Publications
Below are publications published between January 2021 and present day. For a list of publications from 2020, please click here.
February 2023
Professor Rossella Santagata: "Measuring teacher noticing: A scoping review of standardized instruments." In: Teaching and Teacher Education
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 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
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
Assistant Professor Shayan Doroudi: "What is a related work? A typology of relationships in research literature." In: Synthese
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
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
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 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
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
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
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.
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 Rossella Santagata: "Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice." In: Educational Research Review
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
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 Rossella Santagata: "Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice." In: Educational Research Review
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: “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: “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
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
Assistant Professor Constance Iloh, 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
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
Assistant Professor Constance Iloh, 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
