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Predoctoral Interdisciplinary Research Training Programs in the Education Sciences


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FY Awards

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Interdisciplinary Doctoral Training Program in Education Sciences

Year: 2004
Name of Institution:
University of Virginia
Goal: Training
Principal Investigator:
Pianta, Robert C.
Award Amount: $4,737,063
Award Period: 5 years
Award Number: R305B040049


The University of Virginia's Interdisciplinary Predoctoral Training Program in Education Sciences (PTPES) builds 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 focus on developmental risk, school readiness, classroom contexts, and teacher workforce quality. The traineeship emphasizes the systematic integration of practice, public policy, and research from an interdisciplinary perspective as fellows establish a methodologically rigorous and cumulative research program to address questions of clear educational relevance. The program features intensive research apprenticeships, interdisciplinary seminars, and a rigorous core of statistical and methodological training so that students are prepared to complete research along a continuum ranging from descriptive hypothesis-generating work to applied hypothesis-testing field trials.

Related IES Projects: This original PTPES grant ended in 2010. The University of Virginia received a second predoctoral training award in 2009 to continue implementing PTPES, now called the Virginia Education Science Training (VEST) program. More information about this later award (R305B090002) can be found at:

Publications from this project:

Allen, J.P. & Manning, N. (in press). From safety to affect regulation: Attachment from the vantage point of adolescence. In R. Larson and L. Jensen (Eds.), New Directions for Child and Adolescent Development: Attachment in Adolescence. San Francisco: Jossey Bass.

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., Justice, L. M., Zucker, T. A., & McGinty, A. S. (in press). Emergent name-writing abilities of 4-year-old children with language impairment. Language, Hearing, and Speech Services in Schools.

Cabell, S.Q., McGinty, A.S., Breit, A, & Justice, L.M. (in press). Designing quality tier one learning environments for emergent and early readers. Perspectives on Language Learning and Education.

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.

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

Curby, T.W., Rudasill, K.M., Rimm-Kaufman, S.E., & Konold, T.R. (in press). The role of social competence in predicting gifted enrollment. Psychology in the Schools.

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.

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.

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. (in press). Ideology and intuition in moral education. European Journal of Developmental Science.

Gregory, A. & Ripski, M.B. (in press). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review.

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.

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. (in press). 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.

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

Hamre, B., LoCasale-Crouch, J. & Pianta, R. (2007). Formative assessment of classrooms: Using classroom observations to improve implementation quality. In L. Justice, & C. Vukelich (Eds.) Creating Preschool Centers of Excellence in Language and Literacy. New York: Guilford.

Jaswal, V. K., Lima, O. K., & Small, J. E. (in press). Compliance, conversion, and category induction. Journal of Experimental Child Psychology.

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. (in press). Methodological quality of intervention research in speech-language pathology: Analysis of ten years of group design research. Evidence-Based Communication Assessment and Intervention.

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. 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.

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.

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.

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.

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

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. Editor's Choice Award

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.

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.

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. (in press). Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten. Early Childhood Research Quarterly.

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. (2006). Classroom-based versus pull-out language intervention: An examination of the experimental evidence. EBP Briefs Electronic, 1(1). AGS Publishing.

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

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.

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.

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.

Nock, S.L., Kingston, P.W. & Holian, L.M. (in press). The distribution of obligations. In Booth, A., Crouter, A.C., Bianchi, S., & Seltzer, J.A., (Eds.), Caring and Exchange Within and Across Generations. Urban Institute.

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.

Odgers, C.L. Moretti, M.M., Burnette, M., Chauhan, P. & Reppucci, N.D. (in press). One size does not fit all: A latent variable modeling approach to identifying subtypes of serious and violent female juvenile offenders. Aggressive Behavior.

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.

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

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. (in press). Contributions of children's temperament to teachers' judgments of social competence from kindergarten through second grade. Early Education and Development.

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.

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.

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. (in press). Reading trajectories of children with language impairment from preschool to fifth grade. Language, Speech, and Hearing Services in Schools.

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., Denning, C. B., & Jamison, K. R. (in press). Exploring the effects of a social communication intervention for improving requests and word diversity in preschoolers with disabilities. Psychology in the Schools.

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., & Saporito, J.M. (in press). I am going to gag: Disgust cognitions in spider and blood-injury-injection fears. Cognition and Emotion.

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. (in press). Opinion formation in evaluating the adjudicative competence and restorability of criminal defendants: A review of 8,416 evaluations. Behavioral Sciences and the Law.

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.