Conducting research is just the first of many steps
The University of Delaware’s College of Education & Human Development (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, featuring their ongoing efforts to advance knowledge and discover solutions to the social challenges we face.
Teaching, Technology and Teacher Education
Fighting Coronavirus Misinformation
Story Time During the Pandemic
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Whitaker, Anamarie A., Gomez, Celia J., & Cannon, Jill S. Establishing A Research-Practice Partnership To Improve Early Care and Education Supports Within Quality Start Los Angeles: Partnership Insights and Lessons Learned. First 5 Los Angeles, 2020. DOI: 10.7249/RRA249-2
(2020). Comparing graphical representations in mathematics, science, and engineering textbooks and practitioner journals. International Journal of Mathematical Education in Science and Technology.
Lewis, W. E., Strong, J. Z., Long, L., & Sikes, B. (2020). Literacy Instruction with Disciplinary Texts: Strategies for Grades 6-12 (1st ed.). The Guilford Press.
Karpyn, A., McCallops, K., Wolgast, H., & Glanz, K. (2020). Improving consumption and purchases of healthier foods in retail environments: A systematic review. International Journal of Environmental Research and Public Health, 17(20). DOI: 10.3390/ijerph17207524
Hustedt, J.T., Jung, K., Friedman-Krauss, A.H., Barnett, W.S., & Slicker, G. (2020). Impacts of the New Mexico Pre-K Inititiative by Children’s Race/Ethnicity. Early Childhood Research Quarterly, 54(1), 194-203. DOI: 10.1016/j.ecresq.2020.09.006
Karpyn A., McCallops K., Wolgast H., Hepburn E. (2020) Public-Private Partnerships to Promote Healthy Food Access. In Leal Filho W., Azul A. M., Brandli L., Lange Salvia A., Wall T. (Eds), Partnerships for the Goals: Encyclopedia of the UN Sustainable Development Goals (pp. 1-12). Springer. DOI:10.1007/978-3-319-71067-9_68-1
Earnshaw, V. A., Eaton L. A., Kalichman, S. C., Brousseau, N. M., Hill, E. C. & Fox, A. B., COVID-19 conspiracy beliefs, health behaviors, and policy support, Translational Behavioral Medicine, DOI: 10.1093/tbm/ibaa090
Desimone, L. M., Edgerton, A. K. & McLaughlin J., Appropriate and Useful: Principal Attitudes Toward K–12 Standards and Policies, Teachers College Record.
Earnshaw, V. A., Brousseau, N. M., Hill, E. C., Kalichman, S. C., Eaton, L. A., & Fox, A. B. (2020). Anticipated stigma, stereotypes, and COVID-19 testing. Stigma and Health. Advance online publication. DOI: 10.1037/sah0000255
(2020)Using Youth Risk Behavior Survey data to analyze housing instability among Delaware public school students, Journal of Children and Poverty,
Aviles, A. M., McCallops, K., Hussain, M., Highberger, J., Ryding, R., Merriman-Nai, S., & May, H. (2020). Using Youth Risk Behavior Survey data to address housing instability in U.S. public schools. Journal of Children and Poverty. DOI: 10.1080/10796126.2020.1802649
Desimone L. M., Pak K., Polikoff M. S. & Saldívar García E. The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform. AERA Open. April 2020. DOI: 10.1177/2332858420932828
(2020) Preschool Parents’ Perceptions of Early Care and Education Arrangements: A Latent Profile Analysis, Early Education and Development,
Bailes, L. P., & Guthery, S. (2020). Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender. AERA Open. DOI: 10.1177/2332858420929298
Litke, Erica. (2020). Instructional practice in algebra: Building from existing practices to inform an incremental improvement approach. Teaching and Teacher Education. 91. 103030. DOI: 10.1016/j.tate.2020.103030.
(2020) Making Black boys and young men matter: radical relationships, future oriented imaginaries and other evolving insights for educational research and practice, International Journal of Qualitative Studies in Education.
Karchmer-Klein, Rachel. Improving Online Teacher Education: Digital Tools and Evidence-Based Practices. Teachers College Press, 2020.
McCallops, K. & Aviles, A. M., Earnshaw, V. & Palkovitz, R. (2020). Homelessness and Suicidality: The Role of Bullying and Parental Support: Homelessness and Suicidality. Family Relations. DOI: 10.1111/fare.12437
Henry, G. T., Pham, L. D., Kho, A., & Zimmer, R. (2020). Peeking Into the Black Box of School Turnaround: A Formal Test of Mediators and Suppressors. Educational Evaluation and Policy Analysis. DOI: 10.3102/0162373720908600
Bower, C., Zimmermann, L., Verdine, B., Toub, T., Islam, S., Foster, L., Evans, N., Odean, R., Cibischino, A., Pritulsky, C., Golinkoff, R. & Hirsh-Pasek, K. (2020). Piecing together the role of a spatial assembly intervention in preschoolers’ spatial and mathematics learning: Influences of gesture, spatial language, and socioeconomic status. Developmental Psychology. 56. DOI: 10.1037/dev0000899