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.
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
Dyson, N. I., Jordan, N. C., Rodrigues, J., Barbieri, C., & Rinne, L. (2018). A Fraction Sense Intervention for Sixth Graders With or At Risk for Mathematics Difficulties. Remedial and Special Education, 074193251880713. doi:10.1177/0741932518807139
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
Pasquarella, A. (n.d.). Instruction for English Learners. In S. Graham, C. MacArthur, & M. Hebert (Eds.), Best Practices in Writing Instruction (3rd ed.). Guilford Press.
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
Ferretti, R. P., & Lewis, W. E. (2018). Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing. Reading and Writing. doi:10.1007/s11145
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
Abad, C., Odean, R., & Pruden, S. M. (2018). Sex Differences in Gains Among Hispanic Pre-kindergartners’ Mental Rotation Skills. Frontiers in Psychology, 9. doi:10.3389/fpsyg.2018.02563
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.
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
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.
Coker Jr, D.L., & Ritchey, K.D. (2015). Teaching beginning writers. New York: Guilford Press.
Tammy L. Hughes and Kathleen M. Minke (2015). Health service psychology internships in schools. Psychology in the Schools, special edition Volume 52, Issue 10, pg 1020–1031.
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.
K. Hirsh-Pasek, L. B. Adamson, R. Bakeman, M. T. Owen, and R. M. Golinkoff. The Contribution of Early Communication Quality to Low-Income Children’s Language Success. Psychological Science July 2015 vol. 26 no. 7 1071-1083.
MacArthur, Charles A.; Philippakos, Zoi A.; Ianetta, Melissa. (2015) Self-regulated strategy instruction in college developmental writing. Journal of Educational Psychology, Vol 107(3), Aug 2015, 855-867. http://dx.doi.org/10.1037/edu0000011
Buck, G. A., Beeman-Cadwallader, N., & Trauth-Nare, A. (2015). Examining the levels of reasoning used by urban elementary Black girls engaging in technology-enhanced inquiry. In M. Urban & D. Falvo, Eds., Improving K-12 STEM education outcomes through technological integration (pp. 86-107). Hershey, PA: IGI-Global Publishers. doi: 10.4018/978-1-4666-9616-7
Erduran, S. & Dagher, Z. (2014) Regaining focus in Irish junior cycle science: Potential new directions for curriculum and assessment development on nature of science. Irish Educational Studies, 33(4), 335-350.