In the media
We work toward real-world impact; our research and expertise are often covered in the media. Here are three examples of our work in action:
Building a Research Tool, Thanks to Community Power , IPR News (October 2023)
- Describes the process for creating EyeTeach, a new measure to understand how preschool teachers observe classroom behavior in the classroom. Local Evanston families participated in, and therefore shaped, early EyeTeach versions.
This West Side Charter Expelled More Students Than Any Other School. Can That Change?, Block Club Chicago (February, 2022)
- Highlights the benefits of restorative justice practices in reducing expulsions and fostering community healing in Chicago charter schools.
Pritzker Makes Pandemic Child Care Policy Permanent. WBEZ Chicago, NPR (July, 2021)
- Discusses Governor Pritzker’s policy for lowering ECE costs for families in poverty and the importance of increasing federal funding for ECE.
Sample academic publications
Tighe, L. A., Sommer, T. E., Sabol, T. J., & Chase‐Lansdale, P. L. (2024). Improving the education and wellbeing of student parents. Annals of the New York Academy of Sciences, 1532(1), 10-17. https://doi.org/10.1111/nyas.15094
Sabol, T. J., McCoy, D., Gonzalez, K., Hanno, E., Busby, A., Wei, W. & Downer, J. (2023). Contextual characteristics inside and outside of school walls as predictors of differential effectiveness in teacher professional development. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2022.2141164
Sabol, T. J., Kessler, C. L., Rogers, L. O., Petitclerc, A., Silver, J., Briggs‐Gowan, M., & Wakschlag, L. S. (2022). A window into racial and socioeconomic status disparities in preschool disciplinary action using developmental methodology. Annals of the New York Academy of Sciences, 1508(1), 123-136. https://doi.org/10.1111/nyas.14687
Sabol, T. J. (2021). Improving preschool accountability systems: Bringing individual children’s experiences back to child policy. Policy Insights from the Behavioral and Brain Sciences, 8(2), 217-224. doi.org/10.1177/23727322211031591