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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Bear, George. (2020). Improving School Climate: Practical Strategies to Reduce Behavior Problems and Promote Social and Emotional Learning. DOI: 10.4324/9781351170482
(2020). Missing misters: uncovering the pedagogies and positionalities of male teachers of color in the school lives of Black and Latino adolescent boys. Race Ethnicity and Education, 23:3, 392-413. DOI: 10.1080/13613324.2019.1663991
Jansen, Amanda. Rough Draft Math: Revising to Learn. Stenhouse Publishers, 2020.
Karpyn, A., Ruhs, B., Sawyer-Morris, G., Weiss, S., Grajeda, S., LeVine, D. & Ohri-Vachaspati, P. (2020). Evaluation of a Supermarket Environmental Change Intervention: Findings from a Low-Fat Milk Couponing and Educational Marketing Pilot.
Akintunde, R., Shabrina, P., Catete, V., Barnes, T., Lynch, C. & Rutherford, T. (2020). Data-informed Curriculum Sequences for a Curriculum-Integrated Game. DOI: 10.1145/3375462.3375530
Mouza, C., Pan, Y.-C., Yang, H., & Pollock, L. (2020). A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program. Journal of Educational Computing Research. DOI: 10.1177/0735633120905605
(2020) Drug use and HIV medication adherence in people living with HIV. Substance Abuse. DOI: 10.1080/08897077.2019.1706695
Litke, E. & Hill, H. C. (2020). Exploring Central Tendencies: The Teaching of Data and Statistics in Elementary Mathematics Classrooms. The Elementary School Journal 120, no. 3: 480-506, DOI: 10.1086/707007
Reisner, S.L., Sava, L.M., Menino, D.D., Perrotti, J., Barnes, T. N., Humphrey, D. L., Nikitin, R. V. & Earnshaw, V.A. (2020) Addressing LGBTQ Student Bullying in Massachusetts Schools: Perspectives of LGBTQ Students and School Health Professionals. Prev Sci 21, 408–421. DOI: 10.1007/s11121-019-01084-4
Shabrina, P., Akintunde, R., Maniktala, M., Barnes, T., Lynch, C. & Rutherford, T. (2020). Peeking through the classroom window: a detailed data-driven analysis on the usage of a curriculum integrated math game in authentic classrooms. DOI: 10.1145/3375462.3375525.
Daughtry, K. A., Earnshaw, V., Palkovitz, R., Trask, B. (2020) You Blind? What, You Can’t See That?: the Impact of Colorblind Attitude on Young Adults’ Activist Behavior Against Racial Injustice and Racism in the U.S. Journal of African American Studies 24, 1–22. DOI: 10.1007/s12111-019-09445-7
Curtiss, S.L. & Kammes, R. (2019). Understanding the Risk of Sexual Violence of Adults with Intellectual and Developmental Disabilities from an Ecological Framework. Journal of Policy and Practice in Intellectual Disabilities, Online First. DOI: 10.1111/jppi.12318
Gramszlo, C., Karpyn, A., Demianczyk, A., Shillingford, A., Riegel, E., Kazak, A. & Sood, E. (2019). Parent Perspectives on Family-Based Psychosocial Interventions for Congenital Heart Disease. The Journal of Pediatrics. 216. DOI: 10.1016/j.jpeds.2019.09.059
Yang, R., Porter, A., Massey, C., Merlino, J., Desimone, L. (2019). Curriculum-based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge. Journal of Research in Science Teaching. DOI: 57. 10.1002/tea.21605.
(2020) Fathers’ Shared Book Reading Experiences: Common Behaviors, Frequency, Predictive Factors, and Developmental Outcomes, Marriage & Family Review, 56:2, 144-173,
Karpyn, A., Sawyer-Morris, G., Grajeda, S., Tilley, K. & Wolgast, H. (2019). Impact of Animal Characters at a Zoo Concession Stand on Healthy Food Sales. Journal of Nutrition Education and Behavior. DOI: 10.1016/j.jneb.2019.09.013
(2020) Urban Thinkscape: Infusing Public Spaces with STEM Conversation and Interaction Opportunities. Journal of Cognition and Development, 21:1, 125-147,
Watson, R., Eaton, L., Maksut, J., Rucinski, K. & Earnshaw, V. (2019). Links Between Sexual Orientation and Disclosure Among Black MSM: Sexual Orientation and Disclosure Matter for PrEP Awareness. AIDS and Behavior. 24. DOI: 10.1007/s10461-019-02696-1
Karchmer-Klein, Rachel, Effective Practices in Online Teacher Preparation for Literacy Educators. IGI Global, 2019.
Rosenberg, J., Jones, R., Rutherford, T., Anderson, D. & Lawson, M. (2019). Making Data Science “Count”: Data Science and Learning, Design, and Technology Research. DOI: 10.35542/osf.io/hc2dw