Publications
Below are publications published between January 2021 and present day. For a list of publications from 2020, please click here.
September 2024
Research Scientist Kreshnik Begolli, Doctoral Students Vanessa Bermudez and Lourdes Acevedo-Farag, Professors June Ahn and Drew Bailey, Assistant Professor Katherine Rhodes, Professor Lindsey Richland and Associate Professor Andres Bustamante: "Incorporating Design Based Implementation Research with a Randomized Controlled Trial to develop and evaluate the efficacy of playful rational number learning." In: Contemporary Educational Psychology
Doctoral Student Alysia Cruz, Professor Gustavo Carlo and Chancellor's Professor Emerita Deborah Lowe Vandell: "A longitudinal study of prosocial behaviors predicting later academic performance in US Latine early adolescents." In: Journal of Adolescence
Distinguished Professor Jacquelynne Eccles and Professor Sandra Simpkins: "Math motivational belief development during high school by race/ethnicity: Teachers and parents as predictors of changes." In: Developmental Psychology
Doctoral Student Alysia Cruz, Professor Gustavo Carlo and Chancellor's Professor Emerita Deborah Lowe Vandell: "A longitudinal study of prosocial behaviors predicting later academic performance in US Latine early adolescents." In: Journal of Adolescence
Distinguished Professor Jacquelynne Eccles and Professor Sandra Simpkins: "Math motivational belief development during high school by race/ethnicity: Teachers and parents as predictors of changes." In: Developmental Psychology
August 2024
Professor Drew Bailey: "Causal inference on human behaviour." In: Nature Human Behavior
Distinguished Professor Greg Duncan: "The effect of unconditional cash transfers on maternal assessments of children's early language and socioemotional development: Experimental evidence from U.S. families residing in poverty." In: Developmental Psychology
Assistant Professor Symone Gyles: "Designing for Critical Science Agency in a Community-Based Science Curriculum." In: Education Sciences
Doctoral Students Christina Kimmerling and Patricia Fuentes Acevedo, and Professor Rossella Santagata: "Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development." In: Journal of Curriculum Studies
Professor Elizabeth Peña: "Developmental changes in the word co-occurrences of Spanish–English bilingual children with and without developmental language disorder." In: International Journal of Speech-Language Pathology
Professor Kylie Peppler: "Tools and materials as non-neutral actors in STEAM education." In: Journal of the Learning Sciences
Professor Stephanie Reich: "Four hours with dad, but 10 minutes with mom: variations in young children's media use and limits based on parent gender and child temperament." In: Frontiers in Developmental Psychology
Professor Rossella Santagata and Doctoral Students Christina Kimmerling and Patricia Fuentes Acevedo: "Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities." In: Journal of Curriculum Studies
Professor Sandra Simpkins and Chancellor's Professor Emerita Deborah Lowe Vandell: "Patterns of afterschool settings: Are they related to changes in academic and social functioning in children and adolescents?" In: Applied Developmental Science
Doctoral Student Allison Starks and Professor Stephanie Reich: "Children’s sensemaking of algorithms and data flows across YouTube and social media." In: Information and Learning Sciences
Doctoral Student Jiali Wang, Professor Young-Suk Kim and Professor Emerita Carol Booth Olson: "U.S. Secondary Students’ Source-Based Argument Writing in History." In: Written Communication
Distinguished Professor Greg Duncan: "The effect of unconditional cash transfers on maternal assessments of children's early language and socioemotional development: Experimental evidence from U.S. families residing in poverty." In: Developmental Psychology
Assistant Professor Symone Gyles: "Designing for Critical Science Agency in a Community-Based Science Curriculum." In: Education Sciences
Doctoral Students Christina Kimmerling and Patricia Fuentes Acevedo, and Professor Rossella Santagata: "Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development." In: Journal of Curriculum Studies
Professor Elizabeth Peña: "Developmental changes in the word co-occurrences of Spanish–English bilingual children with and without developmental language disorder." In: International Journal of Speech-Language Pathology
Professor Kylie Peppler: "Tools and materials as non-neutral actors in STEAM education." In: Journal of the Learning Sciences
Professor Stephanie Reich: "Four hours with dad, but 10 minutes with mom: variations in young children's media use and limits based on parent gender and child temperament." In: Frontiers in Developmental Psychology
Professor Rossella Santagata and Doctoral Students Christina Kimmerling and Patricia Fuentes Acevedo: "Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities." In: Journal of Curriculum Studies
Professor Sandra Simpkins and Chancellor's Professor Emerita Deborah Lowe Vandell: "Patterns of afterschool settings: Are they related to changes in academic and social functioning in children and adolescents?" In: Applied Developmental Science
Doctoral Student Allison Starks and Professor Stephanie Reich: "Children’s sensemaking of algorithms and data flows across YouTube and social media." In: Information and Learning Sciences
Doctoral Student Jiali Wang, Professor Young-Suk Kim and Professor Emerita Carol Booth Olson: "U.S. Secondary Students’ Source-Based Argument Writing in History." In: Written Communication
July 2024
Professor Drew Bailey and Distinguished Professor Jacquelynne Eccles: "The role of comparative processes in shaping the effects of between-class ability grouping on students’ math ability self-concept." In: Journal of Educational Psychology
Professor Gustavo Carlo: "Parasympathetic regulation and support from family and friends predict prosocial development in U.S. Mexican-origin adolescents." In: Developmental Psychology
Doctoral Student Lori Cawelti and Professor Kylie Peppler: "An Artist/Researcher Model for Participatory Action Research in Transdisciplinary Learning Contexts." In: Research Perspectives in Urban Education
Professor Young-Suk Kim: "Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for EnglishSpanish Emergent Bilingual Children in Grade 1." In: International Literacy Association
Professor Young-Suk Kim: "Impact of supplemental multicomponent early childhood language instruction." In: Journal of Educational Psychology
Professor Young-Suk Kim and SRSD+ Project Manager Rebecca Goldstone: "The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing." In: Scientific Studies of Reading
Doctoral Student Yiwen Lin and Assistant Professor Nia Nixon: "STEM Pathways in a Global Online Course: Are Male and Female Learners Motivated the Same?" In: L@S '24: Proceedings of the Eleventh ACM Conference on Learning @ Scale
Doctoral Student Youngsun Moon and Professor Young-Suk Kim: "Do the relations of vocabulary and attentional control with word reading and spelling change as a function of development and spelling scoring method?" In: Journal of Experimental Child Psychology
Doctoral Student Victoria Nguyen and Professor Rossella Santagata: "Simulating Climate Change Discussion with Large Language Models: Considerations for Science Communication at Scale." In: L@S '24: Proceedings of the Eleventh ACM Conference on Learning @ Scale
Assistant Professor Nia Nixon: "Advancing equity and inclusion in educational practices with AI-powered educational decision support systems (AI-EDSS)." In: British Journal of Educational Technology
Doctoral Student Mohammad Samadi and Assistant Professor Nia Nixon: "Cultural Diversity in Team Conversations: A Deep Dive into
its Effects on Cohesion and Team Performance." In: Proceedings of the 17th International Conference on Educational Data Mining
Professor Stephanie Reich and Doctoral Student Allison Starks: "One (Adult) Size Does Not Fit All: The Importance of Development in Digital Design and Utilization." In: Youth Wellbeing in a Technology Rich World
Assistant Professor Katherine Rhodes and Professor Julie Washington: "Dialect and Mathematics Performance in African American Children Who Use AAE: Insights from Explanatory IRT and Error Analysis." In: Educational Assessment
Chancellor's Professor Emerita Deborah Lowe Vandell and Distinguished Professor Greg Duncan: "Delay of gratification and adult outcomes: The Marshmallow Test does not reliably predict adult functioning." In: Child Development
Doctoral Student Joseph Wong and Professor Lindsey Richland: "Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes, Self-Regulation, and Critical Thinking." In: Technology, Knowledge and Learning
Professor Di Xu: "Varying Impacts: The Role of Student Self-Evaluation in Navigating Learning Analytics." In: L@S '24: Proceedings of the Eleventh ACM Conference on Learning @ Scale
Professor Gustavo Carlo: "Parasympathetic regulation and support from family and friends predict prosocial development in U.S. Mexican-origin adolescents." In: Developmental Psychology
Doctoral Student Lori Cawelti and Professor Kylie Peppler: "An Artist/Researcher Model for Participatory Action Research in Transdisciplinary Learning Contexts." In: Research Perspectives in Urban Education
Professor Young-Suk Kim: "Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for EnglishSpanish Emergent Bilingual Children in Grade 1." In: International Literacy Association
Professor Young-Suk Kim: "Impact of supplemental multicomponent early childhood language instruction." In: Journal of Educational Psychology
Professor Young-Suk Kim and SRSD+ Project Manager Rebecca Goldstone: "The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing." In: Scientific Studies of Reading
Doctoral Student Yiwen Lin and Assistant Professor Nia Nixon: "STEM Pathways in a Global Online Course: Are Male and Female Learners Motivated the Same?" In: L@S '24: Proceedings of the Eleventh ACM Conference on Learning @ Scale
Doctoral Student Youngsun Moon and Professor Young-Suk Kim: "Do the relations of vocabulary and attentional control with word reading and spelling change as a function of development and spelling scoring method?" In: Journal of Experimental Child Psychology
Doctoral Student Victoria Nguyen and Professor Rossella Santagata: "Simulating Climate Change Discussion with Large Language Models: Considerations for Science Communication at Scale." In: L@S '24: Proceedings of the Eleventh ACM Conference on Learning @ Scale
Assistant Professor Nia Nixon: "Advancing equity and inclusion in educational practices with AI-powered educational decision support systems (AI-EDSS)." In: British Journal of Educational Technology
Doctoral Student Mohammad Samadi and Assistant Professor Nia Nixon: "Cultural Diversity in Team Conversations: A Deep Dive into
its Effects on Cohesion and Team Performance." In: Proceedings of the 17th International Conference on Educational Data Mining
Professor Stephanie Reich and Doctoral Student Allison Starks: "One (Adult) Size Does Not Fit All: The Importance of Development in Digital Design and Utilization." In: Youth Wellbeing in a Technology Rich World
Assistant Professor Katherine Rhodes and Professor Julie Washington: "Dialect and Mathematics Performance in African American Children Who Use AAE: Insights from Explanatory IRT and Error Analysis." In: Educational Assessment
Chancellor's Professor Emerita Deborah Lowe Vandell and Distinguished Professor Greg Duncan: "Delay of gratification and adult outcomes: The Marshmallow Test does not reliably predict adult functioning." In: Child Development
Doctoral Student Joseph Wong and Professor Lindsey Richland: "Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes, Self-Regulation, and Critical Thinking." In: Technology, Knowledge and Learning
Professor Di Xu: "Varying Impacts: The Role of Student Self-Evaluation in Navigating Learning Analytics." In: L@S '24: Proceedings of the Eleventh ACM Conference on Learning @ Scale
June 2024
Professor June Ahn: "Embedding Racialized Selves into the Creation of Research-Practice Partnerships." In: Peabody Journal of Education
Professor June Ahn: "Expansive Ways of Knowing and Improving: Using Equity Tools and Approaches to Support Equity of Participation in Learning Activities." In: International Society of the Learning Sciences
Professor June Ahn, Doctoral Student Seth van Doren and Postdoctoral Scholar Fernando Rodriguez: “The Utility of Designing Data Science Education Programs from a Framework of Identity.” In: Improving Equity in Data Science
Research Scientist Kreshnik Begolli, Doctoral Students Vanessa Bermudez and Lourdes Acevedo-Farag, Professors June Ahn and Drew Bailey, Assistant Professor Katherine Rhodes, Professor Lindsey Richland and Associate Professor Andres Bustamante: "Incorporating Design Based Implementation Research with a Randomized Controlled Trial to develop and evaluate the efficacy of playful rational number learning." In: Contemporary Educational Psychology
Doctoral Student Phebe Chew and Professor Kylie Peppler: "Exploring Impacts of Arts Education through Inductive Application of Rhetorical Structure Theory." In: International Society of the Learning Sciences
Professors Penelope Collins and Mark Warschauer: "Self-regulation and comprehension in shared reading: The moderating effects of verbal interactions and E-book discussion prompts." In: Child Development
Doctoral Student Leiny Garcia and Professor Mark Warschauer: "Exploring Gender Differences on the Impact of Initial Early Coding Motivation and Prior Knowledge of Computational Thinking." In: International Society of the Learning Sciences
Assistant Professor Symone Gyles: "Students’ Expressions of Community Health Concerns in the Third Space in a Community-Based Science Class." In: International Society of the Learning Sciences
Doctoral Student Jose Mendez: "Mathematics Teachers Framing of Relational Interactions." In: International Society of the Learning Sciences
Associate Professor Emily Penner and Doctoral Student Aaron Ainsworth: "Building a Diverse Workforce for All Students: Oregon Educator Recruitment and Retention over Time and across Contexts." In: Oregon State Legislature
Professor Kylie Peppler: "Co-Design a Logic Model for Inclusive AI-Powered Learning Application with Primary School Teachers." In: International Society of the Learning Sciences
Professor Kylie Peppler and Doctoral Student Phebe Chew: "Friendship as a Transformative Process: Cultivating Interest-Driven Connections, Community, and Perspective in the Arts." In: International Society of the Learning Sciences
Doctoral Student Santiago Ojeda-Ramirez and Professor Kylie Peppler: "Exploring Impacts of Arts Participation through Automated Inductive Annotation." In: International Society of the Learning Sciences
Professor June Ahn: "Expansive Ways of Knowing and Improving: Using Equity Tools and Approaches to Support Equity of Participation in Learning Activities." In: International Society of the Learning Sciences
Professor June Ahn, Doctoral Student Seth van Doren and Postdoctoral Scholar Fernando Rodriguez: “The Utility of Designing Data Science Education Programs from a Framework of Identity.” In: Improving Equity in Data Science
Research Scientist Kreshnik Begolli, Doctoral Students Vanessa Bermudez and Lourdes Acevedo-Farag, Professors June Ahn and Drew Bailey, Assistant Professor Katherine Rhodes, Professor Lindsey Richland and Associate Professor Andres Bustamante: "Incorporating Design Based Implementation Research with a Randomized Controlled Trial to develop and evaluate the efficacy of playful rational number learning." In: Contemporary Educational Psychology
Doctoral Student Phebe Chew and Professor Kylie Peppler: "Exploring Impacts of Arts Education through Inductive Application of Rhetorical Structure Theory." In: International Society of the Learning Sciences
Professors Penelope Collins and Mark Warschauer: "Self-regulation and comprehension in shared reading: The moderating effects of verbal interactions and E-book discussion prompts." In: Child Development
Doctoral Student Leiny Garcia and Professor Mark Warschauer: "Exploring Gender Differences on the Impact of Initial Early Coding Motivation and Prior Knowledge of Computational Thinking." In: International Society of the Learning Sciences
Assistant Professor Symone Gyles: "Students’ Expressions of Community Health Concerns in the Third Space in a Community-Based Science Class." In: International Society of the Learning Sciences
Doctoral Student Jose Mendez: "Mathematics Teachers Framing of Relational Interactions." In: International Society of the Learning Sciences
Associate Professor Emily Penner and Doctoral Student Aaron Ainsworth: "Building a Diverse Workforce for All Students: Oregon Educator Recruitment and Retention over Time and across Contexts." In: Oregon State Legislature
Professor Kylie Peppler: "Co-Design a Logic Model for Inclusive AI-Powered Learning Application with Primary School Teachers." In: International Society of the Learning Sciences
Professor Kylie Peppler and Doctoral Student Phebe Chew: "Friendship as a Transformative Process: Cultivating Interest-Driven Connections, Community, and Perspective in the Arts." In: International Society of the Learning Sciences
Doctoral Student Santiago Ojeda-Ramirez and Professor Kylie Peppler: "Exploring Impacts of Arts Participation through Automated Inductive Annotation." In: International Society of the Learning Sciences
May 2024
Professor Drew Bailey: “Differentiation in Cognitive Abilities Beyond g: The Emergence of Domain-Specific Variance in Childhood.” In: The Emergence of Domain-Specific Variance
Professor Gustavo Carlo and Doctoral Student Roushanac Partovi: “Change in prosocial development following adversity exposure among U.S. Mexican youth.” In: Adolescent Psychological Development
Professor Gustavo Carlo and Doctoral Student Roushanac Partovi: “Change in Prosocial Development Following Adversity Exposure Among U.S. Mexican Youth.” In: Developmental Psychology
Distinguished Professor Jacquelynne Eccles: “The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues’ Situated Expectancy-Value Model of Achievement Performance and Choice.” In: Educational Psychology Review
Associate Professor Jade Jenkins: “A Rising Tide That Lifts All Boats? Effects Of Competition on Child Care Quality and Medium-Term Student Outcomes.” In: Educational Evaluation and Policy Analysis
Professor Young-Suk Kim: “Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1-3.” In: Reading and Writing
Doctoral Student Joseph Hin Yan Lam and Professor Elizabeth Peña: “Validation of the Mediated Learning Observation Instrument Among Children With and Without Developmental Language Disorder in Dynamic Assessment.” In: Journal of Speech, Language, and Hearing Research
Doctoral Student Jose Mendez and Professor Elizabeth van Es: “Examining teachers’ relational noticing: promoting equity through positive interactions in mathematics education.” In: Journal of Mathematics Teacher Education
Doctoral Student Bryan Murray, Assistant Professor Katherine Rhodes and Professor Julie Washington: “The Growth of Complex Syntax in School-Age African American Children Who Speak African American English.” In: Journal of Speech, Language, and Hearing Research
Postdoctoral Scholar Amy Pratt and Professor Elizabeth Peña: “Modeling Dimensionality of Bilingual Kindergarteners’ Language Knowledge in Spanish and English.” In: Journal of Speech, Language, and Hearing Research
Doctoral Student Mohammad Amin Samadi and Assistant Professor Nia Nixon: “The AI Collaborator: Bridging Human-AI Interaction in Educational and Professional Settings.” In: Human-Computer Interaction
Project Scientist Tamara Tate, Professor Young-Suk Kim, Associate Professor Penelope Collins, Professor Mark Warschauer and Professor Emerita Carol Booth Olson: “Linguistic Features of Secondary School Writing: Can Natural Language Processing Shine a Light on Differences by Sex, English Language Status, or Higher Scoring Essays?” In: Written Communication
Professor Gustavo Carlo and Doctoral Student Roushanac Partovi: “Change in prosocial development following adversity exposure among U.S. Mexican youth.” In: Adolescent Psychological Development
Professor Gustavo Carlo and Doctoral Student Roushanac Partovi: “Change in Prosocial Development Following Adversity Exposure Among U.S. Mexican Youth.” In: Developmental Psychology
Distinguished Professor Jacquelynne Eccles: “The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues’ Situated Expectancy-Value Model of Achievement Performance and Choice.” In: Educational Psychology Review
Associate Professor Jade Jenkins: “A Rising Tide That Lifts All Boats? Effects Of Competition on Child Care Quality and Medium-Term Student Outcomes.” In: Educational Evaluation and Policy Analysis
Professor Young-Suk Kim: “Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1-3.” In: Reading and Writing
Doctoral Student Joseph Hin Yan Lam and Professor Elizabeth Peña: “Validation of the Mediated Learning Observation Instrument Among Children With and Without Developmental Language Disorder in Dynamic Assessment.” In: Journal of Speech, Language, and Hearing Research
Doctoral Student Jose Mendez and Professor Elizabeth van Es: “Examining teachers’ relational noticing: promoting equity through positive interactions in mathematics education.” In: Journal of Mathematics Teacher Education
Doctoral Student Bryan Murray, Assistant Professor Katherine Rhodes and Professor Julie Washington: “The Growth of Complex Syntax in School-Age African American Children Who Speak African American English.” In: Journal of Speech, Language, and Hearing Research
Postdoctoral Scholar Amy Pratt and Professor Elizabeth Peña: “Modeling Dimensionality of Bilingual Kindergarteners’ Language Knowledge in Spanish and English.” In: Journal of Speech, Language, and Hearing Research
Doctoral Student Mohammad Amin Samadi and Assistant Professor Nia Nixon: “The AI Collaborator: Bridging Human-AI Interaction in Educational and Professional Settings.” In: Human-Computer Interaction
Project Scientist Tamara Tate, Professor Young-Suk Kim, Associate Professor Penelope Collins, Professor Mark Warschauer and Professor Emerita Carol Booth Olson: “Linguistic Features of Secondary School Writing: Can Natural Language Processing Shine a Light on Differences by Sex, English Language Status, or Higher Scoring Essays?” In: Written Communication
April 2024
Professor Drew H. Bailey: “Assessing the association between parents’ math talk and children’s math performance: A preregistered meta-analysis.” In: Journal of Experimental Child Psychology
Professor Young-Suk Kim, Doctoral Student Joongwon Lee, Project Scientist Tamara Tate, Associate Professor Penelope Collins, Doctoral Student Minkyung Cho, Doctoral Student Youngsun Moon, Director of Research, UCI Writing Project Huy Quoc Chung and Professor Emerita Carol Booth Olson: “Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis.” In: Reading and Writing
Professor Gustavo Carlo: "Lessons from the Field: Seeking Support and Sharing Wisdom Among Unaccompanied Guatemalan Migrant Youths in U.S. Agriculture." In: Child & Youth Care Forum
Professor Gustavo Carlo: "The moderating role of gender and acculturative status in the socialization of cultural values in U.S. Mexican families." In: Cultural Diversity & Ethnic Minority Psychology
Professor Gustavo Carlo: “A Strong Latine Identity Supports U.S. Latine Children’s Well-Being.” In: The Good Men Project
Associate Professor Michael Hebert: “Is Phonological-Only Instruction Helpful for Reading? A Meta-Analysis.” In: Scientific Studies of Reading
Professor Kylie Peppler: “Deepening children’s STEM learning through making and creative writing.” In: International Journal of Child-Computer Interaction
Professor Kylie Peppler: “Seeking languagelessness: maker literacies mindsets to disrupt normative practices.” In: Reading Research Quarterly
Professor Stephanie Reich: “Contributions of mothers’ and fathers’ shared book reading with infants at 9 months to language skills at 18 months in ethnically and socioeconomically diverse families.” In: Infant and Child Development
Professor Sandra Simpkins and Distinguished Professor Jacquelynne Eccles: “Longitudinal associations between Latine parents’ support and their adolescents’ science motivation and STEM career expectations.” In: Journal of Adolescence
Professor Elizabeth van Es: “Correction: Expanding on prior conceptualizations of teacher noticing.” In: ZDM - Mathematics Education
Doctoral Student Jiali Wang, Professor Young-Suk Kim, and Doctoral Student Minkyung Cho: “Linguistic features in narrative and opinion genres and their relations to writing quality in fourth grade writing.” In: Journal of Research in Reading
Professor Young-Suk Kim, Doctoral Student Joongwon Lee, Project Scientist Tamara Tate, Associate Professor Penelope Collins, Doctoral Student Minkyung Cho, Doctoral Student Youngsun Moon, Director of Research, UCI Writing Project Huy Quoc Chung and Professor Emerita Carol Booth Olson: “Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis.” In: Reading and Writing
Professor Gustavo Carlo: "Lessons from the Field: Seeking Support and Sharing Wisdom Among Unaccompanied Guatemalan Migrant Youths in U.S. Agriculture." In: Child & Youth Care Forum
Professor Gustavo Carlo: "The moderating role of gender and acculturative status in the socialization of cultural values in U.S. Mexican families." In: Cultural Diversity & Ethnic Minority Psychology
Professor Gustavo Carlo: “A Strong Latine Identity Supports U.S. Latine Children’s Well-Being.” In: The Good Men Project
Associate Professor Michael Hebert: “Is Phonological-Only Instruction Helpful for Reading? A Meta-Analysis.” In: Scientific Studies of Reading
Professor Kylie Peppler: “Deepening children’s STEM learning through making and creative writing.” In: International Journal of Child-Computer Interaction
Professor Kylie Peppler: “Seeking languagelessness: maker literacies mindsets to disrupt normative practices.” In: Reading Research Quarterly
Professor Stephanie Reich: “Contributions of mothers’ and fathers’ shared book reading with infants at 9 months to language skills at 18 months in ethnically and socioeconomically diverse families.” In: Infant and Child Development
Professor Sandra Simpkins and Distinguished Professor Jacquelynne Eccles: “Longitudinal associations between Latine parents’ support and their adolescents’ science motivation and STEM career expectations.” In: Journal of Adolescence
Professor Elizabeth van Es: “Correction: Expanding on prior conceptualizations of teacher noticing.” In: ZDM - Mathematics Education
Doctoral Student Jiali Wang, Professor Young-Suk Kim, and Doctoral Student Minkyung Cho: “Linguistic features in narrative and opinion genres and their relations to writing quality in fourth grade writing.” In: Journal of Research in Reading
March 2024
Professor Richard Arum: "Levels and facets of university students' stress during the COVID-19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S." In: Social and Personality Psychology
Professor Gustavo Carlo: "The impact of COVID-19 on mental health and well-being of Latine youth from rural and agricultural families in the Midwest (Journal of Community & Applied Social Psychology)
Distinguished Professor Jacquelynne Eccles: "International comparative study of motivation: a commentary." In: European Journal of Psychology of Education
Doctoral Student Leiny Garcia, Doctoral Student Santiago Ojeda-Ramirez and Professor Mark Warschauer: "Restorying with AI Art among Latinx Elementary Students." In: Proceedings of the 55th ACM Technical Symposium on Computer Science Education
Doctoral Student Siling Guo, Professor Drew Bailey, Assistant Professor Katherine Rhodes, Research Scientist Kreshnik Begolli, Doctoral Student Vanessa Bermudez, Doctoral Student Lourdes Acevedo-Farag, Professor June Ahn, Assistant Professor Andres Bustamante and Professor Lindsey Richland: "Buckets of fun: Impacts of fraction ball activities on students' math-related emotions." In: Journal of Applied Developmental Psychology
Professor Young-Suk Kim: "Enhancing Reading and Writing Skills through Systematically Integrated Instruction." In: The Reading Teacher
Assistant Professor Nia Nixon: "Minds and Machines Unite: Deciphering Social and Cognitive Dynamics in Collaborative Problem Solving with AI." In: Proceedings of the 14th Learning Analytics and Knowledge Conference
Postdoctoral Scholars Roushanac Partovi, Marixza Torres, Alysia Maryse Cruz and Professor Gustavo Carlo: “Typologies of cultural stressors and assets: Exploring differential associations with prosocial behaviors and depressive symptoms among Latino/a young adults.” In: Cultural Diversity and Ethnic Minority Psychology
Professor Elizabeth Peña: "Books Provide Full Language Story to Bilingual Students With DLD." In: Asha Wire
Professor Elizabeth Peña: "Where to start: Use of the bilingual multidimensional ability scale (B-MAS) to identify developmental language disorder (DLD) in bilingual children." In: International Journal of Speech-Language Pathology
Professor Rossella Santagata: “Longitudinal Studies on Video-based Interventions for Mathematics Teacher Noticing: A Review and Future Directions.” In: Using Video to Foster Teacher Development
Assistant Professor Adriana Villavicencio: "'The Freedom to Teach': The Role of (Re)Professionalization in Cultivating Responsive Schooling for Immigrant Students." In: Educational Studies
Assistant Professor Adriana Villavicencio: “'A Wound That Was Already Festering': The Burdens of a Racial Justice Program on Teachers of Color.” In: Teachers College Record: The Voice of Scholarship in Education
Postdoctoral Scholars Danyang Wang and Alexander Choi-Tucci, and Professor Elizabeth Peña: "Where to start: Use of the bilingual multidimensional ability scale (B-MAS) to identify developmental language disorder (DLD) in bilingual children." In: International Journal of Speech-Language Pathology
Professor Mark Warschauer: "Elementary Latinx Students Apply Growth Mindset while Creating in Scratch." In: Proceedings of the 55th ACM Technical Symposium on Computer Science Education
Doctoral Student Joseph Wong and Professor Lindsey Richland: "Fostering engaging online learning experiences: Investigating situational interest and mind-wandering as mediators through learning experience design." In: Education and Information Technologies
Professor Gustavo Carlo: "The impact of COVID-19 on mental health and well-being of Latine youth from rural and agricultural families in the Midwest (Journal of Community & Applied Social Psychology)
Distinguished Professor Jacquelynne Eccles: "International comparative study of motivation: a commentary." In: European Journal of Psychology of Education
Doctoral Student Leiny Garcia, Doctoral Student Santiago Ojeda-Ramirez and Professor Mark Warschauer: "Restorying with AI Art among Latinx Elementary Students." In: Proceedings of the 55th ACM Technical Symposium on Computer Science Education
Doctoral Student Siling Guo, Professor Drew Bailey, Assistant Professor Katherine Rhodes, Research Scientist Kreshnik Begolli, Doctoral Student Vanessa Bermudez, Doctoral Student Lourdes Acevedo-Farag, Professor June Ahn, Assistant Professor Andres Bustamante and Professor Lindsey Richland: "Buckets of fun: Impacts of fraction ball activities on students' math-related emotions." In: Journal of Applied Developmental Psychology
Professor Young-Suk Kim: "Enhancing Reading and Writing Skills through Systematically Integrated Instruction." In: The Reading Teacher
Assistant Professor Nia Nixon: "Minds and Machines Unite: Deciphering Social and Cognitive Dynamics in Collaborative Problem Solving with AI." In: Proceedings of the 14th Learning Analytics and Knowledge Conference
Postdoctoral Scholars Roushanac Partovi, Marixza Torres, Alysia Maryse Cruz and Professor Gustavo Carlo: “Typologies of cultural stressors and assets: Exploring differential associations with prosocial behaviors and depressive symptoms among Latino/a young adults.” In: Cultural Diversity and Ethnic Minority Psychology
Professor Elizabeth Peña: "Books Provide Full Language Story to Bilingual Students With DLD." In: Asha Wire
Professor Elizabeth Peña: "Where to start: Use of the bilingual multidimensional ability scale (B-MAS) to identify developmental language disorder (DLD) in bilingual children." In: International Journal of Speech-Language Pathology
Professor Rossella Santagata: “Longitudinal Studies on Video-based Interventions for Mathematics Teacher Noticing: A Review and Future Directions.” In: Using Video to Foster Teacher Development
Assistant Professor Adriana Villavicencio: "'The Freedom to Teach': The Role of (Re)Professionalization in Cultivating Responsive Schooling for Immigrant Students." In: Educational Studies
Assistant Professor Adriana Villavicencio: “'A Wound That Was Already Festering': The Burdens of a Racial Justice Program on Teachers of Color.” In: Teachers College Record: The Voice of Scholarship in Education
Postdoctoral Scholars Danyang Wang and Alexander Choi-Tucci, and Professor Elizabeth Peña: "Where to start: Use of the bilingual multidimensional ability scale (B-MAS) to identify developmental language disorder (DLD) in bilingual children." In: International Journal of Speech-Language Pathology
Professor Mark Warschauer: "Elementary Latinx Students Apply Growth Mindset while Creating in Scratch." In: Proceedings of the 55th ACM Technical Symposium on Computer Science Education
Doctoral Student Joseph Wong and Professor Lindsey Richland: "Fostering engaging online learning experiences: Investigating situational interest and mind-wandering as mediators through learning experience design." In: Education and Information Technologies
February 2024
Professor Gustavo Carlo: "Measuring early adolescents' prosocial behavior toward diverse others: Considering multiple social identities." In: Journal of Adolescence
Assistant Professor Shayan Doroudi: "Turtle-like Geometry Learning: How Humans and Machines Differ in Learning Turtle Geometry." In: Association for the Advancement of Artificial Intelligence
Associate Professor Jade Jenkins: "Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina." In: Child Development
Professor Young-Suk Kim: "Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial." In: Reading and Writing
Assistant Professor Nia Nixon: "Catalyzing Equity in STEM Teams: Harnessing Generative AI for Inclusion and Diversity." In: Policy Insights from the Behavioral and Brain Sciences
Professor Stephanie Reich: "The Effect of Digital Mental Health Literacy Interventions on Mental Health: Systematic Review and Meta-Analysis." In: Journal of Medical Internet Research
Professor Sandra Simpkins: "Examining changes in adolescents' high school math and science motivational beliefs and their relations to parental STEM support and STEM major choice at the intersectionality of gender and college generation status." In: Developmental Psychology
Assistant Professor Shayan Doroudi: "Turtle-like Geometry Learning: How Humans and Machines Differ in Learning Turtle Geometry." In: Association for the Advancement of Artificial Intelligence
Associate Professor Jade Jenkins: "Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina." In: Child Development
Professor Young-Suk Kim: "Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial." In: Reading and Writing
Assistant Professor Nia Nixon: "Catalyzing Equity in STEM Teams: Harnessing Generative AI for Inclusion and Diversity." In: Policy Insights from the Behavioral and Brain Sciences
Professor Stephanie Reich: "The Effect of Digital Mental Health Literacy Interventions on Mental Health: Systematic Review and Meta-Analysis." In: Journal of Medical Internet Research
Professor Sandra Simpkins: "Examining changes in adolescents' high school math and science motivational beliefs and their relations to parental STEM support and STEM major choice at the intersectionality of gender and college generation status." In: Developmental Psychology
January 2024
Professor Drew Bailey: "Effects of Voice Pitch on Social Perceptions Vary With Relational Mobility and Homicide Rate." In: Psychological Science
Professor Gustavo Carlo: "Longitudinal Associations Between Support and Prosocial Behavior Across Adolescence: The Roles of Fathers, Mothers, Siblings, and Friends." In: Journal of Youth and Adolescence
Dean and Professor Frances Contreras: "Reimagining The University of California to Serve Latinxs Equitably: A Blueprint for Becoming a Hispanic-Serving Research Institution (HSRI) System." Report Prepared for The University of California Office of the President
Associate Professor Michael Hebert: "A National Survey of the Writing Instructional Practices of Teachers of Students With Visual Impairments." In: The Journal of Special Education
Associate Professor Jade Jenkins: "Can peers help sustain the positive effects of an early childhood mathematics intervention?" In: Early Childhood Research Quarterly
Professor Young-Suk Kim: "Examining linguistic and discourse features in oral text production and their dimensionality." In: First Language
Professor Stephanie Reich: "Number Input in Mothers and Fathers of 9-Month-Olds." In: Journal of Cognition and Development
Assistant Professor of Teaching Fernando Rodriguez and Distinguished Professor Jacquelynne Eccles: "Role Models in Action Through YouTube Videos for Engineering Community College Students." In: Research in Higher Education
Professor Sandra Simpkins: "Trajectories of math expectancies for success and values in Latinx and Asian students." In: Developmental Psychology
Professor Gustavo Carlo: "Longitudinal Associations Between Support and Prosocial Behavior Across Adolescence: The Roles of Fathers, Mothers, Siblings, and Friends." In: Journal of Youth and Adolescence
Dean and Professor Frances Contreras: "Reimagining The University of California to Serve Latinxs Equitably: A Blueprint for Becoming a Hispanic-Serving Research Institution (HSRI) System." Report Prepared for The University of California Office of the President
Associate Professor Michael Hebert: "A National Survey of the Writing Instructional Practices of Teachers of Students With Visual Impairments." In: The Journal of Special Education
Associate Professor Jade Jenkins: "Can peers help sustain the positive effects of an early childhood mathematics intervention?" In: Early Childhood Research Quarterly
Professor Young-Suk Kim: "Examining linguistic and discourse features in oral text production and their dimensionality." In: First Language
Professor Stephanie Reich: "Number Input in Mothers and Fathers of 9-Month-Olds." In: Journal of Cognition and Development
Assistant Professor of Teaching Fernando Rodriguez and Distinguished Professor Jacquelynne Eccles: "Role Models in Action Through YouTube Videos for Engineering Community College Students." In: Research in Higher Education
Professor Sandra Simpkins: "Trajectories of math expectancies for success and values in Latinx and Asian students." In: Developmental Psychology
December 2023
Professor Gustavo Carlo: "Understanding Links between Pandemic-Related Racial Attitudes and Out-Group Prosocial Behaviors." In: The Journal of Genetic Psychology
Doctoral Student Juan Cristancho, Professor Drew Bailey and Distinguished Professor Greg Duncan: "Effects of homicide timing on test scores: Quasi-experimental evidence from two cities in Colombia." In: Child Development
Assistant Professor Shayan Doroudi: "On the Paradigms of Learning Analytics: Machine Learning Meets Epistemology." In: Computers and Education: Artificial Intelligence
Associate Professor Jade Jenkins, Professor Drew Bailey and Distinguished Professor Greg Duncan: "Why are Preschool Programs Becoming Less Effective?" In: Annenberg Institute at Brown University
Professor Hosun Kang: "'We need to step it up—We are basically the future': Latinx young women co‐construct science storylines in high school chemistry." In: Journal of Research in Science Teaching
Professor Elizabeth Peña and Doctoral Students Cecilia Perez, Alejandro Granados Vargas, Molly Leachman and Jiali Wang: "An Exploration of the Nature of Vocabulary Change Following Language and Literacy Together Intervention." In: Asha Wire
Associate Professor Emily Penner: "Access to Ethnic Studies in California Public Schools." In: Annenberg Institute at Brown University
Professor Stephanie Reich: "Elevating Student Voices and Addressing Their Needs: Using Youth Participatory Action Research to Improve School Climate During the COVID-19 Pandemic." In: Journal of Adolescent Research
Professor Stephanie Reich: "Parental Monitoring of Early Adolescent Social Technology Use in the US: A Mixed-Method Study." In: Journal of Child and Family Studies
Professor Sandra Simpkins: "Benefits and Challenges of Adolescents’ Participation in Organized Activities for Mexican-origin Families." In: Journal of Adolescent Research
Chancellor's Professor Emerita Deborah Vandell: "The predictive validity of the strange situation procedure: Evidence from registered analyses of two landmark longitudinal studies." In: Development and Psychopathology
Doctoral Student Juan Cristancho, Professor Drew Bailey and Distinguished Professor Greg Duncan: "Effects of homicide timing on test scores: Quasi-experimental evidence from two cities in Colombia." In: Child Development
Assistant Professor Shayan Doroudi: "On the Paradigms of Learning Analytics: Machine Learning Meets Epistemology." In: Computers and Education: Artificial Intelligence
Associate Professor Jade Jenkins, Professor Drew Bailey and Distinguished Professor Greg Duncan: "Why are Preschool Programs Becoming Less Effective?" In: Annenberg Institute at Brown University
Professor Hosun Kang: "'We need to step it up—We are basically the future': Latinx young women co‐construct science storylines in high school chemistry." In: Journal of Research in Science Teaching
Professor Elizabeth Peña and Doctoral Students Cecilia Perez, Alejandro Granados Vargas, Molly Leachman and Jiali Wang: "An Exploration of the Nature of Vocabulary Change Following Language and Literacy Together Intervention." In: Asha Wire
Associate Professor Emily Penner: "Access to Ethnic Studies in California Public Schools." In: Annenberg Institute at Brown University
Professor Stephanie Reich: "Elevating Student Voices and Addressing Their Needs: Using Youth Participatory Action Research to Improve School Climate During the COVID-19 Pandemic." In: Journal of Adolescent Research
Professor Stephanie Reich: "Parental Monitoring of Early Adolescent Social Technology Use in the US: A Mixed-Method Study." In: Journal of Child and Family Studies
Professor Sandra Simpkins: "Benefits and Challenges of Adolescents’ Participation in Organized Activities for Mexican-origin Families." In: Journal of Adolescent Research
Chancellor's Professor Emerita Deborah Vandell: "The predictive validity of the strange situation procedure: Evidence from registered analyses of two landmark longitudinal studies." In: Development and Psychopathology
November 2023
Professor Penelope Collins, Associate Professor Michael Hebert, Doctoral Student Maryam Eslami and Doctoral Student Julian Levine: "The Motivational Beliefs and Attitudes About Writing of International Students Enrolled in Online Academic English Classes During the COVID-19 Pandemic." In: Frontiers in Psychology
Distinguished Professor Jacquelynne Eccles: "The Relevance of Situated Expectancy-Value Theory to Understanding Motivation and Emotion in Different Contexts" (chapter). In: Motivation and Emotion in Learning and Teaching across Educational Contexts
Professor Michael Hebert: "Pre-Service Teachers and Mathematics Writing" (chapter). In: Illuminating and Advancing the Path for Mathematical Writing Research
Professor Elizabeth van Es: "'Connecting the dots': Noticing Interviews Support a Novice Teacher’s Identity Work." In: The New Educator
Distinguished Professor Jacquelynne Eccles: "The Relevance of Situated Expectancy-Value Theory to Understanding Motivation and Emotion in Different Contexts" (chapter). In: Motivation and Emotion in Learning and Teaching across Educational Contexts
Professor Michael Hebert: "Pre-Service Teachers and Mathematics Writing" (chapter). In: Illuminating and Advancing the Path for Mathematical Writing Research
Professor Elizabeth van Es: "'Connecting the dots': Noticing Interviews Support a Novice Teacher’s Identity Work." In: The New Educator
October 2023
Assistant Professor Shayan Doroudi: "Learning, teaching, and assessment with generative artificial intelligence: towards a plateau of productivity." In: Learning: Research and Practice
Assistant Professor Shayan Doroudi: "The potential of second-order cybernetics in the college classroom: Applications to curriculum and educational technology design" (chapter). In: Proceedings of Relating Systems Thinking and Design (RSD12) Symposium
Assistant Professor Shayan Doroudi: "What happened to the interdisciplinary study of learning in humans and machines?" In: Journal of the Learning Sciences
Distinguished Professor Greg Duncan: "Policies that reduce intergenerational poverty." In: Brookings
Associate Professor Michael Hebert: "Hitching a Ride with Steve Graham Through the Galaxy of Writing Research" (chapter). In: The Hitchhiker's Guide to Writing Research
Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Coding as Another Language: An International Comparative Study of Learning Computer Science and Computational Thinking in Kindergarten." In: International Conference of the Learning Sciences
Professor Young-Suk Kim, Project Scientist Tamara Tate, Professor Penelope Collins, Doctoral Student Youngsun Moon, Director of Research, UCI Writing Project Huy Chung and Professor Emerita Carol Booth Olson: "A meta-analysis of writing treatments for students in grades 6–12." In: Journal of Educational Psychology
Doctoral Student Ethan Rubin and Professor Elizabeth van Es: "'My noticing lens disrupts this narrative': Preservice mathematics teachers' awareness of the self as noticer." In: School Science and Mathematics
Professor Rossella Santagata: "Teacher noticing in mathematics education: a review of recent developments." In: ZDM – Mathematics Education
Assistant Professor Shayan Doroudi: "The potential of second-order cybernetics in the college classroom: Applications to curriculum and educational technology design" (chapter). In: Proceedings of Relating Systems Thinking and Design (RSD12) Symposium
Assistant Professor Shayan Doroudi: "What happened to the interdisciplinary study of learning in humans and machines?" In: Journal of the Learning Sciences
Distinguished Professor Greg Duncan: "Policies that reduce intergenerational poverty." In: Brookings
Associate Professor Michael Hebert: "Hitching a Ride with Steve Graham Through the Galaxy of Writing Research" (chapter). In: The Hitchhiker's Guide to Writing Research
Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Coding as Another Language: An International Comparative Study of Learning Computer Science and Computational Thinking in Kindergarten." In: International Conference of the Learning Sciences
Professor Young-Suk Kim, Project Scientist Tamara Tate, Professor Penelope Collins, Doctoral Student Youngsun Moon, Director of Research, UCI Writing Project Huy Chung and Professor Emerita Carol Booth Olson: "A meta-analysis of writing treatments for students in grades 6–12." In: Journal of Educational Psychology
Doctoral Student Ethan Rubin and Professor Elizabeth van Es: "'My noticing lens disrupts this narrative': Preservice mathematics teachers' awareness of the self as noticer." In: School Science and Mathematics
Professor Rossella Santagata: "Teacher noticing in mathematics education: a review of recent developments." In: ZDM – Mathematics Education
September 2023
Associate Professor Drew Bailey and Distinguished Professor Jacquelynne Eccles: "Girls’ comparative advantage in language arts explains little of the gender gap in math-related fields: A replication and extension." In: Psychological and Cognitive Sciences
Professor Gustavo Carlo: "Gender-Specific Patterns of Relations among Acculturative Stress, Family Processes, and Prosocial Behaviors in Latinx Youth." In: The Journal of Genetic Psychology
Doctoral Student Lora Cawelti and Professor Kylie Peppler: “Let's Go; We're Writing a Song”: Co-Creating Auditory and Placial Space in an Afterschool Music Program. In: International Society of the Learning Sciences
Distinguished Professor Greg Duncan: "Unconditional Cash Transfers and Maternal Assessments of Children's Health, Nutrition, and Sleep: A Randomized Clinical Trial." In: JAMA Network Open
Distinguished Professor Jacquelynne Eccles: "Low-income transfer engineering undergraduates’ benefits and costs of online learning during COVID-19." In: Frontiers in Education
Associate Professor Michael Hebert: “The Hitchhiker’s Guide to Writing Research.” In: Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology, and Education
Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Asset-based Approaches to Multilingual Students’ Computer Science Identity Development." In: Journal of Computer Science Integration
Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Marina Bers, Beyond Coding: How Children Learn Broader Values through Programming" (book review). In: Prometheus
Postdoctoral Scholar Luise von Keyserlingk, Distinguished Professor Jacquelynne Eccles and Professor Richard Arum: "Adjusting to college—Do ability beliefs and confidence in getting support matter for performance and mental health?" In: Zeitschrift für Erziehungswissenschaft
Postdoctoral Scholar Qiujie Li and Associate Professor Di Xu: "The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes." In: Science Direct
Professor Kylie Peppler: "Expansive Lenses to Examine Interventions (of) Moving Across Contexts." In: International Society of the Learning Sciences
Professor Lindsey Richland: "Measuring the building blocks of everyday cognition: executive functions and relational reasoning." In: Frontiers in Psychology
Postdoctoral Research Fellow Nestor Tulagan and Distinguished Professor Jacquelynne Eccles: "Patterns of African American parents' educational involvement: associations with adolescents' academic performance and motivational beliefs." In: Research on Adolescence
Chancellor's Professor Emerita Deborah Lowe Vandell: "The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers." In: Journal of Early Childhood Research
Professor Elizabeth van Es: "Noticing instructional challenges in artifacts of teaching." In: School Science and Mathematics
Chancellor's Professor Emerita Deborah Lowe Vandell: "Early cumulative risk and outcomes in adolescence and adulthood: The role of executive function and behavioral regulation." In: Developmental Psychology
Doctoral Student Nickolina Yankova and Professor Kylie Peppler: "The Future of Maker Education." In: International Society of the Learning Sciences
Doctoral Student Nickolina Yankova and Professor Kylie Peppler: "Studying Interdisciplinary Collaboration as a Core Skill." In: International Society of the Learning Sciences
Professor Gustavo Carlo: "Gender-Specific Patterns of Relations among Acculturative Stress, Family Processes, and Prosocial Behaviors in Latinx Youth." In: The Journal of Genetic Psychology
Doctoral Student Lora Cawelti and Professor Kylie Peppler: “Let's Go; We're Writing a Song”: Co-Creating Auditory and Placial Space in an Afterschool Music Program. In: International Society of the Learning Sciences
Distinguished Professor Greg Duncan: "Unconditional Cash Transfers and Maternal Assessments of Children's Health, Nutrition, and Sleep: A Randomized Clinical Trial." In: JAMA Network Open
Distinguished Professor Jacquelynne Eccles: "Low-income transfer engineering undergraduates’ benefits and costs of online learning during COVID-19." In: Frontiers in Education
Associate Professor Michael Hebert: “The Hitchhiker’s Guide to Writing Research.” In: Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology, and Education
Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Asset-based Approaches to Multilingual Students’ Computer Science Identity Development." In: Journal of Computer Science Integration
Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Marina Bers, Beyond Coding: How Children Learn Broader Values through Programming" (book review). In: Prometheus
Postdoctoral Scholar Luise von Keyserlingk, Distinguished Professor Jacquelynne Eccles and Professor Richard Arum: "Adjusting to college—Do ability beliefs and confidence in getting support matter for performance and mental health?" In: Zeitschrift für Erziehungswissenschaft
Postdoctoral Scholar Qiujie Li and Associate Professor Di Xu: "The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes." In: Science Direct
Professor Kylie Peppler: "Expansive Lenses to Examine Interventions (of) Moving Across Contexts." In: International Society of the Learning Sciences
Professor Lindsey Richland: "Measuring the building blocks of everyday cognition: executive functions and relational reasoning." In: Frontiers in Psychology
Postdoctoral Research Fellow Nestor Tulagan and Distinguished Professor Jacquelynne Eccles: "Patterns of African American parents' educational involvement: associations with adolescents' academic performance and motivational beliefs." In: Research on Adolescence
Chancellor's Professor Emerita Deborah Lowe Vandell: "The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers." In: Journal of Early Childhood Research
Professor Elizabeth van Es: "Noticing instructional challenges in artifacts of teaching." In: School Science and Mathematics
Chancellor's Professor Emerita Deborah Lowe Vandell: "Early cumulative risk and outcomes in adolescence and adulthood: The role of executive function and behavioral regulation." In: Developmental Psychology
Doctoral Student Nickolina Yankova and Professor Kylie Peppler: "The Future of Maker Education." In: International Society of the Learning Sciences
Doctoral Student Nickolina Yankova and Professor Kylie Peppler: "Studying Interdisciplinary Collaboration as a Core Skill." In: International Society of the Learning Sciences
August 2023
Professor Gustavo Carlo: "A systemic, multiple socialization approach to the study of prosocial development." In: Journal of Social and Personal Relationships
Professor Gustavo Carlo: "The Enhancing and Buffering Role of Ethnic Socialization on the Links Between Discrimination and Prosocial Behaviors Among U.S. Latinx Young Adults." In: Hispanic Journal of Behavioral Sciences
Doctoral Student Cecilia del Carmen Perez, Postdoctoral Scholar Amy Pratt and Professor Elizabeth Peña: "Understanding the Microstructure and Macrostructure Narrative Skills of Bilingual Adolescents in Relation to Their Language Experience." In: Language, Speech, and Hearing Services in Schools
Assistant Professor Shayan Doroudi: "Community College Articulation Agreement Websites: Students’ Suggestions for New Academic
Advising Software Features." In: Features for Articulation Agreement Websites
Doctoral Student Leiny Garcia, Postdoctoral Scholar Miranda Parker and Professor Mark Warschauer: "Coding attitudes of fourth-grade latinx students during distance learning." In: Computer Science Education
Associate Professor Michael Hebert: "Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations." (chapter) In: Assessing Disciplinary Writing in Both Research and Practice
Professor Elizabeth Peña: "Grammatical profiles of Mandarin-English bilingual children at risk for developmental language disorder." (chapter) In:
Typical and Atypical Language Development in Cultural and Linguistic Diversity
Professor Rossella Santagata, Assistant Professor Adriana Villavicencio, Doctoral Student Lora Cawelti and Associate Professor Brandy Gatlin-Nash: "'I have been pushed outside of my comfort zone and have grown as a result': Teacher professional learning and innovation during the pandemic." In: Journal of Educational Change
Postdoctoral Scholar Christine R. Starr, Doctoral Student Glona Lee, Associate Project Scientist Nayssan Safavian, Associate Project Scientist Anna-Lena Dicke, Distinguished Professor Jacquelynne Eccles and Professor Sandra Simpkins: "'Who’s Better at Math, Boys or Girls?;: Changes in Adolescents’ Math Gender Stereotypes and Their Motivational Beliefs from Early to Late Adolescence." In: Education Sciences
Professor Gustavo Carlo: "The Enhancing and Buffering Role of Ethnic Socialization on the Links Between Discrimination and Prosocial Behaviors Among U.S. Latinx Young Adults." In: Hispanic Journal of Behavioral Sciences
Doctoral Student Cecilia del Carmen Perez, Postdoctoral Scholar Amy Pratt and Professor Elizabeth Peña: "Understanding the Microstructure and Macrostructure Narrative Skills of Bilingual Adolescents in Relation to Their Language Experience." In: Language, Speech, and Hearing Services in Schools
Assistant Professor Shayan Doroudi: "Community College Articulation Agreement Websites: Students’ Suggestions for New Academic
Advising Software Features." In: Features for Articulation Agreement Websites
Doctoral Student Leiny Garcia, Postdoctoral Scholar Miranda Parker and Professor Mark Warschauer: "Coding attitudes of fourth-grade latinx students during distance learning." In: Computer Science Education
Associate Professor Michael Hebert: "Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations." (chapter) In: Assessing Disciplinary Writing in Both Research and Practice
Professor Elizabeth Peña: "Grammatical profiles of Mandarin-English bilingual children at risk for developmental language disorder." (chapter) In:
Typical and Atypical Language Development in Cultural and Linguistic Diversity
Professor Rossella Santagata, Assistant Professor Adriana Villavicencio, Doctoral Student Lora Cawelti and Associate Professor Brandy Gatlin-Nash: "'I have been pushed outside of my comfort zone and have grown as a result': Teacher professional learning and innovation during the pandemic." In: Journal of Educational Change
Postdoctoral Scholar Christine R. Starr, Doctoral Student Glona Lee, Associate Project Scientist Nayssan Safavian, Associate Project Scientist Anna-Lena Dicke, Distinguished Professor Jacquelynne Eccles and Professor Sandra Simpkins: "'Who’s Better at Math, Boys or Girls?;: Changes in Adolescents’ Math Gender Stereotypes and Their Motivational Beliefs from Early to Late Adolescence." In: Education Sciences
July 2023
Doctoral Candidate Daniela Alvarez-Vargas, Associate Professor Drew Bailey, Professor Sandra Simpkins, Associate Project Scientist Nayssan Safavian and Distinguished Professor Jacquelynne Eccles: "Networks and directed acyclic graphs: Initial steps to efficiently examine causal relations between expectancies, values, and prior achievement." In: Current Psychology
Professor Richard Arum: "The Language of 21st Century Skills: Next Directions for Closing the Skills Gap Between Employers and Postsecondary Graduates." In: Chinese/English Journal of Educational Measurement and Evaluation
Associate Professor Drew Bailey and Distinguished Professor Greg Duncan: "The impacts of Abecedarian and Head Start on educational attainment: Reasoning about unobserved mechanisms from temporal patterns of indirect effects." In: Early Childhood Research Quarterly
Doctoral Student Vanessa N. Bermudez, Doctoral Student Julie Salazar, Doctoral Student Leiny Garcia, Professor June Ahn and Assistant Professor Andres Bustamante: "Designing culturally situated playful environments for early STEM learning with a Latine community." In: Early Childhood Research Quarterly
Postdoctoral Scholar Jackie Cavazos and Assistant Professor Nia Nixon: "Semantic Topic Chains for Modeling Temporality of Themes in Online Student Discussion Forums." PDF
Assistant Professor Shayan Doroudi: "Effects of Scaling Up Apprentice-Style Research: Perceptions from Mentors and Mentees." In: L@S '23: Proceedings of the Tenth ACM Conference on Learning @ Scale
Assistant Professor Shayan Doroudi: "The forgotten African American innovators of educational technology: stories of education, technology, and civil rights." In: Learning, Media and Technology
Distinguished Professor Greg Duncan: "Written Statement to the Senate Finance Committee’s Subcommittee on Taxation and IRS Oversight." PDF
Distinguished Professor Emeritus George Farkas: "High School Math and Motivation for autistic students." In: Journal of Autism and Developmental Disorders
Associate Professor Michael Hebert: "Unpacking an online peer-mediated and self-reflective revision process in second-language persuasive writing." In: Reading and Writing
Professor Kylie Peppler: "To Quilt is to Math: Investigating the Breadth and Depth of Mathematics in Fiber Crafts." In: International Society of the Learning Sciences
Professor Kylie Peppler and Doctoral Student Nickolina Yankova: "Theorizing Mathematical Unitizing through Fiber Crafts." In: International Society of the Learning Sciences
Professor Lindsey Richland: "Children’s Early Spontaneous Comparisons Predict Later Analogical Reasoning Skills: An Investigation of Parental Influence." In: Open Mind: Discoveries in Cognitive Science
Professor Richard Arum: "The Language of 21st Century Skills: Next Directions for Closing the Skills Gap Between Employers and Postsecondary Graduates." In: Chinese/English Journal of Educational Measurement and Evaluation
Associate Professor Drew Bailey and Distinguished Professor Greg Duncan: "The impacts of Abecedarian and Head Start on educational attainment: Reasoning about unobserved mechanisms from temporal patterns of indirect effects." In: Early Childhood Research Quarterly
Doctoral Student Vanessa N. Bermudez, Doctoral Student Julie Salazar, Doctoral Student Leiny Garcia, Professor June Ahn and Assistant Professor Andres Bustamante: "Designing culturally situated playful environments for early STEM learning with a Latine community." In: Early Childhood Research Quarterly
Postdoctoral Scholar Jackie Cavazos and Assistant Professor Nia Nixon: "Semantic Topic Chains for Modeling Temporality of Themes in Online Student Discussion Forums." PDF
Assistant Professor Shayan Doroudi: "Effects of Scaling Up Apprentice-Style Research: Perceptions from Mentors and Mentees." In: L@S '23: Proceedings of the Tenth ACM Conference on Learning @ Scale
Assistant Professor Shayan Doroudi: "The forgotten African American innovators of educational technology: stories of education, technology, and civil rights." In: Learning, Media and Technology
Distinguished Professor Greg Duncan: "Written Statement to the Senate Finance Committee’s Subcommittee on Taxation and IRS Oversight." PDF
Distinguished Professor Emeritus George Farkas: "High School Math and Motivation for autistic students." In: Journal of Autism and Developmental Disorders
Associate Professor Michael Hebert: "Unpacking an online peer-mediated and self-reflective revision process in second-language persuasive writing." In: Reading and Writing
Professor Kylie Peppler: "To Quilt is to Math: Investigating the Breadth and Depth of Mathematics in Fiber Crafts." In: International Society of the Learning Sciences
Professor Kylie Peppler and Doctoral Student Nickolina Yankova: "Theorizing Mathematical Unitizing through Fiber Crafts." In: International Society of the Learning Sciences
Professor Lindsey Richland: "Children’s Early Spontaneous Comparisons Predict Later Analogical Reasoning Skills: An Investigation of Parental Influence." In: Open Mind: Discoveries in Cognitive Science
June 2023
Doctoral Student Lourdes Acevedo-Farag, Assistant Professor Katherine Rhodes and Assistant Professor Andres Bustamante: ";Sparking' Math Talk in a Fraction Ball Classroom Lesson." In: International Society of the Learning Sciences
Professor June Ahn: "Booting the system: Leadership practices for initiating and infrastructuring district-wide computer science instructional programs." In: Policy Futures in Education
Professor June Ahn: "'Money shouldn’t be money!': An examination of financial literacy and technology for children through co-design." In: ACM Interaction Design and Children
Associate Professor Drew Bailey: "Do Intervention Impacts on Social-Emotional Skills Persist at Higher Rates than Impacts on Cognitive Skills? A Meta-Analysis of Educational RCTs with Follow-Up." In: EdWorkingPapers
Associate Professor Drew Bailey: "A reality check on research reproducibility in Open Science students’ projects." In: API – Studentisches Magazin der HAW Hamburg
Assistant Professor Andres Bustamante, Doctoral Student Vanessa Bermudez, Doctoral Student Ashley Belgrave and Chancellor's Professor Emerita Deborah Lowe Vandell: "Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds." In: Developmental Psychology
Doctoral Student Lora Cawelti and Professor Kylie Peppler: "Navigating Tensions: Dominant Traditions and Culturally Sustaining Practices in Music Learning." In: International Society of the Learning Sciences
Doctoral Student Phebe Chew and Professor Kylie Peppler: "Relational connective tissue: The role relationships play in freedom of movement across culinary learning." In: International Society of the Learning Sciences
Doctoral Student Dana Conlin and Assistant Professor Adriana Villavicencio: "In Their Own Words: The Experiences of Black and Latinx Youth in Culturally Relevant Programming." In: Urban Education
Assistant Professor Shayan Doroudi: "A Computational Model for the ICAP Framework: Exploring Agent-Based Modeling as an AIED Methodology." In: Artifical Intelligence in Eduation (conference paper)
Doctoral Student Patricia Fuentes Acevedo, Doctoral Student Christina Kimmerling and Professor Rossella Santagata: "What Does High-Quality Math Instruction Look Like? Elementary School Principals’ Noticing and Their Mathematics Instructional Vision." In: International Society of the Learning Sciences
Doctoral Student Daniel Garcia, Research Scientist Kreshnik Begolli, Assisant Professor Andres Bustamante and Professor June Ahn: "Factors That Impact the Implementation of a Game Based Curriculum and Adaptations Teachers Design to Address Them." In: International Society of the Learning Sciences
Associate Professor Jade Jenkins and Doctoral Student Maria Sauval: "Understanding Heterogeneity in the Impact of Public Preschool Programs." In: Monograph
Associate Professor Hosun Kang: "Teacher Responsiveness as a Core Feature of Justice- and Equity-Centered Instruction." In: The Science Teacher
Professor Judith Kroll: "Models and metaphors: Mapping language experience to cognition" (chapter). In: Understanding Language and Cognition through Bilingualism
Associate Professor Emily Penner: "Troublemakers? The Role of Frequent Teacher Referrers in Expanding Racial Disciplinary Disproportionalities." In: Educational Researcher
Professor Rossella Santagata and Lecturer Jody Guarino: "Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems." In: Professional Development in Education
Professor Rossella Santagata, Doctoral Student Christina Kimmerling and Doctoral Student Patricia Fuentes Acevedo: "Designing for Teacher Noticing in College Mathematics." In: International Society of the Learning Sciences
Doctoral Candidate Joseph Wong, Professor Lindsey Richland and School of Education Lecturer Brad Hughes: "The Cognitive and Behavioral Learning Impacts of Embedded Video Questions: Leveraging Learning Experience Design to Support Students’ Knowledge Outcomes." In: International Society of the Learning Sciences
Professor June Ahn: "Booting the system: Leadership practices for initiating and infrastructuring district-wide computer science instructional programs." In: Policy Futures in Education
Professor June Ahn: "'Money shouldn’t be money!': An examination of financial literacy and technology for children through co-design." In: ACM Interaction Design and Children
Associate Professor Drew Bailey: "Do Intervention Impacts on Social-Emotional Skills Persist at Higher Rates than Impacts on Cognitive Skills? A Meta-Analysis of Educational RCTs with Follow-Up." In: EdWorkingPapers
Associate Professor Drew Bailey: "A reality check on research reproducibility in Open Science students’ projects." In: API – Studentisches Magazin der HAW Hamburg
Assistant Professor Andres Bustamante, Doctoral Student Vanessa Bermudez, Doctoral Student Ashley Belgrave and Chancellor's Professor Emerita Deborah Lowe Vandell: "Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds." In: Developmental Psychology
Doctoral Student Lora Cawelti and Professor Kylie Peppler: "Navigating Tensions: Dominant Traditions and Culturally Sustaining Practices in Music Learning." In: International Society of the Learning Sciences
Doctoral Student Phebe Chew and Professor Kylie Peppler: "Relational connective tissue: The role relationships play in freedom of movement across culinary learning." In: International Society of the Learning Sciences
Doctoral Student Dana Conlin and Assistant Professor Adriana Villavicencio: "In Their Own Words: The Experiences of Black and Latinx Youth in Culturally Relevant Programming." In: Urban Education
Assistant Professor Shayan Doroudi: "A Computational Model for the ICAP Framework: Exploring Agent-Based Modeling as an AIED Methodology." In: Artifical Intelligence in Eduation (conference paper)
Doctoral Student Patricia Fuentes Acevedo, Doctoral Student Christina Kimmerling and Professor Rossella Santagata: "What Does High-Quality Math Instruction Look Like? Elementary School Principals’ Noticing and Their Mathematics Instructional Vision." In: International Society of the Learning Sciences
Doctoral Student Daniel Garcia, Research Scientist Kreshnik Begolli, Assisant Professor Andres Bustamante and Professor June Ahn: "Factors That Impact the Implementation of a Game Based Curriculum and Adaptations Teachers Design to Address Them." In: International Society of the Learning Sciences
Associate Professor Jade Jenkins and Doctoral Student Maria Sauval: "Understanding Heterogeneity in the Impact of Public Preschool Programs." In: Monograph
Associate Professor Hosun Kang: "Teacher Responsiveness as a Core Feature of Justice- and Equity-Centered Instruction." In: The Science Teacher
Professor Judith Kroll: "Models and metaphors: Mapping language experience to cognition" (chapter). In: Understanding Language and Cognition through Bilingualism
Associate Professor Emily Penner: "Troublemakers? The Role of Frequent Teacher Referrers in Expanding Racial Disciplinary Disproportionalities." In: Educational Researcher
Professor Rossella Santagata and Lecturer Jody Guarino: "Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems." In: Professional Development in Education
Professor Rossella Santagata, Doctoral Student Christina Kimmerling and Doctoral Student Patricia Fuentes Acevedo: "Designing for Teacher Noticing in College Mathematics." In: International Society of the Learning Sciences
Doctoral Candidate Joseph Wong, Professor Lindsey Richland and School of Education Lecturer Brad Hughes: "The Cognitive and Behavioral Learning Impacts of Embedded Video Questions: Leveraging Learning Experience Design to Support Students’ Knowledge Outcomes." In: International Society of the Learning Sciences
May 2023
Professor June Ahn: "'I Got it from my Mama:' The influence of working-class parents on young people’s cultural capital for success in school and work." In: Equity in Education & Society
Professor Gustavo Carlo: "White children's prosocial behavior toward White versus Black peers: The role of children's effortful control and parents' implicit racial attitudes." In: Child Development
Professor Kylie Peppler and Doctoral Student R. Mishael Sedas: "Paper Circuits vs. Breadboards: Materializing Learners’ Powerful Ideas Around Circuitry and Layout Design." In: Journal of Science Education and Technology
Professor Lindsey Richland: "Worked examples moderate the effect of math learning anxiety on children’s math learning and engagement during the COVID-19 pandemic." In: Journal of Educational Psychology
Project Scientist Tamara Tate and Professor Mark Warschauer: "ChatGPT in Education: Global Reactions to AI Innovations." In: Research Square
Doctoral Student Waverly Tseng and Professor Mark Warschauer: "AI-writing tools in education: if you can’t beat them, join them." In: Journal of China Computer-Assisted Language Learning
Professor Elizabeth van Es and Doctoral Student Jose Mendez: "Teacher leaders’ learning to lead video-based professional development to support
teachers’ noticing for equity." PDF
Associate Professor Di Xu and Doctoral Student XunFei Li: "College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity." In: The Internet and Higher Education
Associate Professor Di Xu: "Filling the Cracks: Understanding Noncredit Program Instructional Characteristics and the State-Level Infrastructure." In: AIR Forum
Associate Professor Di Xu and Doctoral Student Michael Cooper: "Noncredit workforce training programs are very popular. We know next to nothing about them." In: Brookings
Professor Gustavo Carlo: "White children's prosocial behavior toward White versus Black peers: The role of children's effortful control and parents' implicit racial attitudes." In: Child Development
Professor Kylie Peppler and Doctoral Student R. Mishael Sedas: "Paper Circuits vs. Breadboards: Materializing Learners’ Powerful Ideas Around Circuitry and Layout Design." In: Journal of Science Education and Technology
Professor Lindsey Richland: "Worked examples moderate the effect of math learning anxiety on children’s math learning and engagement during the COVID-19 pandemic." In: Journal of Educational Psychology
Project Scientist Tamara Tate and Professor Mark Warschauer: "ChatGPT in Education: Global Reactions to AI Innovations." In: Research Square
Doctoral Student Waverly Tseng and Professor Mark Warschauer: "AI-writing tools in education: if you can’t beat them, join them." In: Journal of China Computer-Assisted Language Learning
Professor Elizabeth van Es and Doctoral Student Jose Mendez: "Teacher leaders’ learning to lead video-based professional development to support
teachers’ noticing for equity." PDF
Associate Professor Di Xu and Doctoral Student XunFei Li: "College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity." In: The Internet and Higher Education
Associate Professor Di Xu: "Filling the Cracks: Understanding Noncredit Program Instructional Characteristics and the State-Level Infrastructure." In: AIR Forum
Associate Professor Di Xu and Doctoral Student Michael Cooper: "Noncredit workforce training programs are very popular. We know next to nothing about them." In: Brookings
April 2023
Professor June Ahn: "Changing Lanes: Relational Dispositions That Fuel Community Science Learning." In: American Educational Research Journal
Doctoral Student Daniela Alvarez-Vargas, Doctoral Student Vanessa N. Bermudez, Research Scientist Kreshnik Begolli and Assistant Professor Andres Bustamante: "Evidence-Based Designs for Physically Active and Playful Math Learning." In: Theory Into Practice
Associate Professor Drew Bailey and Distinguished Professor Greg Duncan: "The Impacts of Abecedarian and Head Start on Educational Attainment: Inferring about Unobserved Mechanisms from Temporal Patterns of Indirect Effects." In: Temporal Patterns of Indirect Effects
Professor Gustavo Carlo: "Health Status, Health Care Access, and Health Information Sources Among Latino Immigrant Cattle Feedyard Workers in the Midwest." In: Workplace Health & Safety
Distinguished Professor Jacquelynne Eccles: "The system of academic task values: The development of cross-domain comparisons of values and college major choice." In: Developmental Psychology
Associate Professor Hosun Kang: "Modeling Students’ Performances in Physics Assessment Tasks Using Epistemic Network Analysis." In: International Conference on Quantitative Ethnography
Professor Young-Suk Kim: "Executive Functions and Morphological Awareness Explain the Shared Variance between Word Reading and Listening Comprehension." In: Scientific Studies of Reading
Professor Young-Suk Kim: "Oral discourse skills: Dimensionality of comprehension and retell of narrative and expository texts, and the relations of language and cognitive skills to identified dimensions." In: Child Development
Doctoral Student John Louis-Strakes Lopez and Associate Professor June Ahn: "Reminders, reflections, and relationships: insights from the design of a chatbot for college advising." In: Information and Learning Sciences
Professor Elizabeth Peña and Professor Penelope Collins: "Predicting literacy development and risk in Spanish-English bilingual first graders." In: Child Language Teaching and Therapy
Professor Kylie Peppler: "LearnIoTVR: An End-to-End Virtual Reality Environment Providing Authentic Learning Experiences for Internet of Things." In: CHI '23: Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems
Postdoctoral Scholar Charlott Rubach, Associate Project Scientist Anna-Lena Dicke, Associate Project Scientist Nayssan Safavian and Distinguished Professor Jacquelynne Eccles: "Classroom transmission processes between teacher support, interest value and negative affect: An investigation guided by situated expectancy-value theory and control-value theory." In: Motivation and Emotion
Professor Julie Washington: "Teaching Phonemic and Phonological Awareness to Children Who Speak African American English." In: The Reading Teacher
Doctoral Student Daniela Alvarez-Vargas, Doctoral Student Vanessa N. Bermudez, Research Scientist Kreshnik Begolli and Assistant Professor Andres Bustamante: "Evidence-Based Designs for Physically Active and Playful Math Learning." In: Theory Into Practice
Associate Professor Drew Bailey and Distinguished Professor Greg Duncan: "The Impacts of Abecedarian and Head Start on Educational Attainment: Inferring about Unobserved Mechanisms from Temporal Patterns of Indirect Effects." In: Temporal Patterns of Indirect Effects
Professor Gustavo Carlo: "Health Status, Health Care Access, and Health Information Sources Among Latino Immigrant Cattle Feedyard Workers in the Midwest." In: Workplace Health & Safety
Distinguished Professor Jacquelynne Eccles: "The system of academic task values: The development of cross-domain comparisons of values and college major choice." In: Developmental Psychology
Associate Professor Hosun Kang: "Modeling Students’ Performances in Physics Assessment Tasks Using Epistemic Network Analysis." In: International Conference on Quantitative Ethnography
Professor Young-Suk Kim: "Executive Functions and Morphological Awareness Explain the Shared Variance between Word Reading and Listening Comprehension." In: Scientific Studies of Reading
Professor Young-Suk Kim: "Oral discourse skills: Dimensionality of comprehension and retell of narrative and expository texts, and the relations of language and cognitive skills to identified dimensions." In: Child Development
Doctoral Student John Louis-Strakes Lopez and Associate Professor June Ahn: "Reminders, reflections, and relationships: insights from the design of a chatbot for college advising." In: Information and Learning Sciences
Professor Elizabeth Peña and Professor Penelope Collins: "Predicting literacy development and risk in Spanish-English bilingual first graders." In: Child Language Teaching and Therapy
Professor Kylie Peppler: "LearnIoTVR: An End-to-End Virtual Reality Environment Providing Authentic Learning Experiences for Internet of Things." In: CHI '23: Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems
Postdoctoral Scholar Charlott Rubach, Associate Project Scientist Anna-Lena Dicke, Associate Project Scientist Nayssan Safavian and Distinguished Professor Jacquelynne Eccles: "Classroom transmission processes between teacher support, interest value and negative affect: An investigation guided by situated expectancy-value theory and control-value theory." In: Motivation and Emotion
Professor Julie Washington: "Teaching Phonemic and Phonological Awareness to Children Who Speak African American English." In: The Reading Teacher
March 2023
Assistant Professor Shayan Doroudi: "Four Interactions Between AI and Education: Broadening Our Perspective on What AI Can Offer Education." PDF
Distinguished Professor Jacquelynne Eccles: "Expectancy-value theory to situated expectancy-value theory: Reflections on the legacy of 40+ years of working together." In: Motivation Science
Distinguished Professor Jacquelynne Eccles: "What is next for situated expectancy-value theory? A reply to our commentators." In: Motivation Science
Distinguished Professor Emeritus George Farkas: "Culture, skills, job tasks and inequality." (chapter) In: A Research Agenda for Skills and Inequality
Distinguished Professor Emeritus George Farkas: "Effects of Having an IEP on the Reading Achievement of Students With Learning Disabilities and Speech or Language Impairments." In: Learning Disability Quarterly
Doctoral Student Leiny Garcia, Doctoral Student Santiago Ojeda-Ramirez and Professor Mark Warschauer: "Confidence is the Key: Unlocking Predictive Factors of Latinx Elementary Students on a Computational Thinking Measure." In: 2023 Proceedings of the ACM SIGCSE Technical Symposium on Computer Science Education
Professor Young-Suk Kim: "Do Spelling and Vocabulary Improve Classification Accuracy of Children's Reading Difficulties Over and Above Word Reading?" In: Reading Research Quarterly
Professor Young-Suk Kim: "Simplicity Meets Complexity: Expanding the Simple View of Reading With the Direct and Indirect Effects Model of Reading (DIER)" (chapter). In: The Science of Early Literacy
Doctoral Student Santiago Ojeda-Ramirez, Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Describing elementary students’ spheres of influence in Scratch ‘About me’ projects." In: 2023 Proceedings of the ACM SIGCSE Technical Symposium on Computer Science Education
Professor Kylie Peppler and Doctoral Student Nickolina Yankova: "Lights up! Assessing standards-based performance skills in drama education." In: Studies in Educational Evaluation
Professor Stephanie Reich, Doctoral Student Yujia Liu and Postdoctoral Research Fellow Nestor Tulagan: "Applying a family stress model to understand U.S. families’ patterns of stress, media use, and child behavior during the COVID-19 pandemic." In: Journal of Children and Media
Associate Project Scientist Nayssan Safavian, Doctoral Student Glona Lee, Associate Project Scientist Anna-Lena Dicke and Distinguished Professor Jacquelynne Eccles: "Disentangling Perceived Educational Support Sources and Types in Adolescence and Latinas’ Educational Attainment in Adulthood." In: Hispanic Journal of Behavioral Sciences
Assistant Professor Adriana Villavicencio: "Transforming schools and improving outcomes for boys of color." In: Kappan
Professor Mark Warschauer: "Conversational agents in language learning." In: Journal of China Computer-Assisted Language Learning
Distinguished Professor Jacquelynne Eccles: "Expectancy-value theory to situated expectancy-value theory: Reflections on the legacy of 40+ years of working together." In: Motivation Science
Distinguished Professor Jacquelynne Eccles: "What is next for situated expectancy-value theory? A reply to our commentators." In: Motivation Science
Distinguished Professor Emeritus George Farkas: "Culture, skills, job tasks and inequality." (chapter) In: A Research Agenda for Skills and Inequality
Distinguished Professor Emeritus George Farkas: "Effects of Having an IEP on the Reading Achievement of Students With Learning Disabilities and Speech or Language Impairments." In: Learning Disability Quarterly
Doctoral Student Leiny Garcia, Doctoral Student Santiago Ojeda-Ramirez and Professor Mark Warschauer: "Confidence is the Key: Unlocking Predictive Factors of Latinx Elementary Students on a Computational Thinking Measure." In: 2023 Proceedings of the ACM SIGCSE Technical Symposium on Computer Science Education
Professor Young-Suk Kim: "Do Spelling and Vocabulary Improve Classification Accuracy of Children's Reading Difficulties Over and Above Word Reading?" In: Reading Research Quarterly
Professor Young-Suk Kim: "Simplicity Meets Complexity: Expanding the Simple View of Reading With the Direct and Indirect Effects Model of Reading (DIER)" (chapter). In: The Science of Early Literacy
Doctoral Student Santiago Ojeda-Ramirez, Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Describing elementary students’ spheres of influence in Scratch ‘About me’ projects." In: 2023 Proceedings of the ACM SIGCSE Technical Symposium on Computer Science Education
Professor Kylie Peppler and Doctoral Student Nickolina Yankova: "Lights up! Assessing standards-based performance skills in drama education." In: Studies in Educational Evaluation
Professor Stephanie Reich, Doctoral Student Yujia Liu and Postdoctoral Research Fellow Nestor Tulagan: "Applying a family stress model to understand U.S. families’ patterns of stress, media use, and child behavior during the COVID-19 pandemic." In: Journal of Children and Media
Associate Project Scientist Nayssan Safavian, Doctoral Student Glona Lee, Associate Project Scientist Anna-Lena Dicke and Distinguished Professor Jacquelynne Eccles: "Disentangling Perceived Educational Support Sources and Types in Adolescence and Latinas’ Educational Attainment in Adulthood." In: Hispanic Journal of Behavioral Sciences
Assistant Professor Adriana Villavicencio: "Transforming schools and improving outcomes for boys of color." In: Kappan
Professor Mark Warschauer: "Conversational agents in language learning." In: Journal of China Computer-Assisted Language Learning
February 2023
Professor Gustavo Carlo: "Associations of Work-Related Injuries and Stress to Family and Youth Wellbeing among U.S. Latino/a Immigrant Cattle Feedyard Workers." In: International Journal of Environmental Research and Public Health
Professor Gustavo Carlo: "Be Prosocial My Friend: The Social Disconnection Model of Perfectionism in Adolescents Immersed in Competitive Sport." In: New Trends in Psychosocial Dimensions of Physical Activity
Professor Gustavo Carlo: "Bien educados: cómo la identidad latina le ayuda a los niños a prosperar." In: La Red Hispana
Doctoral Student Minkyung Cho and Professor Young-Suk Kim: "Do Second Graders Adjust Their Language by Discourse Context?" In: Language, Speech, and Hearing Services in Schools
Assistant Professor Brandy Gatlin-Nash: "Revisiting the Fourth-Grade Slump among Black Children." In: The Elementary School Journal
Associate Professor Michael Hebert: "Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill." In: Reading Psychology
Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Comparing Boys’ and Girls’ Attitudes Toward Computer Science." In: Journal of Computer Science Integration
Professor Elizabeth Peña: "Semantic Difficulty for Bilingual Children: Effects of Age, Language Exposure, and Language Ability." In: American Journal of Speech-Language Pathology
Professor Stephanie Reich: "The mismatch of virtual instruction practices with young adolescents’ developmental needs." In: Middle School Journal
Professor Rossella Santagata: "Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning." In: Journal of Curriculum Studies
Professor Rossella Santagata: "Measuring teacher noticing: A scoping review of standardized instruments." In: Teaching and Teacher Education
Professor Sandra Simpkins and Chancellor's Professor Emerita Deborah Lowe Vandell: "Participation and enjoyment in Out-of-School activities during adolescence as predictors of activities in adulthood." In: Journal of Research on Adolescence : the Official Journal of the Society for Research on Adolescence
Professor Gustavo Carlo: "Be Prosocial My Friend: The Social Disconnection Model of Perfectionism in Adolescents Immersed in Competitive Sport." In: New Trends in Psychosocial Dimensions of Physical Activity
Professor Gustavo Carlo: "Bien educados: cómo la identidad latina le ayuda a los niños a prosperar." In: La Red Hispana
Doctoral Student Minkyung Cho and Professor Young-Suk Kim: "Do Second Graders Adjust Their Language by Discourse Context?" In: Language, Speech, and Hearing Services in Schools
Assistant Professor Brandy Gatlin-Nash: "Revisiting the Fourth-Grade Slump among Black Children." In: The Elementary School Journal
Associate Professor Michael Hebert: "Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill." In: Reading Psychology
Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Comparing Boys’ and Girls’ Attitudes Toward Computer Science." In: Journal of Computer Science Integration
Professor Elizabeth Peña: "Semantic Difficulty for Bilingual Children: Effects of Age, Language Exposure, and Language Ability." In: American Journal of Speech-Language Pathology
Professor Stephanie Reich: "The mismatch of virtual instruction practices with young adolescents’ developmental needs." In: Middle School Journal
Professor Rossella Santagata: "Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning." In: Journal of Curriculum Studies
Professor Rossella Santagata: "Measuring teacher noticing: A scoping review of standardized instruments." In: Teaching and Teacher Education
Professor Sandra Simpkins and Chancellor's Professor Emerita Deborah Lowe Vandell: "Participation and enjoyment in Out-of-School activities during adolescence as predictors of activities in adulthood." In: Journal of Research on Adolescence : the Official Journal of the Society for Research on Adolescence
January 2023
Professor Frances Contreras: "Navigating the university as nepantleras: The college transition experiences of Chicana/Latina undergraduate students." In: Journal of Diversity in Higher Education
Assistant Professor Shayan Doroudi: "What is a related work? A typology of relationships in research literature." In: Synthese
Distinguished Professor Greg Duncan and Chancellor's Professor Emerita Deborah Lowe Vandell: "Additive and synergistic relations of early mother–child and caregiver–child interactions and socioeconomic outcomes in adulthood." In: Infant and Child Development
Distinguished Professor Emeritus George Farkas: "Factors Predictive of Being Bullies or Victims of Bullies in U.S. Elementary Schools." In: School Mental Health
Postdoctoral Scholar Zehra Gülseven, Postdoctoral Research Fellow Nestor Tulagan, Professor Sandra Simpkins and Chancellor's Professor Emerita Deborah Lowe Vandell: "Children’s self-control as an antecedent of adolescent prosociality and adult civic engagement." In: Applied Developmental Science
Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Leveraging Virtual Professional Development to Promote Computer Science Education for Multilingual Students." (chapter) In: English Language Teacher Education in Changing Times
Professor Kylie Peppler: "We hear everyday, 'this isn't me.' Navigating tensions and opportunities to translate interests toward entrepreneurial making." In: Frontiers in Education
Project Scientist Tamara Tate, Assistant Professor Shayan Doroudi, Doctoral Student Daniel Ritchie and Professor Mark Warschauer: "Educational Research and AI-Generated Writing: Confronting the Coming Tsunami." PDF
Doctoral Student Joseph Wong, Doctoral Student Natalie Au Yeung and Professor Lindsey Richland: "Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering." In: Computers and Education Open
Assistant Professor Shayan Doroudi: "What is a related work? A typology of relationships in research literature." In: Synthese
Distinguished Professor Greg Duncan and Chancellor's Professor Emerita Deborah Lowe Vandell: "Additive and synergistic relations of early mother–child and caregiver–child interactions and socioeconomic outcomes in adulthood." In: Infant and Child Development
Distinguished Professor Emeritus George Farkas: "Factors Predictive of Being Bullies or Victims of Bullies in U.S. Elementary Schools." In: School Mental Health
Postdoctoral Scholar Zehra Gülseven, Postdoctoral Research Fellow Nestor Tulagan, Professor Sandra Simpkins and Chancellor's Professor Emerita Deborah Lowe Vandell: "Children’s self-control as an antecedent of adolescent prosociality and adult civic engagement." In: Applied Developmental Science
Postdoctoral Scholar Sharin Jacob and Professor Mark Warschauer: "Leveraging Virtual Professional Development to Promote Computer Science Education for Multilingual Students." (chapter) In: English Language Teacher Education in Changing Times
Professor Kylie Peppler: "We hear everyday, 'this isn't me.' Navigating tensions and opportunities to translate interests toward entrepreneurial making." In: Frontiers in Education
Project Scientist Tamara Tate, Assistant Professor Shayan Doroudi, Doctoral Student Daniel Ritchie and Professor Mark Warschauer: "Educational Research and AI-Generated Writing: Confronting the Coming Tsunami." PDF
Doctoral Student Joseph Wong, Doctoral Student Natalie Au Yeung and Professor Lindsey Richland: "Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering." In: Computers and Education Open
December 2022
Professor Gustavo Carlo: "What Should I do and Who’s to blame? A cross-national study on youth’s attitudes and beliefs in times of COVID-19." In: PLOS ONE
Distinguished Professor Jacquelynne Eccles: "So what have we learned!" In: International Journal of Gender, Science and Technology
Postdoctoral Scholar Michael Hill and Associate Professor Di Xu: "'I Don’t Think the System Will Ever Be the Same': Distance Education Leaders’ Predictions and Recommendations for the Use of Online Learning in Community Colleges Post-COVID." In: The Annenberg Institute
Professor Stephanie Reich: "The couch as a classroom: exploring the school environment of low-income Latine adolescents during the COVID-19 pandemic." In: Journal for Multicultural Education
Project Scientist Tamara Tate and Professor Mark Warschauer: "Access, Digital Writing, and Achievement: The Data in Two Diverse School Districts." In: Journal of Writing Assessment
Associate Professor Di Xu: "The Impact of Dual Enrollment on College Application Choice and Admission Success." In: Community College Research Center
Distinguished Professor Jacquelynne Eccles: "So what have we learned!" In: International Journal of Gender, Science and Technology
Postdoctoral Scholar Michael Hill and Associate Professor Di Xu: "'I Don’t Think the System Will Ever Be the Same': Distance Education Leaders’ Predictions and Recommendations for the Use of Online Learning in Community Colleges Post-COVID." In: The Annenberg Institute
Professor Stephanie Reich: "The couch as a classroom: exploring the school environment of low-income Latine adolescents during the COVID-19 pandemic." In: Journal for Multicultural Education
Project Scientist Tamara Tate and Professor Mark Warschauer: "Access, Digital Writing, and Achievement: The Data in Two Diverse School Districts." In: Journal of Writing Assessment
Associate Professor Di Xu: "The Impact of Dual Enrollment on College Application Choice and Admission Success." In: Community College Research Center
November 2022
Professor Gustavo Carlo: "Cognitive reappraisal and need to belong predict prosociality in Mexican-origin adolescents." In: Social Development
Professor Gustavo Carlo: "Parents’ color-blind racial ideology and implicit racial attitudes predict children’s race-based sympathy." In: Journal of Family Psychology
Distinguished Professor Emeritus George Farkas: "Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District." In: Remedial and Special Education
Distinguished Professor Emeritus George Farkas: "Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School." In: Gifted Child Quarterly
Associate Professor Michael Hebert: "Estimating the Number of Teachers of Students With Visual Impairments in the United States." In: Journal of Visual Impairment & Blindness
Associate Professor Hosun Kang: "Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design." In: Journal of Science Teacher Education
Professor Young-Suk Kim: "Developmental trajectories of eye movements in oral and silent reading for beginning readers: a longitudinal investigation." In: Scientific Reports
Doctoral Student Allison Starks and Professor Stephanie Reich: "'What about special ed?': Barriers and enablers for teaching with technology in special education." In: Computers and Education
Postdoctoral Scholar Christine R. Starr, Doctoral Student Glona Lee, Associate Project Scientist Nayssan Safavian, Postdoctoral Scholar Charlott Rubach, Associate Project Scientist Anna-Lena Dicke, Distinguished Professor Jacquelynne Eccles, and Professor Sandra Simpkins: "Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years." In: Sex Roles
Project Scientist Tamara Tate and Professor Mark Warschauer: "Digital Tools for Promoting Social Reading" (keynote address). In: NUS 6th CELC Symposium Proceedings
Chancellor's Professor Emerita Deborah Lowe Vandell: "Child care and family processes: Bi-directional relations between child care quality, home environments, and maternal depression." In: Child Development
Professor Gustavo Carlo: "Parents’ color-blind racial ideology and implicit racial attitudes predict children’s race-based sympathy." In: Journal of Family Psychology
Distinguished Professor Emeritus George Farkas: "Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District." In: Remedial and Special Education
Distinguished Professor Emeritus George Farkas: "Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School." In: Gifted Child Quarterly
Associate Professor Michael Hebert: "Estimating the Number of Teachers of Students With Visual Impairments in the United States." In: Journal of Visual Impairment & Blindness
Associate Professor Hosun Kang: "Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design." In: Journal of Science Teacher Education
Professor Young-Suk Kim: "Developmental trajectories of eye movements in oral and silent reading for beginning readers: a longitudinal investigation." In: Scientific Reports
Doctoral Student Allison Starks and Professor Stephanie Reich: "'What about special ed?': Barriers and enablers for teaching with technology in special education." In: Computers and Education
Postdoctoral Scholar Christine R. Starr, Doctoral Student Glona Lee, Associate Project Scientist Nayssan Safavian, Postdoctoral Scholar Charlott Rubach, Associate Project Scientist Anna-Lena Dicke, Distinguished Professor Jacquelynne Eccles, and Professor Sandra Simpkins: "Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years." In: Sex Roles
Project Scientist Tamara Tate and Professor Mark Warschauer: "Digital Tools for Promoting Social Reading" (keynote address). In: NUS 6th CELC Symposium Proceedings
Chancellor's Professor Emerita Deborah Lowe Vandell: "Child care and family processes: Bi-directional relations between child care quality, home environments, and maternal depression." In: Child Development
October 2022
Associate Professor Drew Bailey and Distinguished Professor Jacquelynne Eccles: "Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains." In: Child Development
Doctoral Student Minkyung Cho, Professor Young-Suk Kim and Doctoral Student Jiali Wang: "Perspective taking and language features in secondary students’ text-based analytical writing." In: Scientific Studies of Reading
Dean Frances Contreras: "The Role of HSIs in Cultivating a Critical Mass of Latinx Teachers and Teachers of Color: The Case of California" (chapter). Handbook of Research on Teachers of Color and Indigenous Teachers
Assistant Professor Shayan Doroudi: "The Intertwined Histories of Artificial Intelligence and Education." In: International Journal of Artificial Intelligence in Education
Distinguished Professor Jacquelynne Eccles: "Situated Expectancy-Value Theory, Dimensions of Engagement, and Academic Outcomes." In: Handbook of Research on Student Engagement
Distinguished Professor Emeritus George Farkas: "Gender and mathematics achievement: the role of gender stereotypical beliefs of classroom peers." In: European Sociological Review
Assistant Professor Brandy Gatlin-Nash: "Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities." In: Intervention in School and Clinic
Associate Professor Hosun Kang: "Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments." In: Journal of Research in Science Teaching
Professor Kylie Peppler: "Mapping Posthuman Methodological Innovation in the Study of Learning." In: International Society of the Learning Sciences
Professor Kylie Peppler: "Visualizing Family Engagement in Museum Settings." In: International Society of the Learning Sciences
Postdoctoral Scholar Charlott Rubach, Postdoctoral Scholar Luise von Keyserlingk, Professor Sandra Simpkins and Distinguished Professor Jacquelynne Eccles: "Motivational Beliefs and Positive Achievement Emotions During COVID-19: A Person-Environment Fit Perspective in Higher Education" (chapter). In: Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education - International Perspectives
Professor Sandra Simpkins and Chancellor's Professor Emerita Deborah Lowe Vandell: "Longitudinal associations between adolescent out-of-school time and adult substance use." In: Journal of Adolescence
Assistant Professor Adriana Villavicencio and Doctoral Student Dana Conlin: "Research-Practice Partnerships in Pursuit of Racial Justice in Schools: Navigating a Hostile Sociopolitical Climate." In: Educational Policy
Doctoral Student Joseph Wong and School of Education Lecturer Brad Hughes: "Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses." In: Journal of Computing in Higher Education
Doctoral Student Nickolina Yankova and Professor Kylie Peppler: "'Keeping Them with Us': Constructing Equitable Online Spaces for the Theatre Classroom." In: International Society of the Learning Sciences
Doctoral Student Minkyung Cho, Professor Young-Suk Kim and Doctoral Student Jiali Wang: "Perspective taking and language features in secondary students’ text-based analytical writing." In: Scientific Studies of Reading
Dean Frances Contreras: "The Role of HSIs in Cultivating a Critical Mass of Latinx Teachers and Teachers of Color: The Case of California" (chapter). Handbook of Research on Teachers of Color and Indigenous Teachers
Assistant Professor Shayan Doroudi: "The Intertwined Histories of Artificial Intelligence and Education." In: International Journal of Artificial Intelligence in Education
Distinguished Professor Jacquelynne Eccles: "Situated Expectancy-Value Theory, Dimensions of Engagement, and Academic Outcomes." In: Handbook of Research on Student Engagement
Distinguished Professor Emeritus George Farkas: "Gender and mathematics achievement: the role of gender stereotypical beliefs of classroom peers." In: European Sociological Review
Assistant Professor Brandy Gatlin-Nash: "Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities." In: Intervention in School and Clinic
Associate Professor Hosun Kang: "Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments." In: Journal of Research in Science Teaching
Professor Kylie Peppler: "Mapping Posthuman Methodological Innovation in the Study of Learning." In: International Society of the Learning Sciences
Professor Kylie Peppler: "Visualizing Family Engagement in Museum Settings." In: International Society of the Learning Sciences
Postdoctoral Scholar Charlott Rubach, Postdoctoral Scholar Luise von Keyserlingk, Professor Sandra Simpkins and Distinguished Professor Jacquelynne Eccles: "Motivational Beliefs and Positive Achievement Emotions During COVID-19: A Person-Environment Fit Perspective in Higher Education" (chapter). In: Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education - International Perspectives
Professor Sandra Simpkins and Chancellor's Professor Emerita Deborah Lowe Vandell: "Longitudinal associations between adolescent out-of-school time and adult substance use." In: Journal of Adolescence
Assistant Professor Adriana Villavicencio and Doctoral Student Dana Conlin: "Research-Practice Partnerships in Pursuit of Racial Justice in Schools: Navigating a Hostile Sociopolitical Climate." In: Educational Policy
Doctoral Student Joseph Wong and School of Education Lecturer Brad Hughes: "Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses." In: Journal of Computing in Higher Education
Doctoral Student Nickolina Yankova and Professor Kylie Peppler: "'Keeping Them with Us': Constructing Equitable Online Spaces for the Theatre Classroom." In: International Society of the Learning Sciences
September 2022
Doctoral Student Daniela Alvarez-Vargas and Associate Professor Drew H. Bailey: "Triangulating on Developmental Models with a Combination of Experimental and NonExperimental Estimates." In: Developmental Psychology
Professor Richard Arum and Distinguished Professor Jacquelynne Eccles: "What’s Virtue Got to Do with It? Experimental Evidence for Increasing Intellectual Character in Higher Education." In: PsychArchives
Professor Gustavo Carlo: "U.S. Mexican-origin young adults’ mental health relative to interpersonal stressor transitions from childhood to adolescence." In: Cultural Diversity & Ethnic Minority Psychology
Professor Penelope Collins: "Looking at the Laboratory Discussion: Course Modality Choice and Student Performance in Organic Chemistry." In: Journal of Chemical Education
Assistant Professor Shayan Doroudi: "Three Algorithms for Grouping Students: A Bridge Between Personalized Tutoring System Data and Classroom Pedagogy." In: International Journal of Artificial Intelligence in Education
Distinguished Professor Judith Kroll: "Proficiency in a second language influences processing of print-to-sound mappings." In: Linguistic Approaches to Bilingualism
Doctoral Student Michelle Ramos, Professor Penelope Collins and Professor Elizabeth Peña: "Sharpening Our Tools: A Systematic Review to Identify Diagnostically Accurate Language Sample Measures." In: Journal of Speech, Language, and Hearing Research
Doctoral Student Hye Rin Lee, Associate Project Scientist Nayssan Safavian, Associate Project Scientist Anna-Lena Dicke and Distinguished Professor Jacquelynne Eccles: "Investigating engineering undergraduates’ agentic and communal career values in writing responses." In: OSF Preprints
Professor Rossella Santagata: "Vision of High-Quality Mathematics Instruction: What Should Elementary School Principals Notice?" Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education
Doctoral Student Michelle Spiegel and Associate Professor Emily Penner: "Inequities in Student Exposure to Lead in Classroom Drinking Fountains: Descriptive Evidence Comparing Students within and Across Schools in Portland, Oregon." In: Urban Education
Postdoctoral Scholar Christine R. Starr, Postdoctoral Research Fellow Nestor Tulagan and Professor Sandra Simpkins: "Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support." In: Educational Psychology Review
Chancellor's Professor Emerita Deborah Lowe Vandell: "Early maternal sensitivity and markers of physical health: Enduring or transient associations from childhood to adulthood?" In: Developmental Psychology
Doctoral Student Joseph Wong and School of Education Lecturer Brad Hughes: "A Learning Experience Design Approach to Online Professional Development for Teaching Science through the Arts: Evaluation of Teacher Content Knowledge, Self-Efficacy and STEAM Perceptions." In: Journal of Science Teacher Education
Professor Richard Arum and Distinguished Professor Jacquelynne Eccles: "What’s Virtue Got to Do with It? Experimental Evidence for Increasing Intellectual Character in Higher Education." In: PsychArchives
Professor Gustavo Carlo: "U.S. Mexican-origin young adults’ mental health relative to interpersonal stressor transitions from childhood to adolescence." In: Cultural Diversity & Ethnic Minority Psychology
Professor Penelope Collins: "Looking at the Laboratory Discussion: Course Modality Choice and Student Performance in Organic Chemistry." In: Journal of Chemical Education
Assistant Professor Shayan Doroudi: "Three Algorithms for Grouping Students: A Bridge Between Personalized Tutoring System Data and Classroom Pedagogy." In: International Journal of Artificial Intelligence in Education
Distinguished Professor Judith Kroll: "Proficiency in a second language influences processing of print-to-sound mappings." In: Linguistic Approaches to Bilingualism
Doctoral Student Michelle Ramos, Professor Penelope Collins and Professor Elizabeth Peña: "Sharpening Our Tools: A Systematic Review to Identify Diagnostically Accurate Language Sample Measures." In: Journal of Speech, Language, and Hearing Research
Doctoral Student Hye Rin Lee, Associate Project Scientist Nayssan Safavian, Associate Project Scientist Anna-Lena Dicke and Distinguished Professor Jacquelynne Eccles: "Investigating engineering undergraduates’ agentic and communal career values in writing responses." In: OSF Preprints
Professor Rossella Santagata: "Vision of High-Quality Mathematics Instruction: What Should Elementary School Principals Notice?" Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education
Doctoral Student Michelle Spiegel and Associate Professor Emily Penner: "Inequities in Student Exposure to Lead in Classroom Drinking Fountains: Descriptive Evidence Comparing Students within and Across Schools in Portland, Oregon." In: Urban Education
Postdoctoral Scholar Christine R. Starr, Postdoctoral Research Fellow Nestor Tulagan and Professor Sandra Simpkins: "Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support." In: Educational Psychology Review
Chancellor's Professor Emerita Deborah Lowe Vandell: "Early maternal sensitivity and markers of physical health: Enduring or transient associations from childhood to adulthood?" In: Developmental Psychology
Doctoral Student Joseph Wong and School of Education Lecturer Brad Hughes: "A Learning Experience Design Approach to Online Professional Development for Teaching Science through the Arts: Evaluation of Teacher Content Knowledge, Self-Efficacy and STEAM Perceptions." In: Journal of Science Teacher Education
August 2022
Professor Gustavo Carlo: "Longitudinal paths between parents' use of rewards and young adolescents' moral traits and prosocial behaviors." In: Journal of Adolescence
Professor Frances Contreras: "Cultivating The Chicano/Latina/O/X Faculty Pipeline Across Hispanic Serving Institutions (HSI) Systems: The Potential Role Of HSRIs In Transforming The Professoriate." In: Journal of Leadership, Equity, and Research
Assistant Professor Shayan Doroudi: "Equity and Artificial Intelligence in education." In: The Ethics of Artificial Intelligence in Education (chapter).
Distinguished Professor Greg Duncan: "Unconditional Cash and Family Investments in Infants: Evidence from a Large-Scale Cash
Transfer Experiment in the U.S." In: NBER
Professor Susanne Jaeggi: "Expectation effects in working memory training." In: PNAS
Distinguished Professor Judith Kroll and Doctoral Student Guadalupe Mendoza: "Bilingualism: A Cognitive and Neural View of Dual Language Experience." In: Psychology
Professor Frances Contreras: "Cultivating The Chicano/Latina/O/X Faculty Pipeline Across Hispanic Serving Institutions (HSI) Systems: The Potential Role Of HSRIs In Transforming The Professoriate." In: Journal of Leadership, Equity, and Research
Assistant Professor Shayan Doroudi: "Equity and Artificial Intelligence in education." In: The Ethics of Artificial Intelligence in Education (chapter).
Distinguished Professor Greg Duncan: "Unconditional Cash and Family Investments in Infants: Evidence from a Large-Scale Cash
Transfer Experiment in the U.S." In: NBER
Professor Susanne Jaeggi: "Expectation effects in working memory training." In: PNAS
Distinguished Professor Judith Kroll and Doctoral Student Guadalupe Mendoza: "Bilingualism: A Cognitive and Neural View of Dual Language Experience." In: Psychology
July 2022
Professor Gustavo Carlo: "Latinx adolescents’ perspectives on romantic relationships and sexuality: Exploring the roles of parents and siblings." In: Journal of Social and Personal Relationships (in press).
Professor Gustavo Carlo: "Cultural mechanisms linking mothers’ familism values to externalizing behaviors among Midwest U.S. Latinx adolescents." In: Cultural Diversity and Ethnic Minority Psychology (in press).
Postdoctoral Scholar Zehra Gulseven and Professor Gustavo Carlo: "The intervening roles of shame and guilt in relations between parenting and prosocial behavior in college students." In: Journal of Genetic Psychology (in press).
Professor Stephanie Reich: "Improving preschoolers’ theory of mind skills with mobile games." In: Frontiers in Education (in press).
Assistant Professor Adriana Villavicencio and Doctoral Student Dana Conlin: “'It’s a marathon not a sprint': The implementation and outcomes of a yearlong racial justice intervention." In: AERA Open.
Postdoctoral Scholar Ying Xu, Doctoral Student Valery Vigil, Assistant Professor Andres Bustamante, and Professor Mark Warschauer: “Contingent interaction with a television character promotes children's science learning and engagement.” In: Journal of Applied Developmental Psychology.
Professor Gustavo Carlo: "Cultural mechanisms linking mothers’ familism values to externalizing behaviors among Midwest U.S. Latinx adolescents." In: Cultural Diversity and Ethnic Minority Psychology (in press).
Postdoctoral Scholar Zehra Gulseven and Professor Gustavo Carlo: "The intervening roles of shame and guilt in relations between parenting and prosocial behavior in college students." In: Journal of Genetic Psychology (in press).
Professor Stephanie Reich: "Improving preschoolers’ theory of mind skills with mobile games." In: Frontiers in Education (in press).
Assistant Professor Adriana Villavicencio and Doctoral Student Dana Conlin: “'It’s a marathon not a sprint': The implementation and outcomes of a yearlong racial justice intervention." In: AERA Open.
Postdoctoral Scholar Ying Xu, Doctoral Student Valery Vigil, Assistant Professor Andres Bustamante, and Professor Mark Warschauer: “Contingent interaction with a television character promotes children's science learning and engagement.” In: Journal of Applied Developmental Psychology.
June 2022
Professor Liane Brouillette and Doctoral Student Kimberly Marie Telfer-Radzat: "What Waldorf Schools Tell us About Elliot Eisner's Insights on the Value of Art." In: Academia.
Professor Gustavo Carlo: “Culture-Related Adaptive Mechanisms to Race-Related Trauma Among African American and US Latinx Youth.” In: Adversity and Resilience Science
Doctoral Student Lora Cawelti and Professor Kylie Peppler: "Designing for Connected Arts Learning through Culturally Sustaining Practices." In: Proceedings of International Society of the Learning Sciences
Doctoral Student Leiny Garcia, Doctoral Student Vanessa Bermudez, Assistant Professor Andres Bustamante and Associate Professor June Ahn: "Elevating the Ways in Which Latina Mothers Perceive, Do, and Envision Early STEM learning." In: Proceedings of International Society of the Learning Sciences
Doctoral Student Sharin Jacob, Doctoral Student Jonathan Montoya, and Professor Mark Warschauer: "Exploring the intersectional development of computer science identities in young Latinas." In: Teachers College Record
Assistant Professor Brandy Gatlin-Nash: "Theory-Based Approaches to Language Instruction for Primary School Poor Readers Who Speak Nonmainstream American English” (chapter)." In: Handbook of Literacy in Diglossia and in Dialectal Contexts: Psycholinguistic, Neurolinguistic, and Educational Perspectives
Associate Professor Hosun Kang: "Navigating making space: Attending to multiple learning pathways in science learning." In: Proceedings of International Conference of the Learning Sciences, ICLS
Associate Professor Emily Penner: "Reining in Punitive Discipline: Recent Trends in Exclusionary School Discipline Disparities." In: Socius.
Professor Kylie Peppler: "Teachers Noticing Student Interest: A Micro-interactional Foundation for Interest-driven learning." In: Proceedings of International Society of the Learning Sciences
Professor Rossella Santagata: "Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice." In: Educational Research Review
Doctoral Student Mishael Sedas, Doctoral Student Kimberly Telfer-Radzat and Professor Kylie Peppler: "Crafting Paper Circuits: Gendered Materials for Circuitry Learning." In: International Society of the Learning Sciences
Assistant Project Scientist Tamara Tate: "Keys to Successful Professional Learning." In: Edutopia.
Assistant Project Scientist Tamara Tate and Professor Mark Warschauer: "Equity in online learning." In: Educational Psychologist.
Assistant Project Scientist Tamara Tate, Doctoral Student Joseph Aubele and Professor Mark Warschauer: "'I just didn’t feel like a student anymore:' Student responses to emergency distance learning." In: Peabody Journal of Education.
Chancellor’s Professor Emerita Deborah Lowe Vandell and Professor Sandra Simpkins: "Longitudinal links between profiles of social emotional behaviors in childhood and functioning in early adolescence." In: Journal of Early Adolescence.
Single Subject Coordinator for the Master of Arts in Teaching Program Acacia Warren: "Educators’ Perceptions of Middle Level Education in a State without a Middle Level Teacher Credential (summary report)." In: CCNews
Professor Gustavo Carlo: “Culture-Related Adaptive Mechanisms to Race-Related Trauma Among African American and US Latinx Youth.” In: Adversity and Resilience Science
Doctoral Student Lora Cawelti and Professor Kylie Peppler: "Designing for Connected Arts Learning through Culturally Sustaining Practices." In: Proceedings of International Society of the Learning Sciences
Doctoral Student Leiny Garcia, Doctoral Student Vanessa Bermudez, Assistant Professor Andres Bustamante and Associate Professor June Ahn: "Elevating the Ways in Which Latina Mothers Perceive, Do, and Envision Early STEM learning." In: Proceedings of International Society of the Learning Sciences
Doctoral Student Sharin Jacob, Doctoral Student Jonathan Montoya, and Professor Mark Warschauer: "Exploring the intersectional development of computer science identities in young Latinas." In: Teachers College Record
Assistant Professor Brandy Gatlin-Nash: "Theory-Based Approaches to Language Instruction for Primary School Poor Readers Who Speak Nonmainstream American English” (chapter)." In: Handbook of Literacy in Diglossia and in Dialectal Contexts: Psycholinguistic, Neurolinguistic, and Educational Perspectives
Associate Professor Hosun Kang: "Navigating making space: Attending to multiple learning pathways in science learning." In: Proceedings of International Conference of the Learning Sciences, ICLS
Associate Professor Emily Penner: "Reining in Punitive Discipline: Recent Trends in Exclusionary School Discipline Disparities." In: Socius.
Professor Kylie Peppler: "Teachers Noticing Student Interest: A Micro-interactional Foundation for Interest-driven learning." In: Proceedings of International Society of the Learning Sciences
Professor Rossella Santagata: "Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice." In: Educational Research Review
Doctoral Student Mishael Sedas, Doctoral Student Kimberly Telfer-Radzat and Professor Kylie Peppler: "Crafting Paper Circuits: Gendered Materials for Circuitry Learning." In: International Society of the Learning Sciences
Assistant Project Scientist Tamara Tate: "Keys to Successful Professional Learning." In: Edutopia.
Assistant Project Scientist Tamara Tate and Professor Mark Warschauer: "Equity in online learning." In: Educational Psychologist.
Assistant Project Scientist Tamara Tate, Doctoral Student Joseph Aubele and Professor Mark Warschauer: "'I just didn’t feel like a student anymore:' Student responses to emergency distance learning." In: Peabody Journal of Education.
Chancellor’s Professor Emerita Deborah Lowe Vandell and Professor Sandra Simpkins: "Longitudinal links between profiles of social emotional behaviors in childhood and functioning in early adolescence." In: Journal of Early Adolescence.
Single Subject Coordinator for the Master of Arts in Teaching Program Acacia Warren: "Educators’ Perceptions of Middle Level Education in a State without a Middle Level Teacher Credential (summary report)." In: CCNews
May 2022
Doctoral Student Jacky Au, Lab Manager Rachel N. Smith-Peirce and Professor Susanne Jaeggi: "Effects of multi-session prefrontal transcranial direct current stimulation on long-term memory and working memory in older adults." In: Journal of Cognitive Neuroscience.
Assistant Specialist Jissel Anaya and Professor Elizabeth Peña: "That’s hard! Item difficulty and word characteristics for bilinguals with and without developmental language disorder." In: International Journal of Bilingual Education and Bilingualism.
Professor Liane Brouillette and Doctoral Student Kimberly Telfer-Radzat: "What Waldorf Schools Teach Us about Elliot Eisner’s Insights on the Value of Art." In: Academia Letters
Professor Gustavo Carlo: "Kindness towards all: Prosocial behaviors to address U.S. Latinx youth social inequities." In: Science Direct
Professor Gustavo Carlo: "Culture-Related Adaptive Mechanisms to Race-Related Trauma Among African American and US Latinx Youth." In: Adversity and Resilience Science
Dean and Professor Frances Contreras: "Latinos and Education in the time of COVID-19." In: Journal of Latinos and Education.
Distinguished Professor George Farkas: "Which students with disabilities are placed primarily outside of U.S. elementary school general education classrooms?" In: Journal of Learning Disabilities.
Postdoctoral Scholar Zehra Gulseven: "The mediating role of empathy in the links between relationships with three socialization agents and adolescents’ prosocial behaviors." In: Journal of Social and Personal Relationships.
Associate Professor Hosun Kang: "Adapting Existing Curriculum for Equitable Learning Experiences." In: Science Scope
Professor Stephanie Reich: "Risk and protective factors of Hispanic Families and their young children during the COVID-19 Pandemic." In: Children
Assistant Specialist Jissel Anaya and Professor Elizabeth Peña: "That’s hard! Item difficulty and word characteristics for bilinguals with and without developmental language disorder." In: International Journal of Bilingual Education and Bilingualism.
Professor Liane Brouillette and Doctoral Student Kimberly Telfer-Radzat: "What Waldorf Schools Teach Us about Elliot Eisner’s Insights on the Value of Art." In: Academia Letters
Professor Gustavo Carlo: "Kindness towards all: Prosocial behaviors to address U.S. Latinx youth social inequities." In: Science Direct
Professor Gustavo Carlo: "Culture-Related Adaptive Mechanisms to Race-Related Trauma Among African American and US Latinx Youth." In: Adversity and Resilience Science
Dean and Professor Frances Contreras: "Latinos and Education in the time of COVID-19." In: Journal of Latinos and Education.
Distinguished Professor George Farkas: "Which students with disabilities are placed primarily outside of U.S. elementary school general education classrooms?" In: Journal of Learning Disabilities.
Postdoctoral Scholar Zehra Gulseven: "The mediating role of empathy in the links between relationships with three socialization agents and adolescents’ prosocial behaviors." In: Journal of Social and Personal Relationships.
Associate Professor Hosun Kang: "Adapting Existing Curriculum for Equitable Learning Experiences." In: Science Scope
Professor Stephanie Reich: "Risk and protective factors of Hispanic Families and their young children during the COVID-19 Pandemic." In: Children
April 2022
Doctoral Student Michael Cooper and Distinguished Professor George Farkas: "High School Math and Motivation for autistic students." In: Journal of Autism and Developmental Disorders
Professor Gustavo Carlo and Postdoctoral Scholar Zehra Gulseven: "Emerging adults’ cultural values, prosocial behaviors, and mental health in fourteen countries during the COVID-19 pandemic." In: International Journal of Behavioral Development.
Postdoctoral Scholar Zehra Gulseven and Professor Gustavo Carlo: "Emerging adults’ cultural values, prosocial behaviors, and mental health during the COVID-19 pandemic: A multi-national study." In: International Journal of Behavioral Development.
Distinguished Professor George Farkas: "Which children are frequently victimized in U.S. elementary schools? Population-based estimates. In: School Mental Health.
Distinguished Professor George Farkas: "Longitudinal trajectories of reading and mathematics achievement for students with learning disabilities." In: Journal of Learning Disabilities.
Doctoral Student Sharin Jacob, Doctoral Student Jonathan Montoya, and Professor Mark Warschauer: "Examining identity performance of multilingual students in computer science education: An ethnographic case study.: In: G. Kessler (Eds.), Identity, multilingualism, and CALL.
UCI Science Project Director Kelley Le: "Communicating about the importance of the ocean using the United Nations Ocean Literacy Principles." In: Creating Waves by Teaching Ocean Science
Postdoctoral Scholar Charlott Rubach: “A systematic review of research examining teachers’ competence-related beliefs about ICT use: Frameworks and related measures.” In: Zeitschrift für Erziehungswissenschaft.
Postdoctoral Scholar Ying Xu, Doctoral Student Valery Vigil, Assistant Professor Andres Bustamante, and Professor Mark Warschauer: ““Elinor’s Talking to Me!”:Integrating Conversational AI into Children’s Narrative Science Programming.” In: CHI Conference on Human Factors in Computing Systems (pp. 1-16).
Professor Gustavo Carlo and Postdoctoral Scholar Zehra Gulseven: "Emerging adults’ cultural values, prosocial behaviors, and mental health in fourteen countries during the COVID-19 pandemic." In: International Journal of Behavioral Development.
Postdoctoral Scholar Zehra Gulseven and Professor Gustavo Carlo: "Emerging adults’ cultural values, prosocial behaviors, and mental health during the COVID-19 pandemic: A multi-national study." In: International Journal of Behavioral Development.
Distinguished Professor George Farkas: "Which children are frequently victimized in U.S. elementary schools? Population-based estimates. In: School Mental Health.
Distinguished Professor George Farkas: "Longitudinal trajectories of reading and mathematics achievement for students with learning disabilities." In: Journal of Learning Disabilities.
Doctoral Student Sharin Jacob, Doctoral Student Jonathan Montoya, and Professor Mark Warschauer: "Examining identity performance of multilingual students in computer science education: An ethnographic case study.: In: G. Kessler (Eds.), Identity, multilingualism, and CALL.
UCI Science Project Director Kelley Le: "Communicating about the importance of the ocean using the United Nations Ocean Literacy Principles." In: Creating Waves by Teaching Ocean Science
Postdoctoral Scholar Charlott Rubach: “A systematic review of research examining teachers’ competence-related beliefs about ICT use: Frameworks and related measures.” In: Zeitschrift für Erziehungswissenschaft.
Postdoctoral Scholar Ying Xu, Doctoral Student Valery Vigil, Assistant Professor Andres Bustamante, and Professor Mark Warschauer: ““Elinor’s Talking to Me!”:Integrating Conversational AI into Children’s Narrative Science Programming.” In: CHI Conference on Human Factors in Computing Systems (pp. 1-16).
March 2022
Lab Manager Eunice Ghil, Lab Manager Rachel N. Smith-Peirce, Project Scientist Anja Pahor and Professor Susanne Jaeggi: "Video-based remote administration of cognitive research." In: Journal of Cognitive Enhancement.
Professor Susanne Jaeggi: "Do your eye movements reveal your performance on an IQ test? A study linking eye movements and socio-demographic information to fluid intelligence." In: PLOS One.
Doctoral Student Gabe Avakian Orona, Assistant Project Scientist Qiujie Li, and Associate Professor Di Xu: "What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability." In: Computers & Education.
Doctoral Student Gabe Avakian Orona and Associate Professor Di Xu: "What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability." In: Science Direct
UCI Science Project Director Kelley Le: "Teach about climate change and injustice to position students as agents of change." In: National Center for Science Education.
UCI Science Project Director Kelley Le: "Leveraging Environmental Justice to Unlock the Potential of Education." In: The Climate Teacher Ed Collaborative.
Professor Elizabeth Peña: "Can You See My Screen? Virtual Assessment in Speech and Language." In: Language, Speech, and Hearing Services in Schools.
Professor Elizabeth Peña: "A longitudinal investigation of the semantic receptive-expressive gap in Spanish-English bilingual children." In: International Journal of Bilingual Education and Bilingualism.
Professor Kylie Peppler: "Designing for Interpersonal Connections to Support Empathy in Museum Engineering Exhibits." In: Information and Learning Sciences.
Postdoctoral Scholar Amy Pratt, Doctoral Student Michelle Ramos, Undergraduate Education Sciences major Miriam Muñoz, and Professor Elizabeth Peña: "From a Distance: Comparison of In-Person and Virtual Assessments With Adult–Child Dyads From Linguistically Diverse Backgrounds Language, Speech, and Hearing Services in Schools." In: Language, Speech, and Hearing Services in Schools.
Postdoctoral Research Fellow Nestor Tulagan, Doctoral Candidate Kayla Puente, and Professor Sandra D. Simpkins: "Latinx adolescents’ school-related science conversations with family members: Associations with adolescents’ science expectancy-value beliefs in high school." In: Applied Developmental Science.
Postdoctoral Scholar Luise von Keyserlingk, Doctoral Student Hye Rin Lee, Lab Manager Katsumi Yamaguchi-Pedroza, Doctoral Student Renzhe Yu and Professor Richard Arum: "Risk and protective factors of college students’ psychological well-being during the COVID-19 pandemic: Emotional stability, mental health, and household resources." In: AERA Open.
Postdoctoral Scholar Ying Xu, Doctoral Student Joseph Aubele, Doctoral Student Valery Vigil, Assistant Professor Andres Bustamante, Professor Young-Suk Kim and Professor Mark Warschauer: "Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement." In: Child Development.
Professor Susanne Jaeggi: "Do your eye movements reveal your performance on an IQ test? A study linking eye movements and socio-demographic information to fluid intelligence." In: PLOS One.
Doctoral Student Gabe Avakian Orona, Assistant Project Scientist Qiujie Li, and Associate Professor Di Xu: "What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability." In: Computers & Education.
Doctoral Student Gabe Avakian Orona and Associate Professor Di Xu: "What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability." In: Science Direct
UCI Science Project Director Kelley Le: "Teach about climate change and injustice to position students as agents of change." In: National Center for Science Education.
UCI Science Project Director Kelley Le: "Leveraging Environmental Justice to Unlock the Potential of Education." In: The Climate Teacher Ed Collaborative.
Professor Elizabeth Peña: "Can You See My Screen? Virtual Assessment in Speech and Language." In: Language, Speech, and Hearing Services in Schools.
Professor Elizabeth Peña: "A longitudinal investigation of the semantic receptive-expressive gap in Spanish-English bilingual children." In: International Journal of Bilingual Education and Bilingualism.
Professor Kylie Peppler: "Designing for Interpersonal Connections to Support Empathy in Museum Engineering Exhibits." In: Information and Learning Sciences.
Postdoctoral Scholar Amy Pratt, Doctoral Student Michelle Ramos, Undergraduate Education Sciences major Miriam Muñoz, and Professor Elizabeth Peña: "From a Distance: Comparison of In-Person and Virtual Assessments With Adult–Child Dyads From Linguistically Diverse Backgrounds Language, Speech, and Hearing Services in Schools." In: Language, Speech, and Hearing Services in Schools.
Postdoctoral Research Fellow Nestor Tulagan, Doctoral Candidate Kayla Puente, and Professor Sandra D. Simpkins: "Latinx adolescents’ school-related science conversations with family members: Associations with adolescents’ science expectancy-value beliefs in high school." In: Applied Developmental Science.
Postdoctoral Scholar Luise von Keyserlingk, Doctoral Student Hye Rin Lee, Lab Manager Katsumi Yamaguchi-Pedroza, Doctoral Student Renzhe Yu and Professor Richard Arum: "Risk and protective factors of college students’ psychological well-being during the COVID-19 pandemic: Emotional stability, mental health, and household resources." In: AERA Open.
Postdoctoral Scholar Ying Xu, Doctoral Student Joseph Aubele, Doctoral Student Valery Vigil, Assistant Professor Andres Bustamante, Professor Young-Suk Kim and Professor Mark Warschauer: "Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement." In: Child Development.
February 2022
Professor Gustavo Carlo: "Reducing youth ingroup favoritism to address social injustice." In: Policy Insights from the Behavioral and Brain Sciences.
Doctoral Candidate Melissa Dahlin and Professor Stephanie Reich: "Head Start participation and BMI change: Roles of family partnership and age of entry." In: Health Education Journal.
Doctoral Student Sharin Jacob, Doctoral Student Jonathan Montoya, Doctoral Student Ha Nguyen and Professor Mark Warschauer: "Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science." In: ACM Transactions on Computing Education
Doctoral Student Sharin Jacob and Professor Mark Warschauer: "Integration of Computational Thinking Into English Language Arts." In: ACM Special Issue on K-5 Computational Thinking
Professor Young-Suk Kim: "Expanding the direct and indirect effects model of writing (DIEW): Dynamic relations of component skills to various writing outcomes." In: Journal of Educational Psychology.
Doctoral Student Hye Rin Lee and Distinguished Professor Jacquelynne Eccles: "Components of engagement in a saying-is-believing exercise." In: Current Psychology.
Project Scientist Anja Pahor, Lab Manager Eunice Ghil and Professor Susanne Jaeggi: "UCancellation: A new mobile measure of selective attention and concentration." In: Behavior Research Methods.
Professor Kylie Peppler: "Observing empathy in informal engineering activities with girls ages 7-14." In: Journal of Pre-College Engineering Education Research (J-PEER).
Professor Stephanie Reich: “Digital distraction or accessible aid? Parental media use during feedings and parent-infant attachment, dysfunction, and relationship quality.” In Computers & Human Behavior
Postdoctoral Scholar Charlott Rubach: “Prerequisites for the use of digital media to implement teaching strategies to promote motivational beliefs.” In: Zeitschrift für Erziehungswissenschaft.
Doctoral Candidate Melissa Dahlin and Professor Stephanie Reich: "Head Start participation and BMI change: Roles of family partnership and age of entry." In: Health Education Journal.
Doctoral Student Sharin Jacob, Doctoral Student Jonathan Montoya, Doctoral Student Ha Nguyen and Professor Mark Warschauer: "Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science." In: ACM Transactions on Computing Education
Doctoral Student Sharin Jacob and Professor Mark Warschauer: "Integration of Computational Thinking Into English Language Arts." In: ACM Special Issue on K-5 Computational Thinking
Professor Young-Suk Kim: "Expanding the direct and indirect effects model of writing (DIEW): Dynamic relations of component skills to various writing outcomes." In: Journal of Educational Psychology.
Doctoral Student Hye Rin Lee and Distinguished Professor Jacquelynne Eccles: "Components of engagement in a saying-is-believing exercise." In: Current Psychology.
Project Scientist Anja Pahor, Lab Manager Eunice Ghil and Professor Susanne Jaeggi: "UCancellation: A new mobile measure of selective attention and concentration." In: Behavior Research Methods.
Professor Kylie Peppler: "Observing empathy in informal engineering activities with girls ages 7-14." In: Journal of Pre-College Engineering Education Research (J-PEER).
Professor Stephanie Reich: “Digital distraction or accessible aid? Parental media use during feedings and parent-infant attachment, dysfunction, and relationship quality.” In Computers & Human Behavior
Postdoctoral Scholar Charlott Rubach: “Prerequisites for the use of digital media to implement teaching strategies to promote motivational beliefs.” In: Zeitschrift für Erziehungswissenschaft.
January 2022
Doctoral Student Juan Camilo Cristancho: "Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia." In: Child Development.
Professor Gustavo Carlo: “Understanding Racial Attitudes Among Students and Teachers in a Ethnically/Racially Diverse High School.” In: Journal of Research on Adolescence
Professor Gustavo Carlo: “Bicultural stress and internalizing symptoms among Latinx youth: The moderating role of peer and parent support.” In: Cultural Diversity and Ethnic Minority Psychology.
Assistant Professor Nia Dowell: "Modeling educational discourse with natural language processing." In: Handbook of Learning Analytics
Associate Project Scientist Jin Kyoung Hwang: "Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners." In: Journal of Learning Disabilities
Associate Project Scientist Jin Kyoung Hwang: "The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary." In: International Journal of Bilingual Education and Bilingualism.
Professor Young-Suk Kim: "Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model." In: Journal of Learning Disabilities.
Professor Young-Suk Kim, Doctoral Student Alissa Wolters, and Research Specialist Janet Mercado: "Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners.: In: Journal of Educational Psychology.
Doctoral Student Roushanac Partovi: The mediating role of home–school dissonance in linking maternal discrimination to Latin American-origin adolescent academic performance.” In: Journal of Research on Adolescence.
Doctoral student Melina Aurora Pinales and Distinguished Professor George Farkas: "Does attending center-based care prior to kindergarten improve Latino children's academic readiness?" In Early Child Development and Care.
Professor Stephanie Reich: “Challenging parenting behaviors in ethnically diverse two-parent families in the United States: Association with infants’ social competence and behavior problems.” In Early Childhood Research Quarterly.
Professor Stephanie Reich: "Applying a developmental lens to educational game design for preschoolers." In: Research Anthology on Developments in Gamification and Game-based Learning.
Doctoral Student Jacob Steiss, Project Scientist Jenell Krishnan, Professor and Sr. Associate Dean Young-Suk Kim and Professor Emerita Carol Booth Olson: “Dimensions of text-based analytical writing of secondary students.” In: Assessing Writing.
Professor Gustavo Carlo: “Understanding Racial Attitudes Among Students and Teachers in a Ethnically/Racially Diverse High School.” In: Journal of Research on Adolescence
Professor Gustavo Carlo: “Bicultural stress and internalizing symptoms among Latinx youth: The moderating role of peer and parent support.” In: Cultural Diversity and Ethnic Minority Psychology.
Assistant Professor Nia Dowell: "Modeling educational discourse with natural language processing." In: Handbook of Learning Analytics
Associate Project Scientist Jin Kyoung Hwang: "Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners." In: Journal of Learning Disabilities
Associate Project Scientist Jin Kyoung Hwang: "The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary." In: International Journal of Bilingual Education and Bilingualism.
Professor Young-Suk Kim: "Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model." In: Journal of Learning Disabilities.
Professor Young-Suk Kim, Doctoral Student Alissa Wolters, and Research Specialist Janet Mercado: "Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners.: In: Journal of Educational Psychology.
Doctoral Student Roushanac Partovi: The mediating role of home–school dissonance in linking maternal discrimination to Latin American-origin adolescent academic performance.” In: Journal of Research on Adolescence.
Doctoral student Melina Aurora Pinales and Distinguished Professor George Farkas: "Does attending center-based care prior to kindergarten improve Latino children's academic readiness?" In Early Child Development and Care.
Professor Stephanie Reich: “Challenging parenting behaviors in ethnically diverse two-parent families in the United States: Association with infants’ social competence and behavior problems.” In Early Childhood Research Quarterly.
Professor Stephanie Reich: "Applying a developmental lens to educational game design for preschoolers." In: Research Anthology on Developments in Gamification and Game-based Learning.
Doctoral Student Jacob Steiss, Project Scientist Jenell Krishnan, Professor and Sr. Associate Dean Young-Suk Kim and Professor Emerita Carol Booth Olson: “Dimensions of text-based analytical writing of secondary students.” In: Assessing Writing.
December 2021
Dean and Professor Richard Arum, Distinguished Professor Jacquelynne Eccles, Doctoral Student Gabe Avakian Orona, Doctoral Candidate Christopher Wegemer: "A Framework for Measuring Undergraduate Learning and Growth." In: Change: The Magazine of Higher Learning
Assistant Professor Andres Bustamante and Associate Professor June Ahn: “Reimagining urban design for play and learning.” In Dialogues: Intersection of Emerging Research + Design for Learning,
Professor and Sr. Associate Dean Young-Suk Kim: “Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study.” In Early Childhood Research Quarterly.
Distinguished Professor Judith Kroll: “Language immersion and language training: Two paths to enhanced language regulation and cognitive control” in Brain & Language.
Doctoral Student Undraa Maamuujav, Project Scientist Jenell Krishnan, and Professor Penelope Collins: “Beyond words: Info & graphic meshing.” In: Communicator.
Doctoral Student Jonathan Montoya and Assistant Professor Andres Bustamante: “Fiddlers Green College: Looking for Equitable Workforce Pathways in Silicon Valley.” In: Journal of Problem Based Learning in Higher Education.
Doctoral Student Gabe Avakian Orona: "Gotta know why! Preliminary evidence supporting a theory of virtue learning as applied to intellectual curiosity." In: Theory and Research in Education.
Professor Elizabeth D. Peña: “Discussion of Issues Related to Assessing the Signed and Spoken Language Skills of Bi/Multilingual Children.” In: The Handbook of Language Assessment Across Modalities.
Postdoctoral Scholar Amy Pratt and Professor Elizabeth D. Peña: “Spanish Language and Literacy Intervention for Bilingual Children at Risk for Developmental Language Disorder: A Pilot Study.” In Topics in Language Disorders.
Professor Rossella Santagata: “Video analysis as a learning tool to promote the quality of teaching: from school teachers’ education to university teachers' professional development.” In: Italian Journal of Educational Research.
Doctoral Student Zhiling Shea: “Do Prekindergarten benchmarks affect fourth-grade academic outcomes?” In: Early Childhood Research Quarterly.
Single Subject Coordinator for the MAT Program Acacia Warren: "Educators' Perceptions of Middle Level Education in a State Without a Middle Level Teacher Credential." In: California Council Teacher Education Fall 2021 Research Monograph.
Alumnus Tyler Watts and Chancellor’s Professor Emerita Deborah Lowe Vandell: Preschool executive function and adult outcomes: A developmental cascade model.” In: Developmental Psychology.
Doctoral Student Joseph Wong, Lab Manager Bella Lerner and Professor Lindsey Richland: “Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation During the COVID-19 Pandemic.” In: AERA Open.
Assistant Professor Andres Bustamante and Associate Professor June Ahn: “Reimagining urban design for play and learning.” In Dialogues: Intersection of Emerging Research + Design for Learning,
Professor and Sr. Associate Dean Young-Suk Kim: “Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study.” In Early Childhood Research Quarterly.
Distinguished Professor Judith Kroll: “Language immersion and language training: Two paths to enhanced language regulation and cognitive control” in Brain & Language.
Doctoral Student Undraa Maamuujav, Project Scientist Jenell Krishnan, and Professor Penelope Collins: “Beyond words: Info & graphic meshing.” In: Communicator.
Doctoral Student Jonathan Montoya and Assistant Professor Andres Bustamante: “Fiddlers Green College: Looking for Equitable Workforce Pathways in Silicon Valley.” In: Journal of Problem Based Learning in Higher Education.
Doctoral Student Gabe Avakian Orona: "Gotta know why! Preliminary evidence supporting a theory of virtue learning as applied to intellectual curiosity." In: Theory and Research in Education.
Professor Elizabeth D. Peña: “Discussion of Issues Related to Assessing the Signed and Spoken Language Skills of Bi/Multilingual Children.” In: The Handbook of Language Assessment Across Modalities.
Postdoctoral Scholar Amy Pratt and Professor Elizabeth D. Peña: “Spanish Language and Literacy Intervention for Bilingual Children at Risk for Developmental Language Disorder: A Pilot Study.” In Topics in Language Disorders.
Professor Rossella Santagata: “Video analysis as a learning tool to promote the quality of teaching: from school teachers’ education to university teachers' professional development.” In: Italian Journal of Educational Research.
Doctoral Student Zhiling Shea: “Do Prekindergarten benchmarks affect fourth-grade academic outcomes?” In: Early Childhood Research Quarterly.
Single Subject Coordinator for the MAT Program Acacia Warren: "Educators' Perceptions of Middle Level Education in a State Without a Middle Level Teacher Credential." In: California Council Teacher Education Fall 2021 Research Monograph.
Alumnus Tyler Watts and Chancellor’s Professor Emerita Deborah Lowe Vandell: Preschool executive function and adult outcomes: A developmental cascade model.” In: Developmental Psychology.
Doctoral Student Joseph Wong, Lab Manager Bella Lerner and Professor Lindsey Richland: “Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation During the COVID-19 Pandemic.” In: AERA Open.
November 2021
Assistant Professor Rachel Baker, Alumna Scholar Qiujie Li (Ph.D. ’19), Doctoral Student Gabe Avakian Orona and Professor Mark Warschauer: “Increasing Success in Higher Education: The Relationships of Online Course Taking With College Completion and Time-to-Degree.” In Educational Evaluation and Policy Analysis
Professor Gustavo Carlo: “APA Handbook of Adolescent and Young Adult Development.” In: American Psychological Association
Professor Gustavo Carlo: “Introduction: A decade review of adolescence research.” In: Journal of Research on Adolescence.
Associate Project Scientist Anna-Lena Dicke, Postdoctoral Scholar Charlott Rubach and Distinguished Professor Jacquelynne Eccles: “Motivational profiles across domains and academic choices within Eccles et al.'s situated expectancy-value theoretical framework.” In: Developmental Psychology.
Distinguished Professor Greg Duncan: “A roadmap to reducing child poverty.” In Academic Pediatrics.
Distinguished Professor George Farkas: "The subcomponents of affect scale (SAS): validating a widely used affect scale." In Psychology & Health.
Assistant Professor Emily Penner and Doctoral Student Paul Yoo: “School Discipline and Racial Disparities in Early Adulthood.” In: Educational Researcher.
Professor Stephanie Reich, Doctoral Candidate Melissa Dahlin, and Postdoctoral Research Fellow Nestor Tulagan: "Caregivers’ Experiences During the COVID-19 Pandemic and Their Children’s Behavior." In: Journal of Family Issues.
Postdoctoral Scholar Charlott Rubach, Professor Sandra Simpkins and Distinguished Professor Jacquelynne Eccles: "Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Satisfaction, Academic Stress, and Mental Health Impairment." In: Frontiers in Education.
Postdoctoral Scholar Ying Xu, Doctoral Students Joseph Aubele and Valery Vigil, Assistant Professor Andres Bustamante, Professor and Sr. Associate Dean Young-Suk Kim, and Professor Mark Warschauer: “Dialogue with A Conversational Agent Promotes Children’s Story Comprehension via Enhancing Engagement.” In Child Development.
Professor Gustavo Carlo: “APA Handbook of Adolescent and Young Adult Development.” In: American Psychological Association
Professor Gustavo Carlo: “Introduction: A decade review of adolescence research.” In: Journal of Research on Adolescence.
Associate Project Scientist Anna-Lena Dicke, Postdoctoral Scholar Charlott Rubach and Distinguished Professor Jacquelynne Eccles: “Motivational profiles across domains and academic choices within Eccles et al.'s situated expectancy-value theoretical framework.” In: Developmental Psychology.
Distinguished Professor Greg Duncan: “A roadmap to reducing child poverty.” In Academic Pediatrics.
Distinguished Professor George Farkas: "The subcomponents of affect scale (SAS): validating a widely used affect scale." In Psychology & Health.
Assistant Professor Emily Penner and Doctoral Student Paul Yoo: “School Discipline and Racial Disparities in Early Adulthood.” In: Educational Researcher.
Professor Stephanie Reich, Doctoral Candidate Melissa Dahlin, and Postdoctoral Research Fellow Nestor Tulagan: "Caregivers’ Experiences During the COVID-19 Pandemic and Their Children’s Behavior." In: Journal of Family Issues.
Postdoctoral Scholar Charlott Rubach, Professor Sandra Simpkins and Distinguished Professor Jacquelynne Eccles: "Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Satisfaction, Academic Stress, and Mental Health Impairment." In: Frontiers in Education.
Postdoctoral Scholar Ying Xu, Doctoral Students Joseph Aubele and Valery Vigil, Assistant Professor Andres Bustamante, Professor and Sr. Associate Dean Young-Suk Kim, and Professor Mark Warschauer: “Dialogue with A Conversational Agent Promotes Children’s Story Comprehension via Enhancing Engagement.” In Child Development.
October 2021
Professor Liane Brouillette: “Promoting the language development of K-2 ELLs through classroom drama and movement.” In: Progress in Education.
Assistant Professor Andres Bustamante and Chancellor’s Professor Emerita Deborah Lowe Vandell: "Adult outcomes of sustained high-quality early child care and education: Do they vary by family income?" In Child Development
Assistant Professor Andres Bustamante: “Translating cognitive science in the public square.” In Trends in Cognitive Science
Professor Gustavo Carlo: “Towards a multisystems, strengths-based model of social inequities in U.S. Latinx youth.” In Human Development.
Professor Gustavo Carlo: “Parenting and person correlates of prosocial behaviors in Asian Indian young adults.” In: Personal Relationships
Distinguished Professor Greg Duncan: “Baby’s First Years: Design of a Randomized Controlled Trial of Poverty Reduction in the United States.” In Pediatrics.
Professor and Sr. Associate Dean Young-Suk Kim: “Inferencing skill and attentional control account for the connection between reading comprehension and mathematics.” in Frontiers in Psychology.
Distinguished Professor Judith F. Kroll: “Making a case for language study in the US.” In Multilingual Perspectives from Europe and Beyond on Language Policy and Practice (Book Chapter)
Distinguished Professor Judith F. Kroll: “Bilingualism in Deaf and Hearing Signers: A Window Into the Dynamics of Language Variation.” In Bilingualism Across the Lifespan. (Book Chapter)
Doctoral Student Sharin Jacob: “Linking a community-based ESL program with the MA in TESOL Practicum course: The tale of a program.” In The CATESOL Journal
Professor Susanne Jaeggi: "Action video game play facilitates 'learning to learn.'" In Communications Biology
Associate Professor Jade Jenkins and Doctoral Student Jennifer Duer: “Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems.” In Early Childhood Research Quarterly
Professor Elizabeth D. Peña: “Treatment for Anomia in Bilingual Speakers with Progressive Aphasia.” In Brain Sciences.
Professor Stephanie M. Reich: “Family functioning in the time of COVID-19 among economically vulnerable families: Risks and protective factors.” In Frontiers in Psychology.
Professor Stephanie M. Reich: “Teaching mothers and fathers about how babies develop.” In Handbook of Positive Youth Development: Research, Policy and Practice Applications.
Professor Lindsey Richland: “Developmental Trajectories of Early Higher-Order Thinking Talk Differ for Typically Developing Children and Children With Unilateral Brain Injuries.” In: Journal of Mind, Brain and Education.
Postdoctoral Scholar Charlott Rubach: “Heterogenous digital competence beliefs among student teachers.” In Digitalisierung in Studium und Lehre gemeinsam gestalten.
Doctoral Student Zhiling Shea and Associate Professor Jade Jenkins: “Examining Heterogeneity in the Impacts of Socio-Emotional Curricula in Preschool: A Quantile Treatment Effect Approach.” In: Frontiers in Psychology.
Assistant Professor Andres Bustamante and Chancellor’s Professor Emerita Deborah Lowe Vandell: "Adult outcomes of sustained high-quality early child care and education: Do they vary by family income?" In Child Development
Assistant Professor Andres Bustamante: “Translating cognitive science in the public square.” In Trends in Cognitive Science
Professor Gustavo Carlo: “Towards a multisystems, strengths-based model of social inequities in U.S. Latinx youth.” In Human Development.
Professor Gustavo Carlo: “Parenting and person correlates of prosocial behaviors in Asian Indian young adults.” In: Personal Relationships
Distinguished Professor Greg Duncan: “Baby’s First Years: Design of a Randomized Controlled Trial of Poverty Reduction in the United States.” In Pediatrics.
Professor and Sr. Associate Dean Young-Suk Kim: “Inferencing skill and attentional control account for the connection between reading comprehension and mathematics.” in Frontiers in Psychology.
Distinguished Professor Judith F. Kroll: “Making a case for language study in the US.” In Multilingual Perspectives from Europe and Beyond on Language Policy and Practice (Book Chapter)
Distinguished Professor Judith F. Kroll: “Bilingualism in Deaf and Hearing Signers: A Window Into the Dynamics of Language Variation.” In Bilingualism Across the Lifespan. (Book Chapter)
Doctoral Student Sharin Jacob: “Linking a community-based ESL program with the MA in TESOL Practicum course: The tale of a program.” In The CATESOL Journal
Professor Susanne Jaeggi: "Action video game play facilitates 'learning to learn.'" In Communications Biology
Associate Professor Jade Jenkins and Doctoral Student Jennifer Duer: “Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems.” In Early Childhood Research Quarterly
Professor Elizabeth D. Peña: “Treatment for Anomia in Bilingual Speakers with Progressive Aphasia.” In Brain Sciences.
Professor Stephanie M. Reich: “Family functioning in the time of COVID-19 among economically vulnerable families: Risks and protective factors.” In Frontiers in Psychology.
Professor Stephanie M. Reich: “Teaching mothers and fathers about how babies develop.” In Handbook of Positive Youth Development: Research, Policy and Practice Applications.
Professor Lindsey Richland: “Developmental Trajectories of Early Higher-Order Thinking Talk Differ for Typically Developing Children and Children With Unilateral Brain Injuries.” In: Journal of Mind, Brain and Education.
Postdoctoral Scholar Charlott Rubach: “Heterogenous digital competence beliefs among student teachers.” In Digitalisierung in Studium und Lehre gemeinsam gestalten.
Doctoral Student Zhiling Shea and Associate Professor Jade Jenkins: “Examining Heterogeneity in the Impacts of Socio-Emotional Curricula in Preschool: A Quantile Treatment Effect Approach.” In: Frontiers in Psychology.
September 2021
Doctoral Student Alyisa Cruz and Professor Gustavo Carlo: “Toddlers' helping, sharing, and empathic distress: Does the race of the target matter?” In Developmental Psychology.
Assistant Professor Brandy Gatlin-Nash, Professor Elizabeth D. Peña: “English BESA Morphosyntax Performance Among Spanish–English Bilinguals Who Use African American English.” In Journal of Speech, Language, and Hearing Research.
Professor Young-Suk Kim and Doctoral Student Mingkyung Cho: “Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension.” In Journal of Experimental Child Psychology
Distinguished Professor Judith F. Kroll: “Research on bilingualism as discovery science.” In Brain and Language.
Alumna Qiujie Li, Doctoral Student Xuehan Zhou, and Associate Professor Di Xu: “How Can We Improve Online Learning at Community Colleges? Voices from Online Instructors and Students.” In Online Learning
Professor Elizabeth Peña: “Phonological predictors of nonword repetition performance in bilingual children.” In Journal of Communication Disorders
Assistant Professor Emily Penner: “Ethnic studies increases longer-run academic engagement and attainment.” In Proceedings of the National Academy of Sciences.
Doctoral Student Kayla Puente, Postdoctoral Scholar Christine R. Starr, Distinguished Professor Jacquelynne S. Eccles and Professor Sandra D. Simpkins: “Developmental Trajectories of Science Identity Beliefs: Within-Group Differences among Black, Latinx, Asian, and White Students.” In Journal of Research in Adolescence
Chancellor’s Professor Emerita Deborah Lowe Vandell: “Predictors and consequences of school mobility in middle childhood.” In Journal of Applied Developmental Psychology
Assistant Professor Adriana Villavicencio: “What’s going to happen to us?”: Cultivating alliances with immigrant families in an adverse political climate.” in Harvard Educational Review
Doctoral Student Sirui Wan, Associate Professor Drew Bailey and Distinguished Professor Jacquelynne Eccles: “When Do Students Begin to Think That One Has to Be Either a ‘Math Person’ or a ‘Language Person’? A Meta-Analytic Review.” In Psychological Bulletin.
Doctoral Candidate Christopher Wegemer: “Critical Civic Motivation of Marginalized Youth: An Expectancy-Value Approach.” In Youth & Society
Assistant Professor Brandy Gatlin-Nash, Professor Elizabeth D. Peña: “English BESA Morphosyntax Performance Among Spanish–English Bilinguals Who Use African American English.” In Journal of Speech, Language, and Hearing Research.
Professor Young-Suk Kim and Doctoral Student Mingkyung Cho: “Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension.” In Journal of Experimental Child Psychology
Distinguished Professor Judith F. Kroll: “Research on bilingualism as discovery science.” In Brain and Language.
Alumna Qiujie Li, Doctoral Student Xuehan Zhou, and Associate Professor Di Xu: “How Can We Improve Online Learning at Community Colleges? Voices from Online Instructors and Students.” In Online Learning
Professor Elizabeth Peña: “Phonological predictors of nonword repetition performance in bilingual children.” In Journal of Communication Disorders
Assistant Professor Emily Penner: “Ethnic studies increases longer-run academic engagement and attainment.” In Proceedings of the National Academy of Sciences.
Doctoral Student Kayla Puente, Postdoctoral Scholar Christine R. Starr, Distinguished Professor Jacquelynne S. Eccles and Professor Sandra D. Simpkins: “Developmental Trajectories of Science Identity Beliefs: Within-Group Differences among Black, Latinx, Asian, and White Students.” In Journal of Research in Adolescence
Chancellor’s Professor Emerita Deborah Lowe Vandell: “Predictors and consequences of school mobility in middle childhood.” In Journal of Applied Developmental Psychology
Assistant Professor Adriana Villavicencio: “What’s going to happen to us?”: Cultivating alliances with immigrant families in an adverse political climate.” in Harvard Educational Review
Doctoral Student Sirui Wan, Associate Professor Drew Bailey and Distinguished Professor Jacquelynne Eccles: “When Do Students Begin to Think That One Has to Be Either a ‘Math Person’ or a ‘Language Person’? A Meta-Analytic Review.” In Psychological Bulletin.
Doctoral Candidate Christopher Wegemer: “Critical Civic Motivation of Marginalized Youth: An Expectancy-Value Approach.” In Youth & Society
August 2021
Assistant Professor Andres Bustamante, Research Scientist Kreshnik Begolli, Doctoral Student Daniela Alvarez-Vargas, Associate Professor Drew Bailey and Professor Lindsey Richland: “Fraction Ball: Playful and Physically Active Fraction and Decimal Learning.” In: Journal of Educational Psychology.
Professor Gustavo Carlo: “Using culturally and contextually informed theorizing in research on post-traumatic growth.” In Redesigning Research on Post-Traumatic Growth.
Associate Project Scientist Jin Kyoung Hwang: “Assessment selection for multilingual learners’ reading development.” In: The Reading Teacher.
Project Scientist Jenell Krishnan, Doctoral Student Undarmaa Maamuujav and Associate Professor Penelope Collins: “Multiple utilities of infographics in undergraduate students’ process-based writing.” In Writing & Pedagogy
Assistant Professor Emily Penner: “My Brother’s Keeper? The Impact of Targeted Educational Supports.” In Journal of Policy Analysis and Management
Professor Lindsey Richland: “A cultural lens on Yucatec Maya families' COVID-19 experiences. In: Child Development.
Postdoctoral Scholar Christine R. Starr: “Born to Code: Does the Portrayal of Computer Scientists as Geniuses Undermine Adolescent Youths' Motivational Beliefs?” In Frontiers in Psychology
Adjunct Professor and Alumnus Osman Umari '19, Project Scientist Stephanie Day, Postdoctoral Researcher Ying Xu, Doctoral Student Elham Zargar, Doctoral Student Renzhe Yu, and Chancellor’s Professor Carol Connor: “Opening the black box: user-log analyses of chidren’s e-Book reading and associations with word knowledge.” In Reading and Writing
Postdoctoral Scholar Charlott Rubach: “The impact of parents' home‐ and school‐based involvement on adolescents' intrinsic motivation and anxiety in math.” In Psychology in the Schools.
Doctoral Student Sirui Wan, Doctoral Student Edward Chen and Associate Professor Drew Bailey: “A multilevel meta-analysis on the causal effect of ANS training on symbolic math performance.” In Learning, Memory, and Cognition
Associate Professor Di Xu and Doctoral Student Xuehan Zhou: “Adopting Online Learning in College Developmental Education Coursework: Impact on Course Persistence, Completion, and Subsequent Success.” In American Journal of Distance Education.
Professor Gustavo Carlo: “Using culturally and contextually informed theorizing in research on post-traumatic growth.” In Redesigning Research on Post-Traumatic Growth.
Associate Project Scientist Jin Kyoung Hwang: “Assessment selection for multilingual learners’ reading development.” In: The Reading Teacher.
Project Scientist Jenell Krishnan, Doctoral Student Undarmaa Maamuujav and Associate Professor Penelope Collins: “Multiple utilities of infographics in undergraduate students’ process-based writing.” In Writing & Pedagogy
Assistant Professor Emily Penner: “My Brother’s Keeper? The Impact of Targeted Educational Supports.” In Journal of Policy Analysis and Management
Professor Lindsey Richland: “A cultural lens on Yucatec Maya families' COVID-19 experiences. In: Child Development.
Postdoctoral Scholar Christine R. Starr: “Born to Code: Does the Portrayal of Computer Scientists as Geniuses Undermine Adolescent Youths' Motivational Beliefs?” In Frontiers in Psychology
Adjunct Professor and Alumnus Osman Umari '19, Project Scientist Stephanie Day, Postdoctoral Researcher Ying Xu, Doctoral Student Elham Zargar, Doctoral Student Renzhe Yu, and Chancellor’s Professor Carol Connor: “Opening the black box: user-log analyses of chidren’s e-Book reading and associations with word knowledge.” In Reading and Writing
Postdoctoral Scholar Charlott Rubach: “The impact of parents' home‐ and school‐based involvement on adolescents' intrinsic motivation and anxiety in math.” In Psychology in the Schools.
Doctoral Student Sirui Wan, Doctoral Student Edward Chen and Associate Professor Drew Bailey: “A multilevel meta-analysis on the causal effect of ANS training on symbolic math performance.” In Learning, Memory, and Cognition
Associate Professor Di Xu and Doctoral Student Xuehan Zhou: “Adopting Online Learning in College Developmental Education Coursework: Impact on Course Persistence, Completion, and Subsequent Success.” In American Journal of Distance Education.
July 2021
Associate Professor June Ahn and doctoral student Ha Nguyen: "Making Sense of Sensemaking: Understanding How K-12 Teachers and Coaches React to Visual Analytics" in Journal of Learning Analytics.
Research Scientist Kreshnik Begoli: "Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability" in Instructional Science.
Professor Gustavo Carlo: "The relations of workplace safety, perceived occupational stress, and adjustment among Latino/a immigrant cattle feedyard workers in the United States." In: Safety Science.
Postdoctoral Scholar Zehra Gülseven, Chancellor’s Professor Emerita Deborah Lowe Vandell and Professor Sandra D. Simpkins: “Self-control and cooperation in childhood as antecedents of less moral disengagement in adolescence.” In Development & Psychopathology
Distinguished Professor Judith F. Kroll and Doctoral Student Nicole Vargas Fuentes: “Representing words in a second language: Can the L2 dance on its own?” In Bilingualism: Language and Cognition
Distinguished Professor Judith F. Kroll: “Capturing the variation in language experience to understand language processing and learning.” (Book)
Professor Kylie Peppler: "#quiltsforpulse: Connected and shared production-centered socio-political activism through craftivism." In: Learning, Media, and Technology.
Professor Stephanie Reich: "A Randomized Control Trial of Using Baby Books to Reduce New Mothers’ Feelings of Stress and Depression." In: Maternal and Child Health Journal.
Professor Stephanie Reich: “The Protective Effects of Maternal and Paternal Factors on Chidren’s Social Development.” In Adversity and Resilience Science.
Associate Project Scientist Anna-Lena Dicke, Postdoctoral Scholar Charlott Rubach, Associate Project Scientist Nayssan Safavian, and Distinguished Professor Jacquelynne Eccles: “Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding?” In Journal of Learning and Instruction
Postdoctoral Scholar Charlott Rubach: “Teaching quality with ICT from teachers’ perspectives: Associations with school ICT equipment, perceived ICT support, and teachers’ ICT competence and value beliefs” in Zeitschrift für Bildungsforschung
Doctoral Student Stephanie Soto-Lara, Postdoctoral Researcher Mark Vincent B. Yu and Professor Sandra D. Simpkins: “How youth-staff relationships and program activities promote Latinx adolescent outcomes in a university-community afterschool math enrichment activity.” In Applied Developmental Science
Adjunct Professor and Alumnus Osman Umari '19 and Distinguished Professor Jacquelynne Eccles: “The motivational system of task values and anticipated emotions in daily academic behavior.” In Motivation and Emotion.
Associate Professor Di Xu: “The Disciplinary Differences in the Characteristics and Effects of Non-Tenure-Track Faculty.” In Educational Evaluation and Policy Analysis
Research Scientist Kreshnik Begoli: "Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability" in Instructional Science.
Professor Gustavo Carlo: "The relations of workplace safety, perceived occupational stress, and adjustment among Latino/a immigrant cattle feedyard workers in the United States." In: Safety Science.
Postdoctoral Scholar Zehra Gülseven, Chancellor’s Professor Emerita Deborah Lowe Vandell and Professor Sandra D. Simpkins: “Self-control and cooperation in childhood as antecedents of less moral disengagement in adolescence.” In Development & Psychopathology
Distinguished Professor Judith F. Kroll and Doctoral Student Nicole Vargas Fuentes: “Representing words in a second language: Can the L2 dance on its own?” In Bilingualism: Language and Cognition
Distinguished Professor Judith F. Kroll: “Capturing the variation in language experience to understand language processing and learning.” (Book)
Professor Kylie Peppler: "#quiltsforpulse: Connected and shared production-centered socio-political activism through craftivism." In: Learning, Media, and Technology.
Professor Stephanie Reich: "A Randomized Control Trial of Using Baby Books to Reduce New Mothers’ Feelings of Stress and Depression." In: Maternal and Child Health Journal.
Professor Stephanie Reich: “The Protective Effects of Maternal and Paternal Factors on Chidren’s Social Development.” In Adversity and Resilience Science.
Associate Project Scientist Anna-Lena Dicke, Postdoctoral Scholar Charlott Rubach, Associate Project Scientist Nayssan Safavian, and Distinguished Professor Jacquelynne Eccles: “Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding?” In Journal of Learning and Instruction
Postdoctoral Scholar Charlott Rubach: “Teaching quality with ICT from teachers’ perspectives: Associations with school ICT equipment, perceived ICT support, and teachers’ ICT competence and value beliefs” in Zeitschrift für Bildungsforschung
Doctoral Student Stephanie Soto-Lara, Postdoctoral Researcher Mark Vincent B. Yu and Professor Sandra D. Simpkins: “How youth-staff relationships and program activities promote Latinx adolescent outcomes in a university-community afterschool math enrichment activity.” In Applied Developmental Science
Adjunct Professor and Alumnus Osman Umari '19 and Distinguished Professor Jacquelynne Eccles: “The motivational system of task values and anticipated emotions in daily academic behavior.” In Motivation and Emotion.
Associate Professor Di Xu: “The Disciplinary Differences in the Characteristics and Effects of Non-Tenure-Track Faculty.” In Educational Evaluation and Policy Analysis
June 2021
Alumnus Kreshnik Nasi Begolli (Ph.D. '15, UCI Research Scientist): "The effect of worked examples on student learning and error anticipation in algebra" in Instructional Science
Professor Gustavo Carlo: "Associations among attachment and problematic cell phone use through self-regulation and prosociality." In: Psicothema.
Professor Gustavo Carlo: "Introduction to the Special Section: Prosocial development in risky and vulnerable contexts" in International Journal of Behavioral Development
Professor Gustavo Carlo: “Towards a Multisystem, Strength-Based Model of Social Inequities in US Latinx Youth.” In: Human Development
Fourth-year doctoral student Melissa S. Dahlin, Assistant Professor Jade M. Jenkins, Professor Stephanie M. Reich: "Head Start family services: Family characteristics as predictors of service use by Latinx families" in Children and Youth Services
Distinguished Professor George Farkas: "Veracity in Public Education" in Exceptionality
Doctoral candidate Ta-yang Hsieh, Professor Sandra D. Simpkins, Distinguished Professor Jacquelynne S. Eccles: "Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement" in Contemporary Educational Psychology
Chancellor's Professor Carol Connor: "Making the Case for the Socially Relevant Social Scientist" in Journal of Applied Social Science
Professor Susanne Jaeggi: "Exploring Individual Differences as Predictors of Performance Change During Dual-N-Back Training" in Journal of Cognitive Enhancement
Associate Professor Jade Jenkins and Alumna Tutrang Nguyen: “Keeping Kids in Care: Reducing Administrative Burden in State Child Care Development Fund Policy.” In Journal of Public Administration Research and Theory
Distinguished Professor Judith F. Kroll: “Do Cross-Language Script Differences Enable Bilinguals to Function Selectively When Speaking in One Language Alone?” In Frontiers in Communication: Language Sciences.
Distinguished Professor Judith F. Kroll: “Sources of variation in second and native language speaking proficiency among college-aged second language learners.” Studies in Second Language Acquisition.
UCI Science Project Director Kelley T. Le: Teaching Climate Change for Grades 6–12: Empowering Science Teachers to Take on the Climate Crisis Through NGSS, Routledge
Alumna Wendy Ochoa (Ph.D. '19, Tufts University Postdoctoral Scholar), Professor Stephanie M. Reich, Distinguished Professor George Farkas: "The Observed Quality of Caregiver-Child Interactions With and Without a Mobile Screen Device" in Academic Pediatrics
Doctoral Student Gabe Avakian Orona: “Inculcating curiosity: pilot results of an online module to enhance undergraduate intellectual virtue.” In Assessment & Evaluation in Higher Education
Associate Professor Kylie A. Peppler: "Artifact-oriented learning: a theoretical review of the impact of the arts on learning" in Arts Education Policy Review
Professor Kylie Peppler: "Towards modeling of human skilling for electrical circuitry using augmented reality applications." In: International Journal of Educational Technology in Higher Education.
Professor Stephanie M. Reich, second-year doctoral student Allison Starks: "Modeling Media Use: How Parents’ and Other Adults’ Posting Behaviors Relate to Young Adolescents’ Posting Behaviors" in Frontiers in Human Dynamics
Professor Stephanie M. Reich, Alumna Melissa Callaghan (Ph.D. '18, Harvard University Postdoctoral Fellow): "Review of feedback in edutainment games for preschoolers in the USA" in Journal of Children and Media
Third-year doctoral student Michelle Spiegel: "Behavioral Economics and Parent Participation in an Evidence-Based Parenting Program at Scale" in Prevention Science
Postdoctoral scholar Erica Van Steenis: "Leveraging dilemmas as a pedagogical tool for novice youth worker learning" in Learning, Culture and Social Interaction
Chancellor's Professor Emerita Deborah Lowe Vandell: "Changes in the organization of paternal behavior during early and middle childhood" in Parenting: Science and Practice
Chancellor's Professor Emerita Deborah Lowe Vandell: "Convergent and discriminant validity of retrospective assessments of the quality of childhood parenting: Prospective evidence from infancy to age 26 years" in Psychological Science
Assistant Professor Adriana Villavicencio: “Leaders’ negotiation enactment of teacher evaluation policy in immigrant-serving schools.” In Educational Policy
Postdoctoral scholar Luise von Keyserlingk, Associate Project Scientist Anna-Lena Dicke, Distinguished Professor Jacquelynne S. Eccles: "What Matters When? Social and Dimensional Comparisons in the Context of University Major Choice" in AERA Open 7
Doctoral candidate Christopher Wegemer, fourth-year doctoral student Jennifer Renick: "Boundary Spanning Roles and Power in Educational Partnerships" in AERA Open
Alumna Ying Xu (Ph.D. ’20), Alumna Joanna C. Yau (Ph.D. ’19, USC Postdoctoral Scholar Research Associate), Professor Stephanie M. Reich: "Press, swipe and read: Do interactive features facilitate engagement and learning with e-Books?" in Journal of Computer Assisted Learning
Alumna Joanna C. Yau (Ph.D. '19, USC Postdoctoral Scholar Research Associate), Alumnus Peter Mcpartlan (Ph.D. '19, Postdoctoral Research Fellow at San Diego State University), Professor Stephanie M. Reich: "Motives for Texting During Early Adolescence" in Frontiers in Human Dynamics
Professor Gustavo Carlo: "Associations among attachment and problematic cell phone use through self-regulation and prosociality." In: Psicothema.
Professor Gustavo Carlo: "Introduction to the Special Section: Prosocial development in risky and vulnerable contexts" in International Journal of Behavioral Development
Professor Gustavo Carlo: “Towards a Multisystem, Strength-Based Model of Social Inequities in US Latinx Youth.” In: Human Development
Fourth-year doctoral student Melissa S. Dahlin, Assistant Professor Jade M. Jenkins, Professor Stephanie M. Reich: "Head Start family services: Family characteristics as predictors of service use by Latinx families" in Children and Youth Services
Distinguished Professor George Farkas: "Veracity in Public Education" in Exceptionality
Doctoral candidate Ta-yang Hsieh, Professor Sandra D. Simpkins, Distinguished Professor Jacquelynne S. Eccles: "Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement" in Contemporary Educational Psychology
Chancellor's Professor Carol Connor: "Making the Case for the Socially Relevant Social Scientist" in Journal of Applied Social Science
Professor Susanne Jaeggi: "Exploring Individual Differences as Predictors of Performance Change During Dual-N-Back Training" in Journal of Cognitive Enhancement
Associate Professor Jade Jenkins and Alumna Tutrang Nguyen: “Keeping Kids in Care: Reducing Administrative Burden in State Child Care Development Fund Policy.” In Journal of Public Administration Research and Theory
Distinguished Professor Judith F. Kroll: “Do Cross-Language Script Differences Enable Bilinguals to Function Selectively When Speaking in One Language Alone?” In Frontiers in Communication: Language Sciences.
Distinguished Professor Judith F. Kroll: “Sources of variation in second and native language speaking proficiency among college-aged second language learners.” Studies in Second Language Acquisition.
UCI Science Project Director Kelley T. Le: Teaching Climate Change for Grades 6–12: Empowering Science Teachers to Take on the Climate Crisis Through NGSS, Routledge
Alumna Wendy Ochoa (Ph.D. '19, Tufts University Postdoctoral Scholar), Professor Stephanie M. Reich, Distinguished Professor George Farkas: "The Observed Quality of Caregiver-Child Interactions With and Without a Mobile Screen Device" in Academic Pediatrics
Doctoral Student Gabe Avakian Orona: “Inculcating curiosity: pilot results of an online module to enhance undergraduate intellectual virtue.” In Assessment & Evaluation in Higher Education
Associate Professor Kylie A. Peppler: "Artifact-oriented learning: a theoretical review of the impact of the arts on learning" in Arts Education Policy Review
Professor Kylie Peppler: "Towards modeling of human skilling for electrical circuitry using augmented reality applications." In: International Journal of Educational Technology in Higher Education.
Professor Stephanie M. Reich, second-year doctoral student Allison Starks: "Modeling Media Use: How Parents’ and Other Adults’ Posting Behaviors Relate to Young Adolescents’ Posting Behaviors" in Frontiers in Human Dynamics
Professor Stephanie M. Reich, Alumna Melissa Callaghan (Ph.D. '18, Harvard University Postdoctoral Fellow): "Review of feedback in edutainment games for preschoolers in the USA" in Journal of Children and Media
Third-year doctoral student Michelle Spiegel: "Behavioral Economics and Parent Participation in an Evidence-Based Parenting Program at Scale" in Prevention Science
Postdoctoral scholar Erica Van Steenis: "Leveraging dilemmas as a pedagogical tool for novice youth worker learning" in Learning, Culture and Social Interaction
Chancellor's Professor Emerita Deborah Lowe Vandell: "Changes in the organization of paternal behavior during early and middle childhood" in Parenting: Science and Practice
Chancellor's Professor Emerita Deborah Lowe Vandell: "Convergent and discriminant validity of retrospective assessments of the quality of childhood parenting: Prospective evidence from infancy to age 26 years" in Psychological Science
Assistant Professor Adriana Villavicencio: “Leaders’ negotiation enactment of teacher evaluation policy in immigrant-serving schools.” In Educational Policy
Postdoctoral scholar Luise von Keyserlingk, Associate Project Scientist Anna-Lena Dicke, Distinguished Professor Jacquelynne S. Eccles: "What Matters When? Social and Dimensional Comparisons in the Context of University Major Choice" in AERA Open 7
Doctoral candidate Christopher Wegemer, fourth-year doctoral student Jennifer Renick: "Boundary Spanning Roles and Power in Educational Partnerships" in AERA Open
Alumna Ying Xu (Ph.D. ’20), Alumna Joanna C. Yau (Ph.D. ’19, USC Postdoctoral Scholar Research Associate), Professor Stephanie M. Reich: "Press, swipe and read: Do interactive features facilitate engagement and learning with e-Books?" in Journal of Computer Assisted Learning
Alumna Joanna C. Yau (Ph.D. '19, USC Postdoctoral Scholar Research Associate), Alumnus Peter Mcpartlan (Ph.D. '19, Postdoctoral Research Fellow at San Diego State University), Professor Stephanie M. Reich: "Motives for Texting During Early Adolescence" in Frontiers in Human Dynamics
May 2021
Distinguished Professor Greg Duncan: "Evaluating Contradictory Experimental and Nonexperimental Estimates of Neighborhood Effects on Economic Outcomes for Adults" in Housing Policy Debate
Distinguished Professor Judith F. Kroll: “Grammatical processing in two languages: How individual differences in language experience and cognitive abilities shape comprehension in heritage bilinguals.” In Journal of Neurolinguistics
Assistant Professor Brandy Gatlin-Nash, Alumna Jin Kyoung Hwang, Assistant Professor Novell E. Tani (Florida A&M), Doctoral Candidate Elham Zargar, Alumna Taffeta Star Wood, Fourth-year Doctoral Student Dandan Yang, Fourth-year Doctoral Student Khamia Powell, Chancellor's Professor Carol McDonald Connor: "Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence" in The Elementary School Journal
Postdoctoral scholar Zehra Gülseven, Professor Gustavo Carlo: "Parenting and prosocial behaviors in Nicaraguan adolescents: The roles of prosocial moral reasoning and familism" in Journal of Social and Personal Relationships
Postdoctoral scholar Zehra Gülseven, Professor Gustavo Carlo: "The protective role of early prosocial behaviors against young Turkish children’s later internalizing and externalizing problems" in European Journal of Developmental Psychology
Professor and Sr. Associate Dean Young-Suk Kim: “What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation.” In Developmental Psychology.
Doctoral candidate Yangyang Liu, fifth-year doctoral student Stephanie Soto-Lara, fourth-year Kayla Puente, third-year Perla Ramos Carranza, Professor Sandra Simpkins: "Culturally Responsive Practices: Insights from a High‐Quality Math Afterschool Program Serving Underprivileged Latinx Youth" in American Journal of Community Psychology
Third-year doctoral student Undarmaa Maamuujav: “Examining lexical features and academic vocabulary use in adolescent L2 students’ text-based analytical essays” in Assessing Writing
Third-year doctoral student Undarmaa Maamuujav, Professor Emerita Carol Booth Olson, Alumnus Huy Chung (Ph.D. ’15): “Syntactic and lexical features of adolescent L2 students’ academic writing” in Journal of Second Language Writing
Professor Kylie Peppler: "Artifact-oriented learning: a theoretical review of the impact of the arts on learning.: In: Arts Education Policy Review.
Professor Elizabeth D. Peña: “Assessment of language proficiency and dominance in monolinguals and bilinguals.” In Bilingualism Across the Lifespan
Postdoctoral scholar Charlott Rubach: “Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment” in Teaching and Teacher Education
Assistant Professor Adriana Villavicencio: Am I My Brother’s Keeper? Educational Opportunities and Outcomes for Black and Brown Boys, Harvard Education Press
Distinguished Professor Judith F. Kroll: “Grammatical processing in two languages: How individual differences in language experience and cognitive abilities shape comprehension in heritage bilinguals.” In Journal of Neurolinguistics
Assistant Professor Brandy Gatlin-Nash, Alumna Jin Kyoung Hwang, Assistant Professor Novell E. Tani (Florida A&M), Doctoral Candidate Elham Zargar, Alumna Taffeta Star Wood, Fourth-year Doctoral Student Dandan Yang, Fourth-year Doctoral Student Khamia Powell, Chancellor's Professor Carol McDonald Connor: "Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence" in The Elementary School Journal
Postdoctoral scholar Zehra Gülseven, Professor Gustavo Carlo: "Parenting and prosocial behaviors in Nicaraguan adolescents: The roles of prosocial moral reasoning and familism" in Journal of Social and Personal Relationships
Postdoctoral scholar Zehra Gülseven, Professor Gustavo Carlo: "The protective role of early prosocial behaviors against young Turkish children’s later internalizing and externalizing problems" in European Journal of Developmental Psychology
Professor and Sr. Associate Dean Young-Suk Kim: “What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation.” In Developmental Psychology.
Doctoral candidate Yangyang Liu, fifth-year doctoral student Stephanie Soto-Lara, fourth-year Kayla Puente, third-year Perla Ramos Carranza, Professor Sandra Simpkins: "Culturally Responsive Practices: Insights from a High‐Quality Math Afterschool Program Serving Underprivileged Latinx Youth" in American Journal of Community Psychology
Third-year doctoral student Undarmaa Maamuujav: “Examining lexical features and academic vocabulary use in adolescent L2 students’ text-based analytical essays” in Assessing Writing
Third-year doctoral student Undarmaa Maamuujav, Professor Emerita Carol Booth Olson, Alumnus Huy Chung (Ph.D. ’15): “Syntactic and lexical features of adolescent L2 students’ academic writing” in Journal of Second Language Writing
Professor Kylie Peppler: "Artifact-oriented learning: a theoretical review of the impact of the arts on learning.: In: Arts Education Policy Review.
Professor Elizabeth D. Peña: “Assessment of language proficiency and dominance in monolinguals and bilinguals.” In Bilingualism Across the Lifespan
Postdoctoral scholar Charlott Rubach: “Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment” in Teaching and Teacher Education
Assistant Professor Adriana Villavicencio: Am I My Brother’s Keeper? Educational Opportunities and Outcomes for Black and Brown Boys, Harvard Education Press
April 2021
Associate Professor June Ahn, third-year doctoral student Ha Nguyen: “Co-designing for privacy, transparency, and trust in k-12 learning analytics” in Proceedings of the 11th International Learning Analytics and Knowledge Conference – LAK21
Associate Professor June Ahn, third-year doctoral student Ha Nguyen: “Transforming everyday information into practical analytics with crowdsourced assessment tasks" in Proceedings of the 11th International Learning Analytics and Knowledge Conference – LAK21
Assistant Professor Andres Bustamante: “The S.P.A.C.E Hypothesis: Physical Activity as Medium — Not Medicine — for Public Health Impact” in Exercise and Sport Sciences Reviews
Alumna Melissa Callaghan (Ph.D. ‘18), Professor Stephanie Reich: “Mobile app features that scaffold pre‐school learning: Verbal feedback and leveling designs” in British Journal of Educational Technology
Professor Gustavo Carlo: “African American mothers talk to their preadolescents about honesty and lying” in Cultural Diversity and Ethnic Minority Psychology
Professor Gustavo Carlo: “A cross-ethnoracial comparison of objective and subjective neighborhood predictors of early adolescents’ prosocial behavior” in Social Development
Professor Gustavo Carlo: “Relations Among Parenting, Culture, and Prosocial Behaviors in U.S. Mexican Youth: An Integrative Socialization Approach” in Child Development
Professor Gustavo Carlo: “Examining discrimination and familism values as longitudinal predictors of prosocial behaviors among recent immigrant adolescents.” In: International Journal of Behavioral Development.
Professor Gustavo Carlo: “A longitudinal study of paternal and maternal involvement and neighborhood risk on recent immigrant Latino/a youth prosocial behaviors.” In: New Directions for Child and Adolescent Development
Third-year doctoral student Perla Ramos Carranza, Professor Sandra Simpkins: “Parent and Sibling Science Support for Latinx Adolescents” in Social Psychology of Education
Professor Gustavo Carlo: “Prosocial development in risky and vulnerable contexts.” In: International Journal of Behavioral Development.
Second-year doctoral student Phebe Chew, second-year doctoral student Yiwen Lin, first-year doctoral student Vanessa N. Bermudez, Assistant Professor Andres Bustamante, Associate Professor June Ahn: “Understanding Goals, Pedagogical Frameworks, and Relationships in Community-based Participatory Design” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 2021
Associate Professor Penelope Collins, Project Scientist Tamara P. Tate (Ph.D. ‘18), third-year doctoral student Joong won Lee, Project Scientist Jenell A. Krishnan (Ph.D. ‘19), Professor Mark Warchauer: “Multi-Dimensional Examination of Adolescent Writing: Considering the Writer, Genre and Task Demands” in Reading and Writing: An Interdisciplinary Journal
Assistant Professor Nia Dowell: “SCIP: Combining group communication and interpersonal positioning to identify emergent roles in scaled digital environments” in Computers in Human Behavior
Assistant Professor Nia Dowell: “It’s Not That You Said It, It’s How You Said It: Exploring the Linguistic Mechanisms Underlying Values Affirmation Interventions at Scale" in AERA Open
Assistant Professor Nia Dowell: “Collaboration Analytics — Current State and Potential Futures" in Journal of Learning Analytics
Postdoctoral Scholar Zehra Gülseven, Professor Gustavo Carlo: “The intervening role of anxiety symptoms in associations between Self-Regulation and prosocial behaviors in U.S. Latino/a college students” in Journal of American College Health
Third-year doctoral student Glona Lee, Professor Sandra Simpkins: “Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers” in Journal of Adolescence
Third-year doctoral student Hye-Rin Lee, Postdoctoral Scholar Luise von Keyserlingk, Professor and Dean Richard Arum, Distinguished Professor Jacquelynne Sue Eccles: “Why Do They Enroll in This Course? Undergraduates’ Course Choice from a Motivational Perspective” in Frontiers in Education
Alumna Qiujie Li (Ph.D. ’19): “Beyond First Encounters with Analytics: Questions, Techniques and Challenges in Instructors’ Sensemaking” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 2021
Second-year doctoral student Yiwen Lin, Assistant Professor Nia Dowell: “Skills Matter: Modeling the relationship between decision making processes and collaborative problem-solving skills during Hidden Profile Tasks” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 2021
Alumnus Peter McPartlan (Ph.D. ‘19), Alumna Teya Rutherford (Ph.D. ‘14), Teaching Professor Fernando Rodriguez: “Modality motivation: Selection effects and motivational differences in students who choose to take courses online” in The Internet and Higher Education
PostdoctoralSscholar Elizabeth Mendoza, Professor Elizabeth van Es: “’The ability to lay yourself bare’: Centering rupture, inherited conversations, and vulnerability in professional development” in Professional Development in Education Journal
Fourth-year doctoral student Gabe A. Orona: “Philosophy’s rematch: A new conceptualization of the study of higher education” in Arts and Humanities in Higher Education
Postdoctoral Scholar Miranda Parker, Project Manager Dana Saito-Stehberger, Professor Mark Warschauer: "Development and Preliminary Validation of the Assessment of Computing for Elementary Students (ACES)" in Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
Professor Elizabeth Peña: “Factors influencing US speech and language therapists’ use of technology for clinical practice” in International Journal of Language & Communications Disorders
Professor Kylie Peppler: "How the arts can unlock a closed curriculum." In: Phi Delta Kappan.
Professor Kylie Peppler: "Cultivating data visualization literacy in museums." In: Information and Learning Sciences.
Doctoral Candidate Yenda Prado, Doctoral Student Sharin Jacob and Professor Mark Warschauer: “Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms.” In Computer Science Education
Alumna Sabah Rashid (M.A.T. ‘04): Upside Down (children’s book), Amazon
Fourth-year doctoral student Jennifer Renick, Alumnus Miguel N. Abad, Professor Elizabeth van Es, Postdoctoral Scholar Elizabeth Mendoza: “It’s All Connected’: Critical Bifocality and the Liminal Practice of Youth Work” in Child & Youth Services
Professor Lindsey Richland: “Exploring how visual attention, inhibitory control, and co-speech gesture instruction contribute to children’s analogical reasoning ability.” In: Cognitive Development.
Professor Lindsey Richland: “Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions.” In: Developmental Psychology.
Assistant Professor Fernando Rodriguez, third-year doctoral student Hye-Rin Lee, Alumna Teomara Rutherford, Research Affiliate Christian Fischer, Professor Eric Potma (Chemistry), Professor Mark Warschauer: “Using Clickstream Data Mining Techniques to Understand and Support First-Generation College Students in an Online Chemistry Course” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 2021
Alumna Teya Rutherford (Ph.D. ‘14), Associate Professor Di Xu, Project Scientist Tamara Tate (Ph.D. ’18), Professor of Teaching Brian Sato, Assistant Professor Rachel Baker, Professor Mark Warschauer: “Profiles of instructor responses to emergency distance learning” in Online Learning
First-year doctoral student Mariya Vodyanyk: “No Evidence for Expectation Effects in Cognitive Training Tasks“ in Journal of Cognitive Enhancement
Assistant Professor Adriana Villavicencio: “School leadership for Latinx, immigrant students and their families: A model of advocacy and critical care.” In Journal of Leadership, Equity, and Research
Postdoctoral Scholar Luise von Keyserlingk, Lab Manager Katsumi Yamaguchi-Perez, Professor and Dean Richard Arum, Distinguished Professor Jacquelynne Sue Eccles: “Stress of university students before and after campus closure in response to COVID‐19” in Journal of Community Psychology
Third-year doctoral student Alexandria Weaver, Professor Susanne M. Jaeggi: “Activity Engagement and Cognitive Performance Amongst Older Adults” in Frontiers in Psychology
Doctoral candidate Christopher Wegemer: “College Services, Sense of Belonging, and Friendships: The Enduring Importance of the High School Context” in Journal of Latinos and Education
Alumna Ying Xu (Ph.D. ’20), Professor Mark Warschauer: Are current voice interfaces designed to support children's language development? in Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems
Alumna Joanna Yau (Ph.D. ’19), Professor Stephanie Reich: “Coping with Stress Through Texting: An Experimental Study” in Journal of Adolescent Health
Associate Professor Di Xu, Alumna Sabrina Solanki (Ph.D. ’19): “College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation” in AERJ
Associate Professor June Ahn, third-year doctoral student Ha Nguyen: “Transforming everyday information into practical analytics with crowdsourced assessment tasks" in Proceedings of the 11th International Learning Analytics and Knowledge Conference – LAK21
Assistant Professor Andres Bustamante: “The S.P.A.C.E Hypothesis: Physical Activity as Medium — Not Medicine — for Public Health Impact” in Exercise and Sport Sciences Reviews
Alumna Melissa Callaghan (Ph.D. ‘18), Professor Stephanie Reich: “Mobile app features that scaffold pre‐school learning: Verbal feedback and leveling designs” in British Journal of Educational Technology
Professor Gustavo Carlo: “African American mothers talk to their preadolescents about honesty and lying” in Cultural Diversity and Ethnic Minority Psychology
Professor Gustavo Carlo: “A cross-ethnoracial comparison of objective and subjective neighborhood predictors of early adolescents’ prosocial behavior” in Social Development
Professor Gustavo Carlo: “Relations Among Parenting, Culture, and Prosocial Behaviors in U.S. Mexican Youth: An Integrative Socialization Approach” in Child Development
Professor Gustavo Carlo: “Examining discrimination and familism values as longitudinal predictors of prosocial behaviors among recent immigrant adolescents.” In: International Journal of Behavioral Development.
Professor Gustavo Carlo: “A longitudinal study of paternal and maternal involvement and neighborhood risk on recent immigrant Latino/a youth prosocial behaviors.” In: New Directions for Child and Adolescent Development
Third-year doctoral student Perla Ramos Carranza, Professor Sandra Simpkins: “Parent and Sibling Science Support for Latinx Adolescents” in Social Psychology of Education
Professor Gustavo Carlo: “Prosocial development in risky and vulnerable contexts.” In: International Journal of Behavioral Development.
Second-year doctoral student Phebe Chew, second-year doctoral student Yiwen Lin, first-year doctoral student Vanessa N. Bermudez, Assistant Professor Andres Bustamante, Associate Professor June Ahn: “Understanding Goals, Pedagogical Frameworks, and Relationships in Community-based Participatory Design” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 2021
Associate Professor Penelope Collins, Project Scientist Tamara P. Tate (Ph.D. ‘18), third-year doctoral student Joong won Lee, Project Scientist Jenell A. Krishnan (Ph.D. ‘19), Professor Mark Warchauer: “Multi-Dimensional Examination of Adolescent Writing: Considering the Writer, Genre and Task Demands” in Reading and Writing: An Interdisciplinary Journal
Assistant Professor Nia Dowell: “SCIP: Combining group communication and interpersonal positioning to identify emergent roles in scaled digital environments” in Computers in Human Behavior
Assistant Professor Nia Dowell: “It’s Not That You Said It, It’s How You Said It: Exploring the Linguistic Mechanisms Underlying Values Affirmation Interventions at Scale" in AERA Open
Assistant Professor Nia Dowell: “Collaboration Analytics — Current State and Potential Futures" in Journal of Learning Analytics
Postdoctoral Scholar Zehra Gülseven, Professor Gustavo Carlo: “The intervening role of anxiety symptoms in associations between Self-Regulation and prosocial behaviors in U.S. Latino/a college students” in Journal of American College Health
Third-year doctoral student Glona Lee, Professor Sandra Simpkins: “Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers” in Journal of Adolescence
Third-year doctoral student Hye-Rin Lee, Postdoctoral Scholar Luise von Keyserlingk, Professor and Dean Richard Arum, Distinguished Professor Jacquelynne Sue Eccles: “Why Do They Enroll in This Course? Undergraduates’ Course Choice from a Motivational Perspective” in Frontiers in Education
Alumna Qiujie Li (Ph.D. ’19): “Beyond First Encounters with Analytics: Questions, Techniques and Challenges in Instructors’ Sensemaking” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 2021
Second-year doctoral student Yiwen Lin, Assistant Professor Nia Dowell: “Skills Matter: Modeling the relationship between decision making processes and collaborative problem-solving skills during Hidden Profile Tasks” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 2021
Alumnus Peter McPartlan (Ph.D. ‘19), Alumna Teya Rutherford (Ph.D. ‘14), Teaching Professor Fernando Rodriguez: “Modality motivation: Selection effects and motivational differences in students who choose to take courses online” in The Internet and Higher Education
PostdoctoralSscholar Elizabeth Mendoza, Professor Elizabeth van Es: “’The ability to lay yourself bare’: Centering rupture, inherited conversations, and vulnerability in professional development” in Professional Development in Education Journal
Fourth-year doctoral student Gabe A. Orona: “Philosophy’s rematch: A new conceptualization of the study of higher education” in Arts and Humanities in Higher Education
Postdoctoral Scholar Miranda Parker, Project Manager Dana Saito-Stehberger, Professor Mark Warschauer: "Development and Preliminary Validation of the Assessment of Computing for Elementary Students (ACES)" in Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
Professor Elizabeth Peña: “Factors influencing US speech and language therapists’ use of technology for clinical practice” in International Journal of Language & Communications Disorders
Professor Kylie Peppler: "How the arts can unlock a closed curriculum." In: Phi Delta Kappan.
Professor Kylie Peppler: "Cultivating data visualization literacy in museums." In: Information and Learning Sciences.
Doctoral Candidate Yenda Prado, Doctoral Student Sharin Jacob and Professor Mark Warschauer: “Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms.” In Computer Science Education
Alumna Sabah Rashid (M.A.T. ‘04): Upside Down (children’s book), Amazon
Fourth-year doctoral student Jennifer Renick, Alumnus Miguel N. Abad, Professor Elizabeth van Es, Postdoctoral Scholar Elizabeth Mendoza: “It’s All Connected’: Critical Bifocality and the Liminal Practice of Youth Work” in Child & Youth Services
Professor Lindsey Richland: “Exploring how visual attention, inhibitory control, and co-speech gesture instruction contribute to children’s analogical reasoning ability.” In: Cognitive Development.
Professor Lindsey Richland: “Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions.” In: Developmental Psychology.
Assistant Professor Fernando Rodriguez, third-year doctoral student Hye-Rin Lee, Alumna Teomara Rutherford, Research Affiliate Christian Fischer, Professor Eric Potma (Chemistry), Professor Mark Warschauer: “Using Clickstream Data Mining Techniques to Understand and Support First-Generation College Students in an Online Chemistry Course” in Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 2021
Alumna Teya Rutherford (Ph.D. ‘14), Associate Professor Di Xu, Project Scientist Tamara Tate (Ph.D. ’18), Professor of Teaching Brian Sato, Assistant Professor Rachel Baker, Professor Mark Warschauer: “Profiles of instructor responses to emergency distance learning” in Online Learning
First-year doctoral student Mariya Vodyanyk: “No Evidence for Expectation Effects in Cognitive Training Tasks“ in Journal of Cognitive Enhancement
Assistant Professor Adriana Villavicencio: “School leadership for Latinx, immigrant students and their families: A model of advocacy and critical care.” In Journal of Leadership, Equity, and Research
Postdoctoral Scholar Luise von Keyserlingk, Lab Manager Katsumi Yamaguchi-Perez, Professor and Dean Richard Arum, Distinguished Professor Jacquelynne Sue Eccles: “Stress of university students before and after campus closure in response to COVID‐19” in Journal of Community Psychology
Third-year doctoral student Alexandria Weaver, Professor Susanne M. Jaeggi: “Activity Engagement and Cognitive Performance Amongst Older Adults” in Frontiers in Psychology
Doctoral candidate Christopher Wegemer: “College Services, Sense of Belonging, and Friendships: The Enduring Importance of the High School Context” in Journal of Latinos and Education
Alumna Ying Xu (Ph.D. ’20), Professor Mark Warschauer: Are current voice interfaces designed to support children's language development? in Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems
Alumna Joanna Yau (Ph.D. ’19), Professor Stephanie Reich: “Coping with Stress Through Texting: An Experimental Study” in Journal of Adolescent Health
Associate Professor Di Xu, Alumna Sabrina Solanki (Ph.D. ’19): “College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation” in AERJ
January-March 2021
Associate Professor June Ahn, third-year doctoral student Ha Nguyen: "From visible to understandable: Designing for teacher agency in education data visualizations" in Contemporary Issues in Technology & Teacher Education
Postdoctoral Fellow Jacky Au, UCI alumnus Austin Moon, Associate Professor Susanne Jaeggi: “Post‐training stimulation of the right dorsolateral prefrontal cortex impairs working memory training performance” in Journal of Neuroscience Research
Postdoctoral fellow Jacky Au, Associate Professor Susanne Jaeggi: "Post‐training stimulation of the right dorsolateral prefrontal cortex impairs working memory training performance" in Journal of Neuroscience Research
Professor Gustavo Carlo: “Ethnic-Racial and Religious Identity as Mediators of Relations Between Ethnic-Racial Socialization and Prosocial Behaviors Among Black Young Adults” in Journal of Black Psychology
Professor Gustavo Carlo: "Fatigue and the need for recovery among Latino/a immigrant cattle feedyard workers." In: Journal of Agromedicine.
Professor Gustavo Carlo: "Latent profiles of multidimensional prosocial behaviors: An examination of prosocial personality groups" in The Journal of Social Psychology
Professor Gustavo Carlo: “The links between religiousness and prosocial behaviors in early adulthood: The mediating roles of media exposure preferences and empathic tendencies” in Journal of Moral Education
Professor Gustavo Carlo: “A parallel process model of integration and multidimensional prosocial behaviors in recent immigrant U.S. Latinx adolescents" in Psychological Reports
Third-year doctoral student Minkyung Cho, Professor Young-Suk Kim, Professor Emerita Carol Booth Olson: "Does Perspective Taking Matter for Writing? Perspective Taking in Source-based Analytical Writing of Secondary Students” in Reading and Writing
Distinguished Professor Greg Duncan: "Evaluating Contradictory Experimental and Non-Experimental Estimates of Neighborhood Effects on Economic Outcomes for Adults" in SSRN Electronic Journal
Postdoctoral Scholar Zehra Gülseven, doctoral candidate Yangyang Liu, Postdoctoral Scholar Mark Vincent B. Yu, Professor Sandra Simpkins, Chancellor’s Professor Emerita Deborah Vandell: “The development of cooperation and self-control in middle childhood: Associations with earlier maternal and paternal parenting” in Developmental Psychology
Postdoctoral Scholar Zehra Gülseven, Professor Gustavo Carlo: "The Roles of Perspective Taking, Empathic Concern, and Prosocial Moral Reasoning in the Self-Reported Prosocial Behaviors of Filipino and Turkish Young Adults" in Journal of Cross-Cultural Psychology
Postdoctoral Scholar Zehra Gülseven and Professor Gustavo Carlo: “Health risk assessment of volatile organic compounds at daycare facilities.” In: Indoor Air: International Journal of Indoor Environment and Health
Director of Undergraduate Programs Janice Hansen (Ph.D. ‘11), Associate Professor Lindsey Richland: “Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions” in Life Sciences Education
Professor Susanne Jaeggi: “Age differences in functional network reconfiguration with working memory training” in Human Brain Mapping
Assistant Professor Jade Marcus Jenkins, doctoral candidate Jennifer K. Duer: " Who participates in quality rating and improvement systems?" in Early Childhood Research Quarterly
UCI Science Project Director Kelley Le: "Reimagining Science Education with Climate Change" in Ten Strands
Doctoral Student Hye Rin Lee, Postdoctoral Scholar Luise von Keyserlingk, Professor Richard Arum and Distinguished Professor Jacquelynne Eccles: "Why do they enroll in this course? Undergraduates’ course choice from a motivational perspective." In: Frontiers in Education
Doctoral Student Yangyang Liu, Professor Sandra D. Simpkins and Chancellor’s Professor Emerita Deborah Lowe Vandell: “Developmental pathways linking the quality and intensity of organized afterschool activities in middle school to academic performance in high school.” In Journal of Adolescence
Alumna/Postdoctoral Fellow Veronica Ahumada-Newhart (Ph.D. ’18): “An assets-based design approach to promote digital equity for Latino youth and their communities” in ACM Conference on Computer-Supported Cooperative Work Workshop on Assets-based Design, (CSCW 2020)
Alumna/Postdoctoral Fellow Veronica Ahumada-Newhart (Ph.D. ’18): “Telerobots for Informal Learning in Schools" in Proceedings of the ACM/IEEE International Conference on Human Robot Interaction Workshop on Robots 4 Learning (R4L)
Third-year doctoral student Ha Nguyen, Professor Mark Warschauer: "'We're looking good': Social exchange and regulation temporality in collaborative design” in Learning and Instruction
Doctoral student Ha Nguyen, Associate Professor June Ahn, Doctoral Students Ashlee Belgrave, Jiwon Lee, Lora Cawelti, Ha Eun Kim and Yenda Prado; Professor Rossella Santagata: “Establishing Trustworthiness Through Algorithmic Approaches to Qualitative Research.” In: International Conference on Quantitative Ethnography.
Alumna Wendy Ochoa (Ph.D. ’19): "A Comprehensive Professional Development Approach for Supporting Science, Technology, and Engineering Curriculum in Preschool: Connecting Contexts for Dual Language Learners" (chapter) in Supporting Children’s Well-Being During Early Childhood Transition to School
Alumna Wendy Ochoa (Ph.D. ’19): "Family Engagement and Latine Children’s Early Narrative Skills" in Early Childhood Education Journal
Fourth-year doctoral student Gabe Avakian Orona: “Broken Promises? Examining the Effectiveness of Promising Practices in STEM Lectures by Student Subgroups” in Innovative Higher Education
Professor Elizabeth Peña: "Contribution of Nonverbal Cognitive Skills on Bilingual Children’s Grammatical Performance: Influence of Exposure, Task Type, and Language of Assessment" in Languages
Professor Elizabeth Peña: "Establishing Diagnostic Skills in Novice Bilingual Clinicians: A Scaffolded Approach” in Teaching and Learning in Communications Sciences & Disorders
Assistant Professor Emily Penner: “Teacher Value-Added and Noise: An Analysis of Teacher Effects on Achievement and Anthropometrics.” In Journal of Research on Educational Effectiveness
Professor Stephanie Reich: “Determinants of fathers’ and mothers’ involvement in a parenting intervention” in Psychology of Men & Masculinities
Professor Lindsey Richland: “Bias and sensitivity to task constraints in spontaneous relational attention.” In: Journal of Experimental Child Psychology.
Assistant Professor Fernando Rodriguez, Postdoctoral Research Ninger Zhou, Professor Mark Warschauer: "Student Spacing and Self‑Testing Strategies and their Associations with Learning in an Upper Division Microbiology Course" in SN Social Sciences
Postdoctoral Scholar Charlott Rubach, Associate Project Scientist Anna-Lena Dicke, Professor Sandra Simpkins, Distinguished Professor Jacquelynne Eccles: “Addressing adolescents’ depressive symptoms and risky behavior: The role of perceived parents’ and teachers’ social support” in Journal of Organizational Psychology
Postdoctoral Scholar Charlott Rubach: “Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers' basic ICT competence beliefs” in Computers in Human Behavior
Postdoctoral Scholar Charlott Rubach: "Emotions in school and teaching: Conditions and effects of emotions in teachers and learners", Verlag Barbara Budrich
Postdoctoral Scholar Charlott Rubach: “Students' joy and fear in K-12: What connections exist with individualization and self-determination in math?” (chapter) in Emotions in school and teaching: Conditions and effects of emotions in teachers and learners
Postdoctoral Scholar Charlott Rubach: “Reciprocal effects among teachers, parents, and students: Relationships of cognitive and emotional support and student motivational beliefs” in Social Involvement.
Professor Rossella Santagata: doctoral candidate Jiwon Lee: "Mathematical knowledge for teaching and the mathematical quality of instruction: A study of novice elementary school teachers" in Journal of Mathematics Teacher Education
Professor Rossella Santagata, third-year doctoral student Ha Nguyen: “Mathematics teacher learning to notice: A systematic review of studies of video-based programs” in ZDM - Mathematics Education
Professor Rossella Santagata and Doctoral Student Ha Nguyen: “Mathematics teacher learning to notice: a systematic review of studies of video-based programs.” In: ZDM: Mathematics Education.
Doctoral student R. Mishael Sedas, Associate Professor Kylie Peppler: “The trouble with STEAM and why we use it anyway” in Science Education
Doctoral candidate Mishael Sedas, Associate Professor Kylie Peppler: “Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives” in Oxford Bibliographies
Postdoctoral Scholar Christine R. Starr, Professor Sandra Simpkins: “High school students’ math and science gender stereotypes: Relations with their STEM outcomes and socializers’ stereotypes” in Social Psychology of Education
Postdoctoral Scholar Christine R. Starr: “Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short-term longitudinal study.” In Journal of Research in Science Teaching
Alumnus/Postdoctoral Research Fellow Nestor Tulagan (Ph.D. '20), Distinguished Professor Jacquelynne Eccles: "African-American Mothers’ Socialization Strategies to Address Adolescent-related Academic Expectations and Risk Concerns" in Journal of Child and Family Studies
Alumnus Osman Umarji (Ph.D. ’19), Project Scientist Anna-Lena Dicke, Project Scientist Nayssan Safavian, Distinguished Professor Jacquelynne S. Eccles: "Teachers Caring for Students and Students Caring for Math: The Development of Culturally and Linguistically Diverse Adolescents' Math Motivation" in Journal of School Psychology
Professor Elizabeth van Es: “Expanding on Prior Conceptualizations of Teacher Noticing” in The International Journal on Mathematics Education
Assistant Professor Adriana Villavicencio: "'You can’t close your door here:’ Leveraging teacher collaboration to improve outcomes for immigrant English Learners” in Teaching and Teacher Education
Doctoral candidate Sirui Wan, Associate Professor Drew Bailey: “Is Intervention Fadeout a Scaling Artefact?” in Economics of Education Review
Third-year doctoral student Alexandria Weaver, Professor Susanne Jaeggi: "Activity Engagement and Cognitive Performance Amongst Older Adults" in Frontiers in Psychology
Doctoral candidate Taffeta Wood, Postdoctoral Scholar Amy Pratt, Professor Elizabeth Peña: "Contribution of Nonverbal Cognitive Skills on Bilingual Children’s Grammatical Performance: Influence of Exposure, Task Type, and Language of Assessment" in Languages
Associate Professor Di Xu and Postdoctoral Researcher Michael Hill: “COVID-19 and Community College Instructional Responses.” In Online Learning
Postdoctoral Researcher Ying Xu, Associate Professor Penelope Collins, UCI Alumna Hyelim Lee, Professor Mark Warschauer: “Same benefits, different communication patterns: Comparing children's reading with a conversational agent vs. a human partner” in Computers & Education
Postdoctoral Fellow Jacky Au, UCI alumnus Austin Moon, Associate Professor Susanne Jaeggi: “Post‐training stimulation of the right dorsolateral prefrontal cortex impairs working memory training performance” in Journal of Neuroscience Research
Postdoctoral fellow Jacky Au, Associate Professor Susanne Jaeggi: "Post‐training stimulation of the right dorsolateral prefrontal cortex impairs working memory training performance" in Journal of Neuroscience Research
Professor Gustavo Carlo: “Ethnic-Racial and Religious Identity as Mediators of Relations Between Ethnic-Racial Socialization and Prosocial Behaviors Among Black Young Adults” in Journal of Black Psychology
Professor Gustavo Carlo: "Fatigue and the need for recovery among Latino/a immigrant cattle feedyard workers." In: Journal of Agromedicine.
Professor Gustavo Carlo: "Latent profiles of multidimensional prosocial behaviors: An examination of prosocial personality groups" in The Journal of Social Psychology
Professor Gustavo Carlo: “The links between religiousness and prosocial behaviors in early adulthood: The mediating roles of media exposure preferences and empathic tendencies” in Journal of Moral Education
Professor Gustavo Carlo: “A parallel process model of integration and multidimensional prosocial behaviors in recent immigrant U.S. Latinx adolescents" in Psychological Reports
Third-year doctoral student Minkyung Cho, Professor Young-Suk Kim, Professor Emerita Carol Booth Olson: "Does Perspective Taking Matter for Writing? Perspective Taking in Source-based Analytical Writing of Secondary Students” in Reading and Writing
Distinguished Professor Greg Duncan: "Evaluating Contradictory Experimental and Non-Experimental Estimates of Neighborhood Effects on Economic Outcomes for Adults" in SSRN Electronic Journal
Postdoctoral Scholar Zehra Gülseven, doctoral candidate Yangyang Liu, Postdoctoral Scholar Mark Vincent B. Yu, Professor Sandra Simpkins, Chancellor’s Professor Emerita Deborah Vandell: “The development of cooperation and self-control in middle childhood: Associations with earlier maternal and paternal parenting” in Developmental Psychology
Postdoctoral Scholar Zehra Gülseven, Professor Gustavo Carlo: "The Roles of Perspective Taking, Empathic Concern, and Prosocial Moral Reasoning in the Self-Reported Prosocial Behaviors of Filipino and Turkish Young Adults" in Journal of Cross-Cultural Psychology
Postdoctoral Scholar Zehra Gülseven and Professor Gustavo Carlo: “Health risk assessment of volatile organic compounds at daycare facilities.” In: Indoor Air: International Journal of Indoor Environment and Health
Director of Undergraduate Programs Janice Hansen (Ph.D. ‘11), Associate Professor Lindsey Richland: “Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions” in Life Sciences Education
Professor Susanne Jaeggi: “Age differences in functional network reconfiguration with working memory training” in Human Brain Mapping
Assistant Professor Jade Marcus Jenkins, doctoral candidate Jennifer K. Duer: " Who participates in quality rating and improvement systems?" in Early Childhood Research Quarterly
UCI Science Project Director Kelley Le: "Reimagining Science Education with Climate Change" in Ten Strands
Doctoral Student Hye Rin Lee, Postdoctoral Scholar Luise von Keyserlingk, Professor Richard Arum and Distinguished Professor Jacquelynne Eccles: "Why do they enroll in this course? Undergraduates’ course choice from a motivational perspective." In: Frontiers in Education
Doctoral Student Yangyang Liu, Professor Sandra D. Simpkins and Chancellor’s Professor Emerita Deborah Lowe Vandell: “Developmental pathways linking the quality and intensity of organized afterschool activities in middle school to academic performance in high school.” In Journal of Adolescence
Alumna/Postdoctoral Fellow Veronica Ahumada-Newhart (Ph.D. ’18): “An assets-based design approach to promote digital equity for Latino youth and their communities” in ACM Conference on Computer-Supported Cooperative Work Workshop on Assets-based Design, (CSCW 2020)
Alumna/Postdoctoral Fellow Veronica Ahumada-Newhart (Ph.D. ’18): “Telerobots for Informal Learning in Schools" in Proceedings of the ACM/IEEE International Conference on Human Robot Interaction Workshop on Robots 4 Learning (R4L)
Third-year doctoral student Ha Nguyen, Professor Mark Warschauer: "'We're looking good': Social exchange and regulation temporality in collaborative design” in Learning and Instruction
Doctoral student Ha Nguyen, Associate Professor June Ahn, Doctoral Students Ashlee Belgrave, Jiwon Lee, Lora Cawelti, Ha Eun Kim and Yenda Prado; Professor Rossella Santagata: “Establishing Trustworthiness Through Algorithmic Approaches to Qualitative Research.” In: International Conference on Quantitative Ethnography.
Alumna Wendy Ochoa (Ph.D. ’19): "A Comprehensive Professional Development Approach for Supporting Science, Technology, and Engineering Curriculum in Preschool: Connecting Contexts for Dual Language Learners" (chapter) in Supporting Children’s Well-Being During Early Childhood Transition to School
Alumna Wendy Ochoa (Ph.D. ’19): "Family Engagement and Latine Children’s Early Narrative Skills" in Early Childhood Education Journal
Fourth-year doctoral student Gabe Avakian Orona: “Broken Promises? Examining the Effectiveness of Promising Practices in STEM Lectures by Student Subgroups” in Innovative Higher Education
Professor Elizabeth Peña: "Contribution of Nonverbal Cognitive Skills on Bilingual Children’s Grammatical Performance: Influence of Exposure, Task Type, and Language of Assessment" in Languages
Professor Elizabeth Peña: "Establishing Diagnostic Skills in Novice Bilingual Clinicians: A Scaffolded Approach” in Teaching and Learning in Communications Sciences & Disorders
Assistant Professor Emily Penner: “Teacher Value-Added and Noise: An Analysis of Teacher Effects on Achievement and Anthropometrics.” In Journal of Research on Educational Effectiveness
Professor Stephanie Reich: “Determinants of fathers’ and mothers’ involvement in a parenting intervention” in Psychology of Men & Masculinities
Professor Lindsey Richland: “Bias and sensitivity to task constraints in spontaneous relational attention.” In: Journal of Experimental Child Psychology.
Assistant Professor Fernando Rodriguez, Postdoctoral Research Ninger Zhou, Professor Mark Warschauer: "Student Spacing and Self‑Testing Strategies and their Associations with Learning in an Upper Division Microbiology Course" in SN Social Sciences
Postdoctoral Scholar Charlott Rubach, Associate Project Scientist Anna-Lena Dicke, Professor Sandra Simpkins, Distinguished Professor Jacquelynne Eccles: “Addressing adolescents’ depressive symptoms and risky behavior: The role of perceived parents’ and teachers’ social support” in Journal of Organizational Psychology
Postdoctoral Scholar Charlott Rubach: “Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers' basic ICT competence beliefs” in Computers in Human Behavior
Postdoctoral Scholar Charlott Rubach: "Emotions in school and teaching: Conditions and effects of emotions in teachers and learners", Verlag Barbara Budrich
Postdoctoral Scholar Charlott Rubach: “Students' joy and fear in K-12: What connections exist with individualization and self-determination in math?” (chapter) in Emotions in school and teaching: Conditions and effects of emotions in teachers and learners
Postdoctoral Scholar Charlott Rubach: “Reciprocal effects among teachers, parents, and students: Relationships of cognitive and emotional support and student motivational beliefs” in Social Involvement.
Professor Rossella Santagata: doctoral candidate Jiwon Lee: "Mathematical knowledge for teaching and the mathematical quality of instruction: A study of novice elementary school teachers" in Journal of Mathematics Teacher Education
Professor Rossella Santagata, third-year doctoral student Ha Nguyen: “Mathematics teacher learning to notice: A systematic review of studies of video-based programs” in ZDM - Mathematics Education
Professor Rossella Santagata and Doctoral Student Ha Nguyen: “Mathematics teacher learning to notice: a systematic review of studies of video-based programs.” In: ZDM: Mathematics Education.
Doctoral student R. Mishael Sedas, Associate Professor Kylie Peppler: “The trouble with STEAM and why we use it anyway” in Science Education
Doctoral candidate Mishael Sedas, Associate Professor Kylie Peppler: “Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives” in Oxford Bibliographies
Postdoctoral Scholar Christine R. Starr, Professor Sandra Simpkins: “High school students’ math and science gender stereotypes: Relations with their STEM outcomes and socializers’ stereotypes” in Social Psychology of Education
Postdoctoral Scholar Christine R. Starr: “Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short-term longitudinal study.” In Journal of Research in Science Teaching
Alumnus/Postdoctoral Research Fellow Nestor Tulagan (Ph.D. '20), Distinguished Professor Jacquelynne Eccles: "African-American Mothers’ Socialization Strategies to Address Adolescent-related Academic Expectations and Risk Concerns" in Journal of Child and Family Studies
Alumnus Osman Umarji (Ph.D. ’19), Project Scientist Anna-Lena Dicke, Project Scientist Nayssan Safavian, Distinguished Professor Jacquelynne S. Eccles: "Teachers Caring for Students and Students Caring for Math: The Development of Culturally and Linguistically Diverse Adolescents' Math Motivation" in Journal of School Psychology
Professor Elizabeth van Es: “Expanding on Prior Conceptualizations of Teacher Noticing” in The International Journal on Mathematics Education
Assistant Professor Adriana Villavicencio: "'You can’t close your door here:’ Leveraging teacher collaboration to improve outcomes for immigrant English Learners” in Teaching and Teacher Education
Doctoral candidate Sirui Wan, Associate Professor Drew Bailey: “Is Intervention Fadeout a Scaling Artefact?” in Economics of Education Review
Third-year doctoral student Alexandria Weaver, Professor Susanne Jaeggi: "Activity Engagement and Cognitive Performance Amongst Older Adults" in Frontiers in Psychology
Doctoral candidate Taffeta Wood, Postdoctoral Scholar Amy Pratt, Professor Elizabeth Peña: "Contribution of Nonverbal Cognitive Skills on Bilingual Children’s Grammatical Performance: Influence of Exposure, Task Type, and Language of Assessment" in Languages
Associate Professor Di Xu and Postdoctoral Researcher Michael Hill: “COVID-19 and Community College Instructional Responses.” In Online Learning
Postdoctoral Researcher Ying Xu, Associate Professor Penelope Collins, UCI Alumna Hyelim Lee, Professor Mark Warschauer: “Same benefits, different communication patterns: Comparing children's reading with a conversational agent vs. a human partner” in Computers & Education
