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.
Mealtimes with Children on the Autism Spectrum
The average American family meal lasts only 20 minutes, but during that time, families often engage in complex social processes that facilitate social, emotional, and physical health, especially in families with young children. Parents and their childr …
Learning and Assessment
As the end of the 2020-21 school year approaches, the debate about educational assessments is gaining renewed momentum. While educators and policymakers may hold differing views about how to proceed with testing, they all recognize that equity lies at …
Calm During Crisis
The beginning of the coronavirus (COVID-19) pandemic presented significant challenges for educators and families as communities across the country adjusted to school closures and transitioned to online learning environments. As the primary educational …
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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
Collier, Z. K., & Leite, W. L. (2021). A Tutorial on Artificial Neural Networks in Propensity Score Analysis. The Journal of Experimental Education, 1–18. https://doi.org/10.1080/00220973.2020.1854158
Tang, J., Lewis, S., Cutler, L., Hallam, R., & Collier, Z. K. (2021). Characteristics of home-based child care providers who offer non-standard hour care. Early Childhood Research Quarterly, 55, 284–294. https://doi.org/10.1016/j.ecresq.2020.12.005
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
Whitaker, A. A., Gomez, C. J., & Cannon, J. 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. https://doi.org/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. https://doi.org/10.1111/infa.12378
Paoletti, T., Lee, H. Y., Rahman, Z., Vishnubhotla, M., & Basu, D. (2020). Comparing graphical representations in mathematics, science, and engineering textbooks and practitioner journals. International Journal of Mathematical Education in Science and Technology, 1–20. https://doi.org/10.1080/0020739x.2020.1847336
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. https://doi.org/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 Initiative by Children’s Race/Ethnicity. Early Childhood Research Quarterly, 54(1), 194-203. https://doi.org/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. https://doi.org/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. https://doi.org/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.
Gaudreau, C., King, Y. A., Dore, R. A., Puttre, H., Nichols, D., Hirsh-Pasek, K., & Golinkoff, R. M. (2020). Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02158
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. http://doi.org/10.1037/sah0000255
Karpyn, A., Young, C. R., Collier, Z., & Glanz, K. (2020). Correlates of Healthy Eating in Urban Food Desert Communities. International Journal of Environmental Research and Public Health, 17(17), 6305. https://doi.org/10.3390/ijerph17176305