenes

Associate professor

University of Stavanger

NORWAY

View details

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Megan M McClelland

Research Interests

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Recent Grants

Articles (17)

Teacher-student interactions as a pathway to strengthen working memory in primary school students

Socioeconomic and racial-ethnic disparities in flame retardant exposure and executive function skills in preschool children

Adaptation and psychometric properties of the Head-Toes-Knees-Shoulders task in young Iranian children

The Head–Toes–Knees–Shoulders Task as a Screening Tool for Kindergarten-Level Achievement

Head-Toes for Neurodiverse Learners: Adapting an Existing Behavioral Self-regulation Assessment

Cognitively engaging physical activity has an immediate impact on preschool children's executive function

Dual language learners: Influence of parent education & mobility on school readiness

Association between motor skills and executive function of children with autism spectrum disorder in Taiwan and the United States

Understanding Peer Effects for Executive Function and Academic Development in a Diverse Sample of Preschoolers

Executive Functioning and Early Math Skills in Young Children at Risk for Mathematical Difficulties: Evaluation of Interventions Efficacy and Transfer Effects

Quality in Norwegian Early Childhood Education and Care: Progress, Persistent Challenges, and Recommendations for the Future

HTKS-Kids: A tablet-based self-regulation measure to equitably assess young children's school readiness

Mastery‐oriented motor competence intervention improves behavioral but not cognitive self‐regulation in head start preschoolers: Randomized controlled trial results

Nurturing resilience in American Indian/Alaska Native preschool children: the role of cultural socialization, executive function, and neighborhood risk

Head-Toes-Knees-Shoulders task and EF in two samples of adolescents in Brazil and United States

A meta-analysis of the validity of the Head-Toes-Knees-Shoulders task in predicting young children's academic performance

Impacts of the four-day school week on early elementary achievement

Collaborators (13)

Ming-Chih Sung

Irem Korucu

Lori Skibbe

Guadalupe Diaz Lara

Jantine Spilt

Alison Miller

Dieter Baeyens

G. John Geldhof

Alexis Merculief

Leah E. Robinson

M. Huizinga

Ingunn Størksen

Ragnhild Lenes

Make your next move.

Megan M McClelland

Research Interests

Make your next move.

Explore related searches

Recent Grants

Articles (17)

Teacher-student interactions as a pathway to strengthen working memory in primary school students

Socioeconomic and racial-ethnic disparities in flame retardant exposure and executive function skills in preschool children

Adaptation and psychometric properties of the Head-Toes-Knees-Shoulders task in young Iranian children

The Head–Toes–Knees–Shoulders Task as a Screening Tool for Kindergarten-Level Achievement

Head-Toes for Neurodiverse Learners: Adapting an Existing Behavioral Self-regulation Assessment

Cognitively engaging physical activity has an immediate impact on preschool children's executive function

Dual language learners: Influence of parent education &amp; mobility on school readiness

Association between motor skills and executive function of children with autism spectrum disorder in Taiwan and the United States

Understanding Peer Effects for Executive Function and Academic Development in a Diverse Sample of Preschoolers

Executive Functioning and Early Math Skills in Young Children at Risk for Mathematical Difficulties: Evaluation of Interventions Efficacy and Transfer Effects

Quality in Norwegian Early Childhood Education and Care: Progress, Persistent Challenges, and Recommendations for the Future

HTKS-Kids: A tablet-based self-regulation measure to equitably assess young children's school readiness

Mastery‐oriented motor competence intervention improves behavioral but not cognitive self‐regulation in head start preschoolers: Randomized controlled trial results

Nurturing resilience in American Indian/Alaska Native preschool children: the role of cultural socialization, executive function, and neighborhood risk

Head-Toes-Knees-Shoulders task and EF in two samples of adolescents in Brazil and United States

A meta-analysis of the validity of the Head-Toes-Knees-Shoulders task in predicting young children's academic performance

Impacts of the four-day school week on early elementary achievement

Collaborators (13)

Ming-Chih Sung

Irem Korucu

Lori Skibbe

Guadalupe Diaz Lara

Jantine Spilt

Alison Miller

Dieter Baeyens

G. John Geldhof

Alexis Merculief

Leah E. Robinson

M. Huizinga

Ingunn Størksen

Ragnhild Lenes

Make your next move.

Dual language learners: Influence of parent education & mobility on school readiness