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Developmental Psychology|December 15, 2005
The effects of universal pre-K on cognitive developmentWilliam T Gormley, Ted Gayer, Deborah Phillips, et al.Science (New York, N.Y.)|August 20, 2011
From science to policy in early childhood educationWilliam T GormleyThe American Psychologist|March 22, 2002
Collisions, logrolls, and psychological scienceDeborah PhillipsThe American Journal of Orthopsychiatry|January 1, 1986
The federal Model Child Care Standards Act of 1985: step in the right direction or hollow gesture?Deborah PhillipsChild Development|September 30, 2011
Social-emotional effects of early childhood education programs in TulsaWilliam T Gormley, Deborah A Phillips, Katie Newmark, et al.Developmental Psychology|April 14, 2017
Is pre-K classroom quality associated with kindergarten and middle-school academic skills?Sara Anderson, Deborah PhillipsChild Development|March 18, 2022
Does early childhood education help to improve high school outcomes? Results from TulsaSara Amadon, William T Gormley, Amy Claessens, et al.The American Journal of Orthopsychiatry|November 24, 2004
Elementary school children's responses 3 months after the September 11 terrorist attacks: a study in Washington, DCDeborah Phillips, Shantay Prince, Laura SchiebelhutDevelopmental Psychology|July 26, 2016
The effects of Tulsa's CAP Head Start program on middle-school academic outcomes and progressDeborah Phillips, William Gormley, Sara AndersonHealth and Quality of Life Outcomes|February 8, 2018
Langerian mindfulness, quality of life and psychological symptoms in a sample of Italian studentsFrancesco Pagnini, Katherine E Bercovitz, Deborah PhillipsPageof 3