Teaching, Learning and Developmental Sciences Faculty Articles
Submissions from 2026
The Association of Prenatal Exposure to Intimate Partner Violence with Children’s Socioemotional Competence at Five Years Postpartum, Hyunjin Choi, June-Yung Kim, Jinwon Kim, Julia M. Kobulsky, Eui Bhin Lee, Yi-Ping Hsieh, Megan R. Holmes, Jeoung Min Lee, and Wenxing Wei
Anxiety and Aggression Among College Students With High-Risk Adverse Childhood Experiences: The Role of Bullying Perpetration, Hyunjin Choi, Jeoung Min Lee, Sei-Young Lee, Jaegoo Lee, Joo Hyun Kim, and Sangmi Kim
Submissions from 2025
Engaged pedagogy: Can teacher educators teach with integrity while grappling with accountability systems?, Sarah J. Baker, Staci Finley, and Chloe Bolyard
Anti-deficit framing and preservice teacher noticing for equity throughout a teacher education program, Amanda M. Benedict-Chambers, Chloe Bolyard, and Ann Belue
Elementary preservice teachers' use of the crosscutting concepts to plan NGSS-aligned science lessons in explicit versus non-explicit contexts, Amanda M. Benedict-Chambers and Carrie-Anne Sherwood
Enhancing parental reflective functioning: Impact of childhood trauma, depressive symptoms, and emotion dysregulation challenges, Hyunjin Choi, Eui Bhin Lee, Elizabeth King, Jinwon Kim, Jeoung Min Lee, and Jaegoo Lee
Cyberbullying in Higher Education: Unraveling Internalizing and Externalizing Behavioral Profiles and Social Support, Hyunjin Choi, Eui Bhin Lee, Jeongmin Lee, Jinhee Park, Heekyung Lee, Jaegoo Lee, and Jinwon Kim
Cyberbullying victimization and sexual identity: psychological and behavioral outcomes among college students, Hyunjin Choi, Jaegoo Lee, Jeoung Min Lee, and Cory Borsdorf
Supporting children’s emotions and relationships by child gender: influences of teachers’ emotion validating, acknowledging, and minimizing language, Elizabeth K. King
Investigating Links Among Early Childhood Teachers’ Beliefs About Child Emotion, Gender, and Race, Elizabeth K. King and Kamilah B. Legette
Relationships Among White Parents’ Racial Inequity Beliefs, Gendered Emotion Expectations, and Children’s Social Emotional Competence, Elizabeth K. King and Kamilah B. Legette
The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children, Elizabeth K. King and Kamilah B. Legette
Early Childhood Teachers’ Emotion Validating Language Regarding Negative Emotions: Comparisons by Child Gender, Tea Rose Pankey and Elizabeth K. King
Learning to do Better: Mathematics Teacher Educators Striving for Equity and Justice, Diana L. Piccolo, Stefanie D. Livers, Craig J. Willey, Megan Burton, Johanna L. Massey, and Natalie Odom Pough
Submissions from 2024
“I get Emotional About it”: Teachers’ (Com)Passion in College-Going Efforts at Three Urban High Schools, Andrew M. Baker, Melissa A. Martinez, Jessica C. Enyioha, and Jocabed G. Marquez
Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities, Amanda M. Benedict-Chambers, Anna Maria Arias, and Sarah J. Fick
Planning for Equitable Student Sensemaking: An Examination of Preservice Teachers’ Noticing of Elementary Science Lesson Plans, Amanda M. Benedict-Chambers and Carrie-Anne Sherwood
Maternal distress and body mass index in preschoolers living in families experiencing low-income, Hyunjin Choi, Tiffany L. Martoccio, Holly E. Brophy-Herb, Kayla Stinson, Haiden A. Perkins, Koi Mitchell, and Julie C. Lumeng
A Scoping Literature Review on Parent Interactions with Teachers and School Environments at the Middle Level, Pamela Correll, Sarah E. Pennington, Judy H. Tang, and Kent Divoll
“Together, I Don’t Feel so Alone”: Collaborative Teaching as Third Space in University/School Sites, Tammi R. Davis, Tasha Tropp Laman, Amy Seely Flint, and Pamela M. Jett
Learning from the Unexpected Journeys of Novice Teachers’ Professional Identity Development, Tammi R. Davis, Jackie Sydnor, and Sharon Daley
Is Your Syllabus Trauma Informed? An Application of Equity-Centered Trauma-Informed Education in Teacher Education, Amber Howard and Stacie L. Finley
Deficit to Asset Thinking: An Exploration of Incorporating Community Cultural Wealth on Preservice Teachers’ Mindsets, Amber K. Howard, Chloe Bolyard, and Stacie L. Finley
Submissions from 2023
Preservice Teachers Noticing and Positioning Students as “Knowers” in Equitable Scientific Argumentation- Based Discussions, Amanda M. Benedict-Chambers, Lauren Madden, Pamela S. Lottero-Perdue, Jamie N. Mikeska, and Meredith Park Rogers
Simply Dinner: A Randomized Controlled Trial of Home Meal Delivery, Hyunjin Choi, Holly E. Brophy-Herb, Tiffany L. Martoccio, Jean M. Kerver, L. Alexandra Jeanpierre, Jessica Williams, Koi Mitchell, Corby K. Martin, Julie Sturza, Dawn A. Contreras, Mildred A. Horodynski, Laurie A. Van Egeren, Niko Kaciroti, and Julie C. Lumeng
The Impact of Cyberbullying Victimization on Psychosocial Behaviors among College Students during the Covid-19 Pandemic: The Indirect Effect of a Sense of Purpose in Life, Hyunjin Choi, Jeoung Min Lee, Heekyung Lee, Jinhee Park, and Jaegoo Lee
First-Year Teachers Seek Mentoring and Stress Management During a Pandemic, Tammi R. Davis, Sharon Daley, Jackie Sydnor, and Margaret Ascolani
Peeking behind the curtain of teaching: Rehearsing thoughtful adaptations, Tammi R. Davis, Jackie Sydnor, and Sharon Daley
Cultivating Critical Discourse in the Classroom, Stacie L. Finley, Pamela Correll, Cathy J. Pearman, and Stephanie Huffman
Empowering Students Through Multilingual and Content Discourse, Stacie L. Finley, Pamela Correll, Cathy J. Pearman, and Stephanie Huffman
Submissions from 2022
Dilemmas in asynchronous multicultural teacher education from a relational pedagogy perspective, Chloe Bolyard, Andrew M. Baker, and Dennis L. Rudnick
Stressed Mothers Receiving Infant Mental Health-Based Early Head Start Increase in Mind-Mindedness, Hyunjin Choi, Holly E. Brophy-Herb, Neda Senehi, Tiffany L. Martoccio, Erika London Bocknek, Michal Babinski, Stephen Krafchak, Courtney Accorsi, Roxanna Azmoudeh, and Rachel Schiffman
Supporting family meal frequency: Screening Phase results from the Simply Dinner Study, Hyunjin Choi, Jean M. Kerver, Holly E. Brophy-Herb, Julie Sturza, Mildred A. Horodynski, Dawn A. Contreras, Mara Stein, Erika Garner, Sheilah Hebert, Jessica M. Williams, Niko Kaciroti, Tiffany Martoccio, Laurie A. Van Egeren, Corby K. Martin, and Koi Mitchell
Parental Care and Family Support as Moderators on Overlapping College Student Bullying and Cyberbullying Victimization during the Covid-19 Pandemic, Hyunjin Choi, Jeoung Min Lee, and Ellen deLara
Educative experiences in early childhood: Lessons from dewey, Denise D. Cunningham and Donna Adair Breault
Handbook of research on opening pathways for marginalized individuals in higher education, Stephanie P. Huffman, Denise D. Cunningham, Marjorie C. Shavers, and Reesha Adamson
Assessing technological tools for remote learning in early childhood, Sascha C. Mowrey and Denise D. Cunningham
Disaster relief, Lindsey M. Murphy
The role of child life specialists in community settings, Lindsey M. Murphy, Cara Smith, and Genevieve Lowry
Becoming a mathematics specialist teacher leader: Impact stories from early childhood teachers, Diana L. Piccolo and Joann Barnett
Submissions from 2020
Professional and ethical consideration for early childhood leaders, Denise D. Cunningham
Becoming a mathematics specialist teacher leader: Impact stories from early childhood teachers, Diana L. Piccolo and Joann Barnett
