Conducting research is just the first of many steps.
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.
Strong, J. Z., Amendum, S. J., & Smith, K. C. (2018). Supporting Elementary Students’ Reading of Difficult Texts. The Reading Teacher, 72(2), 201-212. doi:10.1002/trtr.1702
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
- (2018) Collaborative Reasoning With Strategy Instruction for Opinion Writing in Primary Grades: Two Cycles of Design Research, Reading & Writing Quarterly,
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
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
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
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
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
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
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
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
Hefner, M. K., Baboolal, A. A., Fleury-Steiner, R. E., & Miller, S. L. (2018). Mediating Justice: Women’s Perceptions of Fairness in the Civil Protection Order Process. Journal of Interpersonal Violence, 088626051877574. doi:10.1177/0886260518775749
Toub, T. S., Hassinger-Das, B., Nesbitt, K. T., Ilgaz, H., Weisberg, D. S., Hirsh-Pasek, K., . . . Dickinson, D. K. (2018). The language of play: Developing preschool vocabulary through play following shared book-reading. Early Childhood Research Quarterly, 45, 1-17. doi:10.1016/j.ecresq.2018.01.010
Charles Hohensee, mathematics education, published an article “Teachers’ Awareness of the Relationship Between Prior Knowledge and New Learning” in Journal for Research in Mathematics Education regarding to his research and evaluation of the negative effect of backward transfer. January 2016, Vol. 47, Issue 1
You can hear him discuss his work on Math Ed PodOmatic.
Beth Mineo, director CDS, along with members of the National Joint Committee for the Communication Needs of Persons with Severe Disabilities, authored an article that offers guidance on best practices in assessment and intervention for individuals with severe disabilities and communication needs. Includes a revised version of the NJC’s Communication Bill of Rights.
Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention. American Journal on Intellectual and Developmental Disabilities: March 2016, Vol. 121, No. 2, pp. 121-138.
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109. doi:10.1016/j.compedu.2016.05.004
George Bear, professor of school psychology, published “Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools” in Teaching and Teacher Education, 53, 41–50.
- Kathleen Hipfner-Boucher, Adrian Pasquarella, Xi Chen & S. Hélène Deacon(2016) Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension, Scientific Studies of Reading, 20:5, 389-400
Coker Jr, D.L., & Ritchey, K.D. (2015). Teaching beginning writers. New York: Guilford Press.
Philippakos, Z.A., MacArthur, C. A., & Coker Jr, D.L. (2015) Developing strategic writers through genre instruction: Resources for grades 3-5. New York: Guilford Press.