|Title:||Postdoctoral Training in Behavioral and Family Supports|
|Principal Investigator:||Burchinal, Margaret||Awardee:||University of North Carolina, Chapel Hill|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||4 years||Award Amount:||$598,052|
The University of North Carolina at Chapel Hill Postdoctoral Research Training Program in the Education Sciences trained four fellows to conduct research relevant to early childhood education and related fields. Fellows worked with faculty on one or more grant-funded studies. These studies included evaluations of early childhood education settings using methods that included classroom observations and child assessments and studies of professional development using random assignment to educational or quality enhancement interventions.
As of 2020, Dr. Dotterer was associate professor in the Department of Human Development and Family Studies at Utah State University, Dr. Iruka was research professor of public policy and director of the Early Childhood Health and Racial Equity Program at FPG Child Development Institute at University of North Carolina at Chapel Hill, and Dr. LaForett was an advanced research scientist at the University of North Carolina at Chapel Hill, and Dr. Odom was an epidemiologist at Centers for Disease Control and Prevention.
Dotterer, A.M., Burchinal, M., Bryant, D., Early, D., and Pianta, R. (2009). Comparing Universal and Targeted Pre-K Programs. In R. Pianta, and C. Howes (Eds.), The Promise of Pre-K (pp. 65–79). Baltimore: Brookes Publishing Company.
Iruka, I. U., and Barbarin, O. (2009). African American Children's Learning and Development: Examining Parenting, Schools, and Neighborhoods. In H. A. Neville, B. M. Tynes, & S. O. Utsey (Eds.), Handbook of African American Psychology (pp. 175–186). Thousand Oaks, CA: Sage Publications.
Journal article, monograph, or newsletter
Dotterer, A. M., Burchinal, M., Bryant, D., Early, D., and Pianta, R. C. (2013). Universal and Targeted Pre-Kindergarten Programmes: A Comparison of Classroom Characteristics and Child Outcomes. Early Child Development and Care, 183(7), 931–950.
Dotterer, A.M., Hoffman, L., Crouter, A.C., and McHale, S.M. (2008). A Longitudinal Examination of Bi-Directional Links Between Academic Achievement and Parent-Adolescent Conflict. Journal of Family Issues 29, 762–779.
Dotterer, A.M., McHale, S.M., and Crouter, A.C. (2009). The Development and Correlates of Academic Interests From Childhood Through Adolescence. Journal of Educational Psychology, 101(2): 509–519. doi:10.1037/a0013987
Dotterer, A.M., McHale, S.M., and Crouter, A.C. (2009). Sociocultural Factors and School Engagement Among African American Youth: The Roles of Racial Discrimination, Racial Socialization, and Ethnic Identity. Applied Developmental Science, 13(2): 61–73. doi:10.1080/10888690902801442
Iruka, I.U. (2009). Ethnic Variation in the Association Between Family Structures and Practices on Child Outcomes at 36 Months: Results From Early Head Start. Early Education and Development, 20(1): 148–173. doi:10.1080/10409280802206916
Iruka, I.U. (2008). Paternal Self-Efficacy: Does it Explain School Involvement? NHSA Dialog, 11(3): 157–172.
Iruka, I.U., Burchinal, M.R., and Cai, K. (2010). Long-Term Effect of Early Relationships for African American Children's Academic and Social Development: An Examination From Kindergarten to Fifth Grade. Journal of Black Psychology, 36(2): 144–171. doi:10.1177/0095798409353760
LaForett, D.R., and Mendez, J.L. (2010). Parent Involvement, Parental Depression, and Program Satisfaction Among Low-Income Parents Participating in a Two-Generation Early Childhood Education Program. Early Education and Development, 21(4): 517–535. doi:10.1080/10409280902927767
McHale, S.M, Crouter, A.C., Kim, J., Burton, L., Davis, K., Dotterer, A.M., and Swanson, D.P. (2006). Mothers' and Fathers' Racial Socialization in African American Families: Inter-Parental Linkages and Implications for Offspring. Child Development, 77(5): 1387–1402.
McHale, S.M., Dotterer, A.M., and Kim, J.Y. (2009). An Ecological Perspective on the Media and Youth Development. American Behavioral Scientist, 52(8): 1186–1203. doi:10.1177/0002764209331541
McHale, S.M., Kim, J.Y., Dotterer, A.M., Crouter, A.C., and Booth, A. (2009). The Development of Gendered Interests and Personality Qualities From Middle Childhood Through Adolescence: A Biosocial Analysis. Child Development, 80(2): 482–495. doi:10.1111/j.1467-8624.2009.01273.x
Odom, E. C., Garrett-Peters, P., Vernon-Feagans, L., and Family Life Project Investigators. (2016). Racial Discrimination as Correlate of African American Mothers' Emotion Talk to Young Children. Journal of Family Issues, 37(7), 970–996.
Odom, E., and Vernon-Feagans, L. (2010). Buffers of Racial Discrimination: Links With Depression Among Rural African American Mothers. Journal of Marriage and Family, 72(2): 346–359. doi:10.1111/j.1741-3737.2010.00704.x
Odom, E. C., Vernon-Feagans, L., and Crouter, A. C. (2013). Nonstandard Maternal Work Schedules: Implications for African American Children's Early Language Outcomes. Early Childhood Research Quarterly, 28(2), 379–387.
Pancsofar, N., Vernon-Feagans, L., Odom, E. C., and Family Life Project Investigators. (2013). Work Characteristics and Fathers' Vocabulary to Infants in African American Families. Journal of Applied Developmental Psychology, 34(2), 73–81.
Pungello, L.P., Irunka, I.U., Dotterer, A.M., Mills-Koonce, R., and Reznick, J.S. (2009). The Effects of Socioeconomic Status, Race, and Parenting on Language Development in Early Childhood. Developmental Psychology, 45(2): 544–557. doi:10.1037/a0013917