N H S A Research Quarterly Template
Write in a clean editor, then format for N H S A Research Quarterly in one click — DocuGuru applies the official Taylor & Francis template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
About the N H S A Research Quarterly format
N H S A Research Quarterly is a peer-reviewed journal published by Taylor & Francis, covering Early Childhood Education and Development, Parental Involvement in Education, Family and Disability Support Research.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." N H S A Research Quarterly 12 (3): 45–58.
Formats any DOI in N H S A Research Quarterly style. No sign-up. |
| Publishes research in | Early Childhood Education and Development Parental Involvement in Education Family and Disability Support Research Child and Adolescent Psychosocial and Emotional Development Education Systems and Policy |
| Papers published last year | ≈69 |
| ISSN | 1089-2583 |
| h-index | 4 |
| i10-index | 1 |
| Total citations | 53 |
| Top institutions publishing here | New York State Office for People With Developmental Disabilities |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Most-cited papers in N H S A Research Quarterly
(1997). The Effects of Head Start: What Do We Know? N H S A Research Quarterly: Vol. 1, No. 4, pp. 112-123.
Two family-centered approaches were evaluated: the Natural Teaching Strategies Approach (NTS) and the Cooperative Family Learning Approach (CFL). Each was paired with the Family-Centred Assessment and Intervention Approach (FAA). Factors likely to be protective of family resiliency helped to conceptualize the expected effects. The Family Adaptation Model was employed to operationalize the expected outcomes and…
Many researchers have found an association between children's language ability in preschool and their later school achievement. Children who have relatively poor language skills in preschool often have difficulty learning how to read and often experience academic failure later in school. According to the 1991 Carnegie Foundation report, 35% of children in the United States…
(1997). The Value of Applied Research For Head Start: Perspective a Cross-Cultural and Longitudinal. N H S A Research Quarterly: Vol. 1, No. 1, pp. 15-24.