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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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. DOI: 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. DOI: 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. DOI: 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. DOI: 10.1177/0193841×21992199
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). DOI: 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. DOI: 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. DOI: 10.1007/s11528-020-00562-9
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
Masek, L. R., Paterson, S. J., Golinkoff, R. M., Bakeman, R., Adamson, L. B., Owen, M. T., Pace, A., & Hirsh‐Pasek, K. (2020). Beyond talk: Contributions of quantity and quality of communication to language success across socioeconomic strata. Infancy, 26(1), 123–147. DOI: 10.1111/infa.12378
(2020). Comparing graphical representations in mathematics, science, and engineering textbooks and practitioner journals. International Journal of Mathematical Education in Science and Technology.
Curtiss, S. L., Lee, G. K., Chun, J., Lee, H., Kuo, H. J., & Ami-Narh, D. (2020). Autistic Young Adults’, Parents’, and Practitioners’ Expectations of the Transition to Adulthood. Career Development and Transition for Exceptional Individuals, 216514342096766. DOI: 10.1177/2165143420967662
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.