Terri J. Sabol
Adjunct Faculty, School of Education and Social Policy
Postdoctoral Fellow, Institute for Policy Research
BiographyTerri 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.
Curriculum VitaeView Terri J. Sabol's CV.
|2011||PhD, Applied Development Science||University of Virginia|
|2004||BA, Psychology and English||University of Michigan|
Selected PublicationsSabol. 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.
Last Updated: 2013-10-08 19:37:24