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IES Grant

Title: Interdisciplinary Doctoral Training Program in Education Sciences
Center: NCER Year: 2004
Principal Investigator: Pianta, Robert C. Awardee: University of Virginia
Program: Predoctoral Interdisciplinary Research Training Programs in the Education Sciences      [Program Details]
Award Period: 5 years Award Amount: $4,737,063
Type: Training Award Number: R305B040049

The University of Virginia's Interdisciplinary Predoctoral Training Program in Education Sciences (PTPES) built upon the Curry School of Education's interdisciplinary focus on risk and prevention and educationally relevant research in a range of departments in the College of Arts and Sciences. Research themes within this program focused on developmental risk, school readiness, classroom contexts, and teacher workforce quality. The program emphasized the systematic integration of practice, public policy, and research from an interdisciplinary perspective as fellows established a methodologically rigorous and cumulative research program to address questions of clear education relevance. The program featured intensive research apprenticeships, interdisciplinary seminars, and a rigorous core of statistical and methodological training to prepare students to complete research along a continuum ranging from descriptive hypothesis-generating work to applied hypothesis-testing field trials.

List of Completed Fellows: Below is a list of the 36 fellows who received funding support from this award and completed the training program.

Aiyer, Sophie (ORCID)* Lima, Olivia
Brock, Laura LoCasale-Crouch, Jennifer (ORCID)
Cash, Anne (ORCID) Lydia, Killos
Chauhan, Preeti Marks, Victoria
Chen, Wei-Bing McGinty, Anita
Chiong, Cynthia Merritt, Eileen (ORCID)*
Curby, Tim (ORCID) Nathanson, Lori
Denning, Chris Nishida, Tracy
Dunlop-Velez, Erin (ORCID)* O'Brien, Rachel Hess
Fitzpatrick, Maria Ottmar, Erin McCracken (ORCID)*
Graham, Jesse (ORCID) Owen Kostelnik, Jessica
Grimm, Kevin (ORCID) Potter, Daniel*
Hastedt, Sarah Ripski, Michael
Henneberger, Angela (ORCID)* Rudasill, Kathleen (ORCID)
Holian, Laura (ORCID) Sabol, Terri (ORCID)*
Jamison, Kristen Simmons, Sarah
Jones, Jeffrey Skibbe, Lori (ORCID)
Kilday, Carolyn Tuerk, Peter

*Denotes fellows who also received funding through award R305B090002.

Related IES Projects: University of Virginia Predoctoral Training Program in Education Sciences (R305B090002), Virginia Education Science Training (VEST) program (R305B140026), The Virginia Education Sciences Predoctoral Training Program (R305B200005)

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

Select Publications From Completed Fellows:


Justice, L. M. & Pence, K. (Eds.) (with Beckman, A., Skibbe, L., & Wiggins, A.) (2005). Scaffolding with Storybooks: A Guide for Enhancing Young Children's Language and Literacy Achievement. Newark DE: International Reading Association.

Book Chapters

Cabell, S.Q, McGinty, A., & Justice, L. (2006). Assessment of print knowledge. In K. Pence (Ed.), Assessment of Emergent and Early Literacy (pp. 327–375). San Diego, CA: Plural Publishing, Inc.

Chow, S. M., Grimm, K. J., Ram, N. & Fujita, F. (2007). Exploring cyclic change in emotion using item response models and frequency-domain analysis. In A. Ong & M. van Dulmen (Eds.), Oxford Handbook of Methods in Positive Psychology (pp. 362–379). New York: Oxford University Press.

Fitzpatrick, M. & Turner, S.E. (2007). Blurring the boundary: Changes in the transition from college participation to adulthood. In S. Danziger & C. Rouse (Eds.), The Price of Independence: The Economics of Early Adulthood Initiatives. New York: Russell Sage Foundation.

Grimm, K. J. & McArdle, J. J. (2007). A dynamic structural analysis of the potential impacts of major context shifts on lifespan cognitive development. In T. D. Little, J. A. Bovaird, & N. A. Card (Eds.), Modeling Contextual Effects in Longitudinal Studies (pp. 363–386). Mahwah, NJ: Erlbaum.

Grimm, K. J., McArdle, J. J., & Hamagami, F. (2007). Nonlinear growth mixture models in research on cognitive aging. In K. van Montfort, H. Oud, & A. Satorra (Eds.), Longitudinal Models in the Behavioral and Related Sciences (pp. 267–294). Mahwah, NJ: Erlbaum.

Haidt, J. & Graham, J. (2009). The planet of the Durkheimians, where community, authority and sacredness are foundations of morality. In Jost, J., Kay, A. C. & Thorisdottir, H. (Eds.), Social and Psychological Bases of Ideology and System Justification. New York: Oxford University Press.

Justice, L., M., Skibbe, L., & Ezell, H. (2005). Using print referencing to promote written language awareness. In T. Ukrainetz (Ed.), Contextualized Language Intervention: Scaffolding PreK–12 Literacy Achievement (pp. 389–428). Eau Claire, WI: Thinking Publications.

Kingston, P.W. and Holian, L.M. (2008). Inequality. In Marinelli, A. (Ed.), Transatlantic Divide: Comparing US and European Society. Oxford: Oxford University Press.

Lillard, A. S., & Skibbe, L. (2005). Theory of mind: Conscious attribution and spontaneous trait inference. In R. R. Hassin, J. S. Uleman, & J. A. Bargh (Eds.), The New Unconscious (pp. 277–305). Oxford: Oxford University Press.

McGinty, A.S., Sutton, M., Sofka, A., & Justice, L. (2006). Fostering print awareness. In A. Van Kleeck (Ed.), Sharing Books and Stories as a Clinical Tool. (p. 77–120). San Diego, CA: Plural Publishing.

Schuele, C. M., Skibbe, L. E., & Rao, P. K. S. (2007). Assessing phonological awareness. In K. L. Pence (Ed.). Assessment in Emergent Literacy (pp. 275–326). San Diego, CA; Plural Publishing.

Journal Articles

Brock, L. L., Nishida, T. K., Chiong, C., Grimm, K. J., & Rimm-Kaufman, S. E. (2008). Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the responsive classroom approach. Journal of School Psychology, 46, 129–149.

Cabell, S.Q., McGinty, A.S., Breit, A, & Justice, L.M. (2008). Designing quality tier one learning environments for emergent and early readers. Perspectives on Language Learning and Education, 15(1), 4–12.

Curby, T.W., LoCasale-Crouch, J., Konold, T.R., Pianta, R., Howes, C., Burchinal, M., et al. (2009). The relations of observed pre-k classroom quality profiles to children's academic achievement and social competence. Early Education and Development. 20(2), 346–372

Denning, C. B. (2007). Social skills interventions for students with Asperger syndrome and high functioning autism: Research findings and implications for teachers. Beyond Behavior, 16, 16–23.

Dohrmann, K. R., Nishida, T. K., Gartner, A., Lipsky, D.K., & Grimm, K. J. (2007). High school outcomes for students previously in a public Montessori program. Journal of Research in Childhood Education, 22, 205–217.

Foust, R. C., Rudasill, K. M., & Callahan, C. M. (2006). An investigation into the gender and age differences in the social coping of academically advanced students. Journal of Advanced Academics, 18, 60–80.

Graham, J., Haidt, J. & Rimm-Kaufman, S. E. (2008). Ideology and intuition in moral education. European Journal of Developmental Science, 2(3), 269–286.

Gregory, A. & Ripski, M.B. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37(3), 337–353.

Grimm, K. J. (2008). Longitudinal associations between reading and mathematics. Developmental Neuropsychology, 33, 410–426.

Grimm, K. J. (2007). Multivariate longitudinal methods for studying developmental relationships between depression and academic achievement. International Journal of Behavioral Development, 31, 328–339.

Haidt, J. & Graham, J. (2007). When morality opposes justice: Conservatives have moral intuitions that liberals may not recognize. Social Justice Research, 20, 98–116.

Henneberger, A. K., Varga, S. M., Moudy, A., & Tolan, P. H. (2016). Family functioning and high risk adolescents' aggressive behavior: Examining effects by ethnicity. Journal of youth and adolescence, 45(1), 145–155.

Jaswal, V. K., Lima, O. K., & Small, J. E. (2009). Compliance, conversion, and category induction. Journal of Experimental Child Psychology, 102(2), 182–195.

Justice, L., Bowles, R., & Skibbe, L. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3- to 5-year-old children. Language, Speech, and Hearing Services in Schools, 37, 224–235.

Justice, L. M., Kaderavek, J., Bowles, R. P., & Grimm, K. J. (2005). Language impairment, parent-child shared reading, and phonological awareness: A feasibility study. Topics in Early Childhood Special Education, 25, 143–156.

Justice, L.M., Nye, C., Schwarz, J., McGinty, A.S., & Rivera, A. (2008). Methodological quality of intervention research in speech-language pathology: Analysis of ten years of group design research. Evidence-Based Communication Assessment and Intervention, 2(1), 46–59.

Justice, L., Sofka, A., McGinty, A. S. (2007). Targets, techniques, and treatment contexts in emergent literacy intervention. Seminars in Speech and Language (28), 14–24.

Justice, L., Skibbe, L., Canning, A., & Lankford, C. (2005). Preschoolers, print, and storybooks: An observational study using eye-gaze analysis. Journal of Research in Reading, 28, 229–243.

Kilday, C.R., Kinzie, M.B., Mashburn, A.J., Whittaker, J.V. (2012). Accuracy of Teacher Judgments of Preschoolers' Math Skills. Journal of Psychoeducational Assessment. 30(2):148–159. doi:10.1177/0734282911412722

Kilday, C.R., & Kinzie, M. B. (2009). An analysis of instruments that measure the quality of mathematics teaching in early childhood. Early Childhood Education Journal, 36(4), 365–372.

King, D., King, L., McArdle, J. J., Grimm, K. J., Jones, R. T., & Ollendick, T.H. (2006). Characterizing time in longitudinal trauma research. Journal of Traumatic Stress, 19, 205–215.

La Paro, K., M., Justice, L., M., Skibbe, L., E., & Pianta, R. C. (2004). Relations between maternal, child, and demographic factors and the persistence of preschool language impairment. American Journal of Speech Language Pathology, 13, 291–303.

Lane, K. L., Stanton-Chapman, T.L., Jamison, K.R., & Phillips, A. (2007). Teacher and parent expectations of preschoolers' behavior: Social skills necessary for success. Topics in Early Childhood, (27) 2, 86–97.

Lillard, A. S., Nishida, T. K., Massaro, D., Vaish, A., Ma, L. & McRoberts, G. (2007). Signs of pretense across age and scenario. Infancy, 11(1), 1–31.

Lima, O., Jaswal, V., & Dodson, C. (2007). When two heads are not better than one: Partner neglect in paired memory tasks. Psychonomic Bulletin & Review, 14, 88–94.

LoCasale-Crouch, J. & Johnson, B. (2005). Transition from pediatric to adult medical care. Advances in Chronic Kidney Disease, 12(4), 412–417.

LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2007). Observed classroom quality profiles in state-funded pre-kindergaten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22(1),3–17.

LoCasale-Crouch, J., Mashburn, A., Downer, J, & Pianta, R. (2008). Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten. Early Childhood Research Quarterly. 23(1), 124–139.

Mazzocco, M. M., Henry, A. E., & Kelly, R. I. (2007). Barth syndrome is associated with a cognitive phenotype. Journal of Developmental & Behavioral Pediatrics, 28, 22–30.

McGinty, A.S., Justice L. (2009). Predictors of print knowledge in children with SLI: Experiential and developmental factors. Journal of Speech, Language, and Hearing Research, 52, 81–97.

McGinty, A.S., Justice, L., & Rimm-Kaufman, S.E. (2008). Sense of school community for preschool teachers serving at-risk children. Early Education and Development, 19, 361–384.

Murphy, M. M., Mazzocco, M. M. M., Gerner, G., & Henry, A. E. (2006). Mathematics learning disability in girls with Turner syndrome or fragile X syndrome. Brain and Cognition, 61, 195–210.

Nishida, T. K., & Lillard, A. S. (2007). The informative value of emotional expressions: "Social referencing" in mother-child pretense. Developmental Science, 10, 205–212.

O'Brien, R. H., & Pianta, R. C. (2010). Public and private schools: Do classroom processes vary by school type?. The Elementary School Journal, 110(3), 409–419.

Odgers, C.L., Burnette, M., Chauhan, P., Moretti, M.M., & Reppucci, N.D. (2005). Misdiagnosing the problem: Mental health profiles of incarcerated juveniles. Canadian Child and Adolescent Psychiatry Review, 14, 26–29.

Owen-Kostelnik, J., Reppucci, N. D., & Meyer, J. R. (2006). Testimony and interrogation of minors: assumptions about maturity and morality. The American Psychologist, 61, 286.

Ram, N., Chow, S. M., Bowles, R. P., Wang, L., Grimm, K. J., Fujita, F., & Nesselroade, J. R. (2005). Examining interindividual differences in cyclicity of pleasant and unpleasant affect using spectral analysis and item response modeling. Psychometrika, 70, 773–790.

Ram, N., & Grimm, K. J. (2007). Using simple and complex growth models to articulate developmental change: Matching method to theory. International Journal of Behavioral Development, 31, 303–316.

Rudasill, K. M., & Callahan, C. M. (2008). Psychometric characteristics of the Harter Self-Perception Profiles for Adolescents and Children for use with gifted populations. Gifted Child Quarterly, 52, 70–86.

Rudasill, K. M., & Callahan, C. M. (2007). Parenting and gender stereotypes: Are we limiting our children's career paths? Parenting for High Potential,18.

Rudasill, K. M., Capper, M. C., Foust, R. C., Callahan, C. M., & Albaugh, S. B. (2009). Grade and gender differences in gifted students' self-concepts. Journal for Education of the Gifted, 32(3),340–367.

Rudasill, K. M., Foust, R. C., & Callahan, C. M. (2007). The Social Coping Questionnaire: An examination of its structure with an American sample of gifted adolescents. Journal for Education of the Gifted, 30, 353–371.

Rudasill, K. M., & Konold, T. R. (2008). Contributions of children's temperament to teachers' judgments of social competence from kindergarten through second grade. Early Education and Development, 19(4), 643–666.

Rudasill, K. M., Rimm-Kaufman, S. E., Justice, L. M., & Pence, K. (2006). Temperament and language skills as predictors of teacher-child relationship quality in preschool. Early Education and Development, 17, 271–291.

Sabol, T.J. & Pianta, R.C. (2012). Patterns of School Readiness Forecast Achievement and Socioemotional Development at the End of Elementary School. Child Development, 83: 282–299.

Sabol, T.J. & Pianta, R.C. (2012). Recent trends in research on teacher–child relationships, Attachment & Human Development, 14:3, 213–231, DOI: 10.1080/14616734.2012.672262.

Skibbe, L., Behnke, M., & Justice, L. (2004). Parental scaffolding of phonological awareness: Interactions between mothers and their preschoolers with language impairment. Communication Disorders Quarterly, 25, 189–203.

Skibbe, L. E., Grimm, K. J., Stanton-Chapman, T., Justice, L. M., Pence, K. L., & Bowles, R. P. (2008). Reading trajectories of children with language impairment from preschool to fifth grade. Language, Speech, and Hearing Services in Schools, 39,479–486.

Skibbe, L. E., Justice, L. M., Zucker, T. A., & McGinty, A. S. (2008). Relations among maternal literacy beliefs, home literacy practices, and the early literacy skills of children with language impairment. Early Education and Development, 19, 68–88.

Stanton-Chapman, T., L., Justice, L. M., Skibbe, L. E., & Grant, S. L. (2007). Social and behavioral characteristics of preschoolers with specific language impairment. Topics in Early Childhood Special Education, 27, 98–109.

Teachman, B.A., Smith-Janik, S., & Saporito, J. M. (2007). Information processing biases and panic disorder: Relationships among cognitive and symptom measures. Behaviour Research and Therapy, 45 (8), 1791–1811.

Tuerk, P. W. (2005). Research in the high stakes era: Achievement, resources, and No Child Left Behind. Psychological Science, 16, 419–425.

Warren, J.I., Chauhan, P., & Murrie, D. (2005). Screening for psychopathy among incarcerated women: Psychometric properties and construct validity of the Hare P-SCAN. International Journal of Forensic Mental Health. 4, 175–189.

Warren, J.I., Hurt, S., Loper, A.B., & Chauhan, P. (2004). Exploring prison adjustment among female inmates: Issues of measurement and prediction. Criminal Justice & Behavior, 31, 624–645.

Warren, J.I., Murrie, D., Chauhan, P., Dietz, P.E., & Morris, J. (2004). Opinion formation in evaluating sanity at the time of the offense: An examination of 5,175 pre-trial evaluations. Behavioral Sciences & the Law, 22, 171–186.

Warren, J.I., Murrie, D.C., Stejskal, W., Colwell, L.H., Morris, J., Chauhan, P., & Dietz, P. (2006). Opinion formation in evaluating the adjudicative competence and restorability of criminal defendants: A review of 8,416 evaluations. Behavioral Sciences and the Law, 24(2), 113–132.

Zhang, Z., Hamagami, F., Wang, L., Grimm, K. J., & Nesselroade, J. R. (2007). Bayesian analysis of longitudinal data using growth curve models. International Journal of Behavioral Development, 31, 374–383.