CEHD is committed to contributing to a robust continuum between research and practice. We emphasize the interaction between theory, research and practice in all of our work. Education and human development research produces knowledge to inform practice, but research must also be informed by the issues, needs and concerns of practitioners.
We believe the most promising innovations come from interdisciplinary perspectives and want to ensure that the next generation of scholars benefits from interdisciplinary learning. Moving beyond the typical academic research silos, our CEHD faculty work with each other and with faculty across the university in health, arts and sciences, information and computer sciences, public policy, sociology, psychology, and many other areas to address critical issues in education and human development.
Listed below are noteworthy publications by our faculty, staff and students featuring their ongoing efforts to advance knowledge and discover solutions to the social challenges we face.
Hirsh-Pasek, Kathy & Golinkoff, Roberta. (2019). Put Your Data to Use: Entering the Real World of Children and Families. Perspectives on Psychological Science. 14. 37-42. 10.1177/1745691618815161.
Hadley, E. B., Dickinson, D. K., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge. Reading Research Quarterly, 54(1), 41-61. doi:10.1002/rrq.225
Wilson, Joshua & Roscoe, Rod. (2019). Automated Writing Evaluation and Feedback: Multiple Metrics of Efficacy. Journal of Educational Computing Research.
Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., & Hiebert, J. (2018). The Role of Replication Studies in Educational Research. Journal for Research in Mathematics Education 49(1), 2. doi:10.5951/jresematheduc.49.1.0002
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-Lemonda, C. S., & Hirsh-Pasek, K. (2018). Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences. Child Development. doi:10.1111/cdev.13128
Coker, D. L., Jennings, A. S., Farley-Ripple, E., & Macarthur, C. A. (2018). The type of writing instruction and practice matters: The direct and indirect effects of writing instruction and student practice on reading achievement. Journal of Educational Psychology, 110(4), 502-517. doi:10.1037/edu0000232
Dickinson, D. K., Collins, M. F., Nesbitt, K., Toub, T. S., Hassinger-Das, B., Hadley, E. B., . . . Golinkoff, R. M. (2018). Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children. Journal of Cognition and Development, 1-29. doi:10.1080/15248372.2018.1483373
Wilson, J. (2018). Universal screening with automated essay scoring: Evaluating classification accuracy in grades 3 and 4. Journal of School Psychology, 68, 19-37. doi:10.1016/j.jsp.2017.12.005
Macarthur, C. A., Jennings, A., & Philippakos, Z. A. (2018). Which linguistic features predict quality of argumentative writing for college basic writers, and how do those features change with instruction? Reading and Writing. doi:10.1007/s11145-018-9853-6
(2018) Collaborative Reasoning With Strategy Instruction for Opinion Writing in Primary Grades: Two Cycles of Design Research, Reading & Writing Quarterly,
Charalambous, C. Y., & Litke, E. (2018). Studying instructional quality by using a content-specific lens: The case of the Mathematical Quality of Instruction framework. ZDM, 50(3), 445-460. doi:10.1007/s11858-018-0913-9
Reichert, M., & Mouza, C. (2018). Teacher practices during Year 4 of a one-to-one mobile learning initiative. Journal of Computer Assisted Learning. doi:10.1111/jcal.12283
Troseth, G. L., Strouse, G. A., Verdine, B. N., & Saylor, M. M. (2018). Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video. Frontiers in Psychology, 9. doi:10.3389/fpsyg.2018.02195
Bear, G. G., Harris, A., Lisboa, C. S., & Holst, B. (2018). Perceptions of engagement and school climate: Differences between once-retained and multiple-retained students in Brazil. International Journal of School & Educational Psychology, 1-10. doi:10.1080/21683603.2017.1376725
Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Theory of Mind: A Hidden Factor in Reading Comprehension? Educational Psychology Review, 30(3), 1067-1089. doi:10.1007/s10648-018-9443-9
Dyson, N. I., Jordan, N. C., Rodrigues, J., Barbieri, C., & Rinne, L. (2018). A Fraction Sense Intervention for Sixth Graders With or At Risk for Mathematics Difficulties. Remedial and Special Education, 074193251880713. doi:10.1177/0741932518807139
Wilson, J., Chen, D., Sandbank, M. P., & Hebert, M. (2018). Generalizability of automated scores of writing quality in grades 3–5. Journal of Educational Psychology. doi:10.1037/edu0000311
Pasquarella, A. (n.d.). Instruction for English Learners. In S. Graham, C. MacArthur, & M. Hebert (Eds.), Best Practices in Writing Instruction (3rd ed.). Guilford Press.
Soslau, E., & Bell, N. (2018). The Challenges of Supporting Equity Literacy Skill Development in White Teacher Candidates: A Self-Study of Two White Field Instructors. Studying Teacher Education, 14(2), 156-173. doi:10.1080/17425964.2018.1434768
Ferretti, R. P., & Lewis, W. E. (2018). Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing. Reading and Writing. doi:10.1007/s11145