Project Activities
Fellows worked with faculty on research projects focused on measures of self-regulation in young children and on science learning, identifying promising interventions, and evaluating mathematics instructional practices and pre-K programs. Through this program, fellows audited selected courses, worked with mentors on design and analysis issues, and wrote publications and grant proposals.
Key outcomes
As of 2020, Dr. Fuhs was an associate professor in the Department of Psychology at the University of Dayton, Dr. Nisbett was an assistant professor at University of New Hampshire, Dr. Polanin was a principal researcher in the Research and Evaluation program at the American Institute of Research (AIR), and Dr. Spivak was an assistant professor of human development and family science in the College of Education at the University of Rhode Island.
People and institutions involved
IES program contact(s)
Completed fellows
Products and publications
Journal article, monograph, or newsletter
Dugan, J.P., Howes, S., Fath, K., Polanin, J.R., and Lavelle, K. (2013). Developing the Leadership Capacity and Leader Efficacy of College Women in Science, Technology, Engineering, and Math Fields. Journal of Leadership Studies, 7(3): 6-23.
Espelage, D.L., Low, S., Polanin, J.R., and Brown, R. (2013). The Impact of a Middle School Program to Reduce Aggression, Victimization, and Sexual Violence. Journal of Adolescent Health, 53(2): 180-186.
Fuhs, M.W., and Day, J.D. (2011). Verbal Ability and Executive Functioning Development in Preschoolers at Head Start. Developmental Psychology, 47(2): 404-416.
Fuhs, M.W., and McNeil, N.M. (2013). ANS Acuity and Early Mathematics Ability in Preschoolers From Low-income Homes: Contributions of Inhibitory Control. Developmental Science, 16(1): 136-148.
Fuhs, M.W., Farran, D.C., and Nesbitt, K.T. (2013). Preschool Classroom Processes as Predictors of Children's Cognitive Self-Regulation Skills Development. School Psychology Quarterly, 28(4): 347-359.
Fuhs, M.W., Farran, D.C., and Nesbitt, K.T. (2015). Prekindergarten Children's Executive Functioning Skills and Achievement Gains: The Utility of Direct Assessments and Teacher Ratings. Journal of Educational Psychology, 107(1): 207-221. doi:10.1037/a0037366
Fuhs, M.W., Nesbitt, K.T., Farran, D.C., and Dong, N. (2014). Longitudinal Associations Fetween Executive Functioning and Academic Skills across Content Areas. Developmental Psychology, 50(6): 1698-1709.
Fuhs, M.W., Wyant, A.B., and Day, J.D. (2011). Unique Contributions of Impulsivity and Inhibition to Prereading Skills in Preschoolers at Head Start. Journal of Research in Childhood Education, 25(2): 145-159.
Hong, P.Y.P., Polanin, J.R., Key, W., and Choi, S. (2014). Development of Perceived Employment Barrier Scale: An Aspect of Psychological Self-Sufficiency. Journal of Community Psychology, 42(6): 689-706.
Howes, C., Wishard, G.A., Fuligni, A., Zucker, E., Lee, L., Obregon, N.B., and Spivak, A. (2011). Classroom Dimensions Predict Early Peer Interaction When Children are Diverse in Ethnicity, Race, and Home Language. Early Childhood Research Quarterly, 26(4): 399-408.
Kremer, K.P., Maynard, B.R., Polanin, J.R., Vaughn, M.G., and Sarteschi, C.M. (2015). Effects of After-School Programs With At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis. Journal of Youth and Adolescence, 44(3): 616-636.
Low, S., Polanin, J.R., and Espelage, D.L. (2013). The Role of Social Networks in Physical and Relational Aggression Among Young Adolescents. Journal of Youth and Adolescence, 42(7): 1078-1089.
McNeil, N.M., Fuhs, M.W., Keultjes, M.C., and Gibson, M.H. (2011). Influences of Problem Format and SES on Preschoolers' Understanding of Approximate Addition. Cognitive Development, 26(1): 57-71.
Moran, T.E., Polanin, J.R., and Wenzel, A. (2014). The Postpartum Worry Scale-Revised: An Initial Validation of a Measure of Postpartum Worry. Archives of Women's Mental Health, 17(1): 41-48.
Nesbitt, K.T, Baker-Ward, L., and Willoughby, M.T. (2013). Executive Function Mediates Socio-Economic and Racial Differences in Early Academic Achievement. Early Childhood Research Quarterly, 28: 774-783.
Nesbitt, K.T., Farran, D.C., and Fuhs, M.W. (2015). Executive Function Skills and Academic Achievement Gains in Prekindergarten: Contributions of Learning-Related Behaviors. Developmental Psychology, 51(7): 865-878.
Pigott, T.D., Valentine, J.D., Polanin, J.R., and Williams, R.T. (2013). Outcome-Reporting Bias in Education Research. Educational Researcher, 42(8): 424-432.
Polanin, J.R., and Pigott, T.D. (2013). The Campbell Collaboration's Systematic Review and Meta-Analysis Online Training Videos. Research on Social Work Practice, 23(2): 229-232.
Polanin, J.R., Tanner-Smith, E.E., and Hennessy, E.A. (2016). Estimating the Difference Between Published and Unpublished Effect Sizes: A Meta-Review. Review of Educational Research, 86(1): 207-236.
Spivak, A.L., and Farran, D. (2012). First-Grade Teacher Behaviors and Children's Prosocial Actions in Classrooms. Early Education and Development, 23(5): 623-639.
Spivak, A.L., and Howes, C. (2011). Social and Relational Factors in Early Education and Prosocial Actions of Children of Diverse Ethnocultural Communities. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 57(1): 1-24.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
