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.
Online Access to Information
Many parents and guardians of school-aged children are familiar with the board of education for their child’s district, which often sets strategic priorities for schools and develops education policies. As their children progress in their K-12 educatio …
Myae Han Publishes Book on Play and Literacy
Myae Han, Professor at the Department of Human Development and Family Sciences, recently published a coedited book, Play and Literacy, as part of the Play and Culture Studies book series with James Johnson from Penn State University. This book provide …
Teaching, Technology and Teacher Education
The beginning of the coronavirus pandemic presented many challenges for educators, as teachers across grade levels, content areas, and geographic regions quickly transitioned their in-person classrooms to online environments. Many educators found thems …
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Shores, K., & Lee, H. (2021). The Distribution of School Resources in The United States: A Comparative Analysis Across Levels of Governance, Student Sub-groups, And Educational Resources. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3895803
Bichara, D. B., Dagher, Z. R., & Fang, H. (2021). What do COVID-19 Tweets Reveal about Public Engagement with Nature of Science? Science & Education. Published. https://doi.org/10.1007/s11191-021-00233-y
de Novais, J. (2021). Brave Community: teaching and learning about racism in college. International Journal of Qualitative Studies in Education, 1–14. https://doi.org/10.1080/09518398.2021.1942302
Dupre, M. E., Farmer, H. R., Xu, H., Navar, A. M., Nanna, M. G., George, L. K., & Peterson, E. D. (2021). The Cumulative Impact of Chronic Stressors on Risks for Myocardial Infarction in U.S. Older Adults. Psychosomatic Medicine, Publish Ahead of Print. https://doi.org/10.1097/psy.0000000000000976
Rutherford, T., Duck, K., Rosenberg, J. M., & Patt, R. (2021). Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic. Journal of Research on Technology in Education, 1–38. https://doi.org/10.1080/15391523.2021.1920520
Kamis, C., Stolte, A., West, J., Fishman, S., Brown, T., Brown, T., & Farmer, H. (2021). Overcrowding and COVID-19 mortality across U.S. counties: Are disparities growing over time? SSM – Population Health, 100845. https://doi.org/10.1016/j.ssmph.2021.100845
Curtiss, S., & Ebata, A. (2021). A dialectic of control and acceptance: Mealtimes with children on the autism spectrum. Appetite, 165, 105327. https://doi.org/10.1016/j.appet.2021.105327
Kim, Y. S. G., Dore, R., Cho, M., Golinkoff, R., & Amendum, S. (2021). Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension. Journal of Experimental Child Psychology, 209, 105181. https://doi.org/10.1016/j.jecp.2021.105181
Lee, G. K., Curtiss, S. L., Kuo, H. J., Chun, J., Lee, H., & Nimako, D. D. (2021). The Role of Acceptance in the Transition to Adulthood: A Multi-Informant Comparison of Practitioners, Families, and Youth with Autism. Journal of Autism and Developmental Disorders. Published. https://doi.org/10.1007/s10803-021-05037-1
Barbieri, C. A., Young, L. K., Newton, K. J., & Booth, J. L. (2021). Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge. Child Development. https://doi.org/10.1111/cdev.13568
Barbieri, C. A., & Miller-Cotto, D. (2021). The importance of adolescents’ sense of belonging to mathematics for algebra learning. Learning and Individual Differences, 87, 101993. https://doi.org/10.1016/j.lindif.2021.101993
Thierry, A. D., Sherman-Wilkins, K., Armendariz, M., Sullivan, A., & Farmer, H. R. (2021). Perceived Neighborhood Characteristics and Cognitive Functioning among Diverse Older Adults: An Intersectional Approach. International Journal of Environmental Research and Public Health, 18(5), 2661. https://doi.org/10.3390/ijerph18052661
Gaudreau, C., Bustamante, A. S., Hirsh‐Pasek, K., & Golinkoff, R. M. (2021). Questions in a Life‐Sized Board Game: Comparing Caregivers’ and Children’s Question‐Asking across STEM Museum Exhibits. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12283
Collier, Z. K., Leite, W. L., & Karpyn, A. (2021). Neural Networks to Estimate Generalized Propensity Scores for Continuous Treatment Doses. Evaluation Review, 0193841X2199219. https://doi.org/10.1177/0193841X21992199
Litke, E., Boston, M., & Walkowiak, T. A. (2021). Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality. Studies in Educational Evaluation, 68, 100956. https://doi.org/10.1016/j.stueduc.2020.100956
Rutherford, T., Karamarkovich, S., Xu, D., Tate, T., Sato, B., Baker, R., & Warschauer, M. (2021). Profiles of Instructor Responses to Emergency Distance Learning. Online Learning, 25(1). http://doi.org/10.24059/olj.v25i1.2472
Soslau, E., & Alexander, M. (2021). The Comprehensive Guide to Working With Student Teachers: Tools and Templates to Support Reflective Professional Growth. Teachers College Press.
Slicker, G., Barbieri, C. A., Collier, Z. K., & Hustedt, J. T. (2021). Parental involvement during the kindergarten transition and children’s early reading and mathematics skills. Early Childhood Research Quarterly, 55, 363–376. https://doi.org/10.1016/j.ecresq.2021.01.004
Han, M., & Johnson, J. E. (2021). Play and Literacy. Lanham: Hamilton Books.
Yang, H., Codding, D., Mouza, C., & Pollock, L. (2021). Broadening Participation in Computing: Promoting Affective and Cognitive Learning in Informal Spaces. TechTrends. https://doi.org/10.1007/s11528-020-00562-9