Multidisciplinary Program in Education Sciences (MPES)

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

Select Publications From Completed Fellows:

Book Chapters

Chase-Lansdale, P. L., Valdovinos D'Angelo, A., & Palacios, N. (2007). A multidisciplinary perspective on the development of young children in immigrant families. In J. E. Lansford, K. Deater-Deckard, & M. H. Bornstein (Eds.), Immigrant Families: Multidisciplinary Views on the 21st Century. New York: Guilford Press.

Cook, T. D., & Wong, V. C. (2008). Better quasi-experimental practice. In P. Alasuutari, J. Brannen, & L. Bickman (Eds.), The Handbook of Social Research. London: Sage.

Cook, T.D., Wong, M., Wong, V.C. (2013). The evolution of Head Start. In N. Stein and S. Raudenbush (Eds.), Developmental Cognitive Science Goes to School.

García Coll, C. T., Szalacha, L., & Palacios, N. (2005). The academic pathways during middle childhood for children of immigrant families. In C. R. Cooper, C. García Coll, T. Bartko, H. Davis, & C. Chatman (Eds.), Hills of Gold: Rethinking Diversity and Contexts as Resources for Children's Developmental Pathways. NJ: Erlbaum.

Gentner, D., & Colhoun, J. (2008). Analogical processes in human thinking and learning. In A. von Müller & E. Pöppel (Series Eds.) & B. Glatzeder, V. Goel, & A. von Müller (Vol. Eds.), On Thinking: Vol. 2. Towards a Theory of Thinking. New York: Springer Science.

Hirsch, B. J. & Wong, V.(2004). After-School Programs. In D. DuBois & M. Karcher (Eds.), Handbook of Youth Mentoring. Thousand Oaks, CA: Sage Publications.

Rosenbaum, J. R. & Goble, L. (2008). Questioning our assumptions about college requirements. In M. McPherson et al. (Eds), College Access. New York: College Board.

Spillane, J., & Miele, D.B. (2007). Evidence in policy and practice: Some conceptual tools for exploring the terrain. In P. A. Moss (Ed.) 2007 NSSE Yearbook: Evidence and Decision Making. Oxford: Blackwell.

Spillane, J. Gomez, L., & Mesler, L. (2009). Notes on reframing the role of organizations in policy implementation. In G. Sykes, B. Schneider, & D. Plank (Eds.), The AERA handbook of education policy research (pp.409-425). New York: Routledge.

Stephan, J. L. & Rosenbaum, J.E. (2012). Permeability and transparency in the high school-college transition. In D. Plank, G. Sykes, & B. Schneider (Eds), AERA Handbook on Education Policy Research. Washington, DC: American Educational Research Association.

Journal Articles

Cook, T. D., & Wong, V. C. (2007). The warrant for universal pre-K: Can several thin reeds make a strong policy boat? Social Policy Report, XXI(3), 14-15. Reprinted in Prevention Action, October 2007.

Cook, T. D., & Wong, V. C. (2008). Empirical tests of the validity of the regression discontinuity design. Annales d'Economie et de Statistique.

Cook, T. D., Shadish, W. R., & Wong, V. C. (in press). Three conditions under which experiments and observational studies often produce comparable causal estimates: New findings from within-study comparisons. Journal of Policy Analysis and Management. Reprinted in JPAM Classics: Social Experimentation, Program Evaluation, and Public Policy

Goble, L. J., Rosenbaum, J.E., & Stephan, J.L. (2008). Do institutional attributes predict individuals' degree success at two-year colleges? New Directions in Community College Research, 144:63-72.

Mendenhall, R., Kalil, A., Spindel, L.J., & Hart, C.M.D.(2008). Job loss at mid-life: Managers and executives face the 'new risk economy'. Social Forces,87(1): 185-209.

Miele, D. B., & Molden, D. C. (2010). Naive theories of intelligence and the role of processing fluency in perceived comprehension. Journal of Experimental Psychology: General, 139(3), 535.

Miele, D. B., Molden, D. C., & Gardner, W. L. (2009). Motivated comprehension regulation: Vigilant versus eager metacognitive control. Memory & Cognition, 37(6), 779-795.

Molden, D. C., & Miele, D. B. (2008). The origins and influences of promotion-focused and prevention-focused achievement motivations. To appear in M. Maehr, S. Karabenick, & T. Urdan (Eds.), Advances in Motivation and Achievement: Social Psychological Perspectives on Motivation and Achievement (Vol. 15). Greenwich, CT: JAI Press.

Moretti, F., Frankfurt, J., & Miele, D. B. (2005). Digital media in a new age of learning and research. Souls, 7 (1), 1-11.

Palacios, N., Gutmannova, K., & Chase-Lansdale, P. L. (2008). Early reading achievement of children in immigrant families: Evidence from the ECLS-K . Developmental Psychology, 44(5): 1381-1395.

Rosenbaum, J. E., Redline, J., & Stephan, J.L. (2007). Community college: The unfinished revolution. Issues in Science and Technology, 23, 49-56.

Rosenfeld, J.P. & Skogsberg, K (2005). P300 based Stroop study with low probability and target Stroop oddballs: The evidence still favors response selection hypothesis. International Journal of Psychophysiology, 60, 240-250.

Spillane, J. P., & Orlina, E. C. (2005). Investigating leadership practice: Exploring the entailments of taking a distributed perspective. Leadership and Policy in Schools, 4 (3), 157-176.

Stephan, J. L. (2013). Social capital and the college enrollment process: How can a school program make a difference?. Teachers College Record, 115(4), 1-39.

Stephan, J. L., & Rosenbaum, J. E. (2013). Can high schools reduce college enrollment gaps with a new counseling model?. Educational Evaluation and Policy Analysis, 35(2), 200-219.

Stephan, J. L., Rosenbaum, J. E., & Person, A. E. (2009). Stratification in college entry and completion. Social Science Research, 38(3), 572-593.

Wong, V. C., Cook, T. D., Barnett, W. S., & Jung, K. (2008). An effectiveness-based evaluation of five state pre-kindergarten programs. Journal of Policy Analysis and Management, 27 (1), 122-154. Reprinted in JPAM Classics: Social Experimentation, Program Evaluation, and Public Policy

Updated October 2024