Shea will gather data from multiple national-level data sets including American Community Service (ACS) data, Digest of Education Statistics (DES), Individuals with Disabilities Education Act (IDEA), and Head Start Classroom-based Approaches and Resources for Emotion and Social Skill Promotion (HS CARES) data.
By providing insight into the implementation of state disability policy and identifying effective skill-specific interventions and classroom processes for disadvantaged children in early educational programs, Shea’s research will address three field-specific needs:
“Ensuring that young children benefit from their early learning experience is critical to forming a strong and productive society,” Shea said. “Effective early learning experiences should allow all children to exhibit positive behavior and achieve their developmental potential in later learning.”
“Zhiling’s dissertation is award-worthy because she uses rigorous methods to answer important questions in ECE policy for children with developmental vulnerabilities,” said Assistant Professor Jade Jenkins. “That is very rare.”
Jenkins and Distinguished Professor Greg Duncan are Shea's co-advisors.
The grant detailed above is 100% funded by the IES.
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