Profile
Terri J. Sabol

Terri J. Sabol

Assistant Professor, Human Development and Social Policy

Biography
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) improving early childhood education; and (2) increasing families’ human capital, including parent education, employment, and income. She recently received a National Research Service Award (NSRA) from the National Institute of Health to examine the synergistic relations among increases in parents’ education, children’s participation in early childhood education, and children’s learning.

Prior to entering graduate school, Terri Sabol was a first-grade teacher in Chicago through the Teach for America program. From 2011 to 2014, she was a postdoctoral fellow at Northwestern University's Institute for Policy Research. She is currently a Faculty Associate for the Institute for Policy Research.


Curriculum Vitae
Adobe Acrobat PDF View Terri J. Sabol's CV.

Research/Scholarship

Education
Year Degree Institution
2011 PhD, Applied Development Science University of Virginia
2004 BA, Psychology and English University of Michigan


Selected Publications
Sabol, T. J. & Pianta, R. C. (In Press/Under Review). Do standard measures of preschool quality used in statewide policy predict school readiness?. Education, Finance and Policy.

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

Jamil, F. M., Sabol, T. J., Hamre, B. K., & Pianta, R. C. (In Press/Under Review). Assessing teachers’ skills in detecting and identifying effective interactions in the classroom: Theory and measurement. The Elementary School Journal.

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 Interests
Individual and environmental factors that lead to healthy child development.




Last Updated: 2014-09-09 18:35:30