Papers / Press

Recent Press 

Children play key role in making early education successful: Professor Sabol’s research highlighted by Northwestern University School of Education and Social Policy

http://www.sesp.northwestern.edu/news-center/news/2017/06/children-play-key-role-in-making-early-education-successful-.html?utm_source=facebook&utm_medium=organic&utm_content=early-education&linkId=39171731

Professor Sabol’s “Crafting Child Policy” course presents to Illinois Governor’s Office

http://www.sesp.northwestern.edu/news-center/news/2017/06/sesp-students-present-to-illinois-governors-office.html?utm_medium=organic&utm_content=N/A&utm_campaign=N/A&linkId=38945091

Positive engagement in preschool key to developmental gains: Professor Sabol’s research highlighted by the Institute for Policy Research at Northwestern University

http://www.ipr.northwestern.edu/about/news/2017/sabol-preschool-engagement.html

Breaking the cycle of poverty: Initial impact findings of CareerAdvance from the Northwestern Two-Generation Research Initiative

http://www.ipr.northwestern.edu/about/news/2017/chase-lansdale-two-generation.html

Papers

In Press

Sabol, T. J., Bohlmann, N., & Downer, J. (in press).  Low-income ethnically diverse children’s engagement as a predictor of school readiness above preschool classroom quality. Child Development.

Sabol, T. J., & Pianta, R.C. (in press). The state of children in the United States: School readiness. In E. Dearing & E. Votruba-Drzal (Eds.), The Handbook of Early Childhood Development Programs, Practices, and Policies. Oxford, UK: Wiley.

Sommer, T.E., Sabol., T.J., Chase-Lansdale, P. L., Brooks-Gunn, J. (in press). Two-generation education programs for parents and children. In S. Jones & N. Lesaux (Eds.), The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation of Pre-Kindergarten. Boston, MA: Harvard Education Press.

Sommer, T. E., Sabol, T. J., Chase-Lansdale, P. L., Small, M., Wilde, H., Brown, S., & Huang, Z. (in press). Promoting parents’ social capital to increase children’s attendance in Head Start: Evidence from an experimental intervention. Journal of Research on Education Effectiveness.

2015

Sabol, T. J., Chase-Lansdale, P. L. & Brooks-Gunn, J. (2015). Advancing the science of child development: Do we need a new household survey? Journal of Economic and Social Measurement,, 40, 195–229.

Jamil, F. M., Sabol, T. J., Hamre, B. K., & Pianta, R. C. (2015). Assessing teachers’ skills in detecting and identifying effective interactions in the classroom: Theory and measurement. The Elementary School Journal, 115, 407-432.

Sabol, T. J. & Chase-Lansdale, P. L. (2015). The influence of low-income children’s participation in Head Start on their parents’ education and employment. Journal of Policy Analysis and Management, 34, 136-161. doi: 10.1002/pam.21799

Sabol, T. J. & Pianta, R. C. (2015). Validating Virginia’s Quality Rating and Improvement System among pre-kindergarten programs. Early Childhood Research Quarterly, 30, 183-198.

Sabol, T.J., Sommer T.E., Chase-Lansdale, P.L. (2015). Transforming the Lives of Parents and Children Together: Two-Generation Educational Programs as Anti-Poverty Strategies. Illinois Kids Count 2015. Chicago, IL: Voices for Illinois Children. http://www.voices4kids.org/our-priorities/kids-count/illinois-kids-count-data-book/illinois-kids-count-2015/

Sabol, T. J., Sommer T. E., Chase-Lansdale, P. L., Brooks-Gunn, J, Yoshikawa, H., King, C. T., Kathawalla, U. K., Alamuddin, R., Gomez, C., & Ross, E. C. (2015). Parent’s persistence and certification in a two-generation education and training program. Children and Youth Services Review, 58, 1-10.

Sabol, T.J. & Chase-Lansdale, P. L. (2015). Does Head Start promote outcomes for low-income parents? The Aspen Journal of Ideas. Washington, D.C.: Ascend at the Aspen Institute. http://aspen.us/journal/editions/januaryfebruary-2015/does-head-start-promote-outcomes-low-income-parents

Sommer, T.E., Sabol., T.J., Smith, T., Dow, S., Barczak, M., Chase-Lansdale, P. L., Brooks-Gunn, J., Yoshikawa, H., & King, C. T. (2015). Promoting education: The two generation approach of the Community Action Project of Tulsa, OK. In C. T. King, P. L. Chase-Lansdale, & M. Small (Eds.). Two Generations. One Future. An Anthology From The Ascend Fellowship. Washington, D.C.: Ascend at the Aspen Institute

2014

Pianta, R. C., Burchinal, M., Jamil, F., Sabol, T. J., Grimm, K., Hamre, B. K., Downer, J., Locasale-Crouch, J., & Howes, C. (2014). Does knowledge drive behavior or vice-versa? A cross-lag analysis of longitudinal associations of preschool teachers’ knowledge and behavior. Early Childhood Research Quarterly, 29, 144-154.

Sabol, T. J. & Pianta, R. C. (2014). Do standard measures of preschool quality used in statewide policy predict school readiness? Education, Finance and Policy, 9, 116-164.

2013

Sabol. T. J., Hong, S. S., Pianta, R. C., & Burchinal, M. R. (2013). Can rating pre-k programs predict school readiness? Science, 341, 845-846. doi: 10.1126/science.1233517

Sabol, T. J., & Pianta, R. C. (2013). Relationships between teachers and children. In W. M. Reynolds, G. E. Miller & I. B. Weiner (Eds.), Handbook of psychology, educational psychology (2nd ed., vol. 7) (pp. 199-211). Hoboken, NJ: John Wiley & Sons Inc.

Lahti, M., Sabol, T. J., Starr, R., Langill, C., & Tout, K. (2013). Validation of Quality Rating and Improvement Systems (QRIS): Examples from Four States, Research-to-Policy, Research-to-Practice Brief OPRE 2013-036. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

2012

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. doi: 10.1111/j.1467-8624.2011.01678.x

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

2011 and earlier

Downer, J., Sabol, T. J., & Hamre, B.K. (2010). Teacher-child interactions in the classroom. Special topics issue: Overlaps between socio-emotional and academic development. Early Education and Development, 21, 699-723. doi: 10.1080/10409289.2010.497453

 

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