Terri J. Sabol
Assistant Professor, Human Development and Social Policy
Terri J. Sabol's research focuses on the individual and environmental factors that lead to healthy child development, with a particular emphasis on schools and families. She applies developmental theory, psychological measurement and advanced quantitative methods to pressing social policy issues that affect low-income children and families. In particular, she focuses on two key policy areas: (1) assessing and improving early childhood education; and (2) increasing families’ human capital, including parent education, employment, and income. The broad goal of her research is to generate dynamic theories of change, measure complex social processes, and analyze data with advanced statistical techniques to produce innovative, functional scholarship aimed at improving the lives of children living with economic hardship.
Prior to entering graduate school, Terri Sabol was a first-grade teacher in Chicago through the Teach for America program. She received her Ph.D. in Applied Development Science from the University of Virginia and was postdoctoral fellow at Northwestern University's Institute for Policy Research. She is currently a Faculty Associate for the Institute for Policy Research. She is also the director the Development, Early Education, and Policy (DEEP) lab.
Curriculum VitaeView Terri J. Sabol's CV.
|2011||PhD, Applied Development Science||University of Virginia|
|2004||BA, Psychology and English||University of Michigan|
Selected PublicationsJamil, 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: 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.
Sabol, T. J. & Pianta, R. C. (2015). Validating Virginia’s Quality Rating and Improvement System among pre-kindergarten programs.. Early Childhood Research Quarterly: 183-198.
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: 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: 116-164.
Sabol. T. J., Hong, S. S., Pianta, R. C., & Burchinal, M.R. (August, 2013). Can rating pre-k programs predict school readiness?. Science: 845-846.
Sabol, T. J. & Pianta, R. C. (2012). Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child Development: 282-299.
Sabol, T. J. & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment and Human Development: 213-231.
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: 699-723.
Research InterestsIndividual and environmental factors that lead to healthy child development.
Last Updated: 2016-01-08 15:21:10