Bohlmann, Natalie, Michelle F. Maier, and Natalia Palacios. 2015. “Bidirectionality in Self-Regulation and Expressive Vocabulary: Comparisons Between Monolingual and Dual Language Learners in Preschool.” Child Development 86, 4: 1,094-1,111.
Williford, Amanda, Michelle F. Maier, Jason Downer, Robert C. Pianta, and Carolee Howes. 2013. “Understanding How Children’s Engagement and Teachers’ Interactions Combine to Predict School Readiness.” Journal of Applied Developmental Psychology 34: 299-309.
Downer, Jason, Faiza Jamil, Michelle F. Maier, and Robert C. Pianta. 2012. “Implications of Information Processing Theory for Professional Development of Early Educators.” In Carolee Howes, Bridget K. Hamre, and Robert C. Pianta (eds.), Effective Early Childhood Professional Development: Improving Teacher Practice and Child Outcomes. Baltimore, MD: Brookes Publishing Co.
Maier, Michelle F., Virginia E Vitiello, and Daryl B. Greenfield. 2012. “A Multilevel Model of Child- and Classroom-Level Psychosocial Factors that Support Language and Literacy Resilience of Children in Head Start.” Early Childhood Research Quarterly 27: 104-114.
Maier, Michelle F., Daryl B. Greenfield, and Rebecca J. Bulotsky-Shearer. 2012. Development and Validation of a Preschool Teacher Attitudes and Beliefs Toward Science Teaching Questionnaire.” Early Childhood Research Quarterly 28: 366-378.
Dominguez, Ximena, Virginia E. Vitiello, Michelle F. Maier, and Daryl B. Greenfield. 2010. “A Longitudinal Examination of Young Children’s Learning Behavior: Child-Level and Classroom-Level Predictors of Change Throughout the Preschool Year.” School Psychology Review 39: 29-47.