Resources

In their chapter, Situated Professional Learning through Targeted Reading Instruction: Building Teacher Capacity and Diagnostic Practice, in Innovations in Literacy Professional Learning, Leslie Babinski and co-authors explore professional learning within the Targeted Reading Instruction model.

In their chapter, The Utility of Critical Race Mixed Methodology: An Explanatory Sequential Example, in Advancing Culturally Responsive Research and Researchers, Whitney McCoy and co-authors explore the combining of mixed methodology and critical race theory (CRT) through the explaining of Critical Race Mixed Methodology (CRMM).

In the APA Handbook of Adolescent and Young Adult Development, Drew Rothenberg and co-authors focus on the parenting of adolescents and young adults in the United States. First considering some of the sociodemographic trends that are reshaping families, then examining classic social learning and behavioral approaches to conceptualizing the parenting of adolescents as well as family systems approaches.

In the APA Handbook of Adolescent and Young Adult Development, Jen Lansford and co-authors discuss how parents and their adolescent and young adult offspring observe and participate in parent–offspring interactions in their communities and hold expectations about their own relationships derived in part from culturally shaped expectations.

Jen Lansford’s chapter in The Cambridge Handbook of Parenting provides an overview of parents’ discipline and punishment in relation to child development.

In Parenting and Child Development in Low- and Middle-Income Countries, Drew Rothenberg and Susannah Zietz’s chapter, Child Growth, National Development, and Early Childhood Development in 51 Low-and Middle-Income Countries, considers the effects of multiple bioecological systems on child growth and development.

In Parenting and Child Development in Low- and Middle-Income Countries, Jennifer Lansford, Drew Rothenberg and Kirby Deater-Deckard’s chapter, Parent Discipline and Violence, National Development, and Early Childhood Development in 51 Low- and Middle-Income Countries, focuses on nonviolent discipline, psychological aggression, and physical violence in relation to specific domains of early childhood development.

In Parenting and Child Development in Low- and Middle-Income Countries, Drew Rothenberg and co-authors chapter, Predictors of Early Childhood Development, analyzes how the representations of different process, person, and context systems fare relative to one another in predicting the early childhood development outcomes

In their chapter, Latinx Immigrant Parents and Their Children in Times of COVID-19: Facing Inequities Together in the “Mexican Room” of the New Latino South, in The Pandemic Divide: How Covid Increased Inequality in America, Leslie Babinski and co-authors outline the state of affairs for Latinx families in the southeastern US in times of Covid-19 and to situate what is happening within the broader experiences of Latinx communities in the US.

Anna Gassman Pines, Elizabeth Ananat, and Yulya Trushinovsky wrote a chapter in the book Who Gets What? The New Politics of Insecurity. In the chapter, they identify how recent trends combine to increase instability and uncertainty among low-wage workers, discuss the effects of instability and uncertainty on workers and families, and consider potential policy solutions.

Beth Gifford, Megan Golonka and Kelly Evans wrote a chapter of the book, Children with Incarceratead Mothers Separation, Loss, and Reunification. The chapter summarized findings of their study that examined the timing of mother’s incarceration in relation to her children’s involvement with social services, contributory factors leading to foster care placement, and foster care discharge outcomes.

Katie Rosanbalm wrote the opening chapter of a book entitled, Alleviating the Educational Impact of Adverse Childhood Experiences. The book is a collection of approaches to trauma-informed education based on school-university-community collaborations. Rosanbalm’s chapter summarizes the literature on why trauma-informed strategies are important to academic success and describes the specifics of the Resilience and Learning Model. It concludes with preliminary qualitative findings from pilot schools.