2018-CYFS-Annual Report

2017-2018

ANNUAL REPORT

CONNECT WITH CYFS

cyfs.unl.edu
[email protected]
@unl_cyfs
@NebraskaCYFS

SUPPORT CYFS

If you wish to support CYFS,
please visit:

cyfs.unl.edu/donate

Iris Ludvik, daughter of Dana
Ludvik, CYFS communications
& media specialist

MESSAGE FROM THE DIRECTOR Susan M. Sheridan, Ph.D.

The Nebraska Center for Research on Children, Youth, Families and Schools is a hub George Holmes University Professor & Willa Cather
for research collaboration and partnership. It’s a place where researchers come Emeritus Professor of Educational Psychology
together from diverse backgrounds and disciplines with like-minded goals and a unity
of purpose. A place where research begins — and has the opportunity to grow. A Director, Nebraska Center for Research on Children,
place that impacts lives. Youth, Families & Schools

We’re committed to conducting, supporting and sharing high-quality research
in the social, behavioral and educational sciences — and to fostering a vibrant,
interdisciplinary research community. The center’s progress would not be possible
without support from and collaboration with our diverse partners in research, policy
and practice. Our partnerships across the University of Nebraska, funding agencies
and various other stakeholders are what leverage strengths and produce some of the
most significant outcomes.

The stories featured in this report provide a glimpse into the life-changing research
being conducted in partnership with CYFS — not only in Nebraska, but across the
globe. You’ll read about researchers who are finding ways to improve lives by
addressing adolescent bullying, increasing understanding of child temperament,
investigating quality of life concerns among rural ethnic minorities, fostering
parent–teacher relationships, ensuring students have access to science, technology,
engineering and math, and more.

Together with our valued partners, we’re building knowledge to achieve a shared
mission: to impact lives through research that advances learning and development.
We look forward to another year of collaboration and innovation.

Susan M. Sheridan

Our mission is to
impact lives through
research that
advances learning
and development.

Our vision is that all children, youth,
families and schools have the opportunity
to realize their potential and reach beyond.

We conduct research through grant-funded
programs, provide comprehensive research
support, and share research findings across
audiences and platforms.

Owen Ludvik, son of Dana Ludvik,
CYFS communications & media specialist

ABOUT CYFS CYFS conducts, supports and shares research in the
following areas:
CYFS was founded in 2004 as an interdisciplinary research
center within the College of Education and Human Sciences at • Academic intervention and learning
the University of Nebraska–Lincoln. CYFS receives support as • Early education and development
a UNL Program of Excellence, and its research programs are • Psychosocial development and behavioral health
funded through external grants and contracts. • Research and evaluation methods
• Rural education

CONDUCT CONTENTS 04
06
SUPPORT Study Aims to Enhance Quality of Life for Rural Nebraska Minorities, Communities 08
SHARE Project Enhances Nebraska STEM Access, Understanding 10
Fine-tuning Global Measurement Standards for Early Childhood Learning 11
Identifying Immigrant Families’ Health Issues Through Data 12
Parent–Teacher Ties Drive Positive Outcomes for Rural Communities 14
Finding Ways to Battle Adolescent Bullying, Peer Threat 16
Research Provides INSIGHTS into Child Temperament 17
Study Examines STEM Pathways in the Community College 18
Examining Strategies to Enhance the Arithmetic-to-Algebra Transition 20
Research Explores Outdoor Effects on Children with Autism 22
2017–2018 Layman Awards 24
Early Childhood Research Summit Connects Research, Practice and Policy 26
Landscape of Support 28
Active Grants & Contracts
Affiliates & Personnel

The research projects featured in this report are housed in CYFS. Learn more about our research
support services at cyfsgrant.unl.edu

STUDY AIMS TO ENHANCE QUALITY OF LIFE FOR RURAL
NEBRASKA MINORITIES, COMMUNITIES

04

Good jobs and education are
important to everyone, regardless

“of ethnicity.

As populations in many rural Nebraska counties of key informants, including From left: Evan Choi, Soo-Young Hong, Irene Padasas, Maria
decline, those that are stable or growing share a school administrators, de Guzman and Rodrigo Cantarero
common element: ethnic diversity. diversity coordinators from
businesses, librarians and Researchers also believe addressing such needs
Maria de Guzman, associate professor and other individuals identified may increase the likelihood of those citizens
extension specialist in the Department of Child, as knowledgeable about remaining in their communities and contributing
Youth and Family Studies, is leading a team of the counties’ ethnic to their towns’ economic and social success, and
researchers exploring how cultural and economic minorities. Based on these data, a survey was overall vitality.
resources generated by diverse populations can developed to examine which factors — such as
help smaller communities not only survive, community resources, economic opportunities and “The graying of America is also occurring in
but thrive. social connections — have the greatest impact on Nebraska, so ensuring people stay here brings
residents’ well-being. the resource of young people to the labor force,”
Investigators identified which factors are most said Rodrigo Cantarero, associate professor of
relevant to rural ethnic minorities in determining After initial data analysis was completed, community and regional planning, and co-PI. “It’s
the quality of life — generally, perceptions of and researchers created fact sheets and geographic like giving a shot to the state’s economy.”
satisfaction with life, and the degree to which information system (GIS) maps of Nebraska to
people believe their goals and standards are being help visually illustrate the geography of poverty, The project was funded by the University of Nebraska’s
met. Through focus groups, interviews and surveys, migration and other factors. Rural Futures Institute Research and Engagement Grant. The
researchers collected data from ethnic minorities project’s key investigators include de Guzman; Cantarero;
in Madison, Platte and Scotts Bluff counties De Guzman said pinpointing which culture-specific Soo-Young Hong, associate professor of child, youth and
in Nebraska. factors rural minorities deem essential to quality family studies; Yan Ruth Xia, professor of child, youth and
of life will help develop educational tools for family studies; and Nebraska Extension educators Jill
“There has been little information about which community responders serving those groups. Goedeken, Jackie Guzman and Lee Sherry.
factors non-majority groups consider important,”
said de Guzman, the project’s principal “Ethnic minority studies are done mostly on the 05
investigator. “For example, good jobs and East and West Coasts, but there is very little
education are important to everyone, regardless research done in the Midwest, especially in rural
of ethnicity. But we want to identify additional, communities,” de Guzman said. “Even for Omaha
specific factors important to people in these ethnic and Lincoln, ethnic minorities have different
groups in smaller communities.” experiences than those who live elsewhere, such
as California.”
Data collection began with learning perspectives

PROJECT ENHANCES
NEBRASKA
STEM ACCESS,
UNDERSTANDING

Recent studies show that 85 percent of the U.S. Teachers participate in a STEM education class at Henzlik Hall.
population has access to 4G — fourth-generation —
broadband network technology. “Connectivity is all about what you do with it.

Which means 15 percent of Americans do not. Everyone must have access, and know how to
use it, to be able to enjoy the benefits.
In Nebraska, the numbers are better: A recent
report by Nebraska Broadband indicates
broadband is available to 99.5 percent
of the state’s residents.

As technology evolves into fifth and sixth
generations and beyond, Nebraska researchers
have launched a project to help ensure the state’s
residents not only have access to such technology,
but are able to maximize it.

Fourteen elementary teachers from 14 rural
Nebraska high-needs schools — those where the
percentage of students receiving free or reduced-
price lunches met or exceeded the state’s average
within the past three years — are participating
in a five-year program focused on developing
educational leadership in science, technology,
engineering and mathematics, known as STEM.

06

The NebraskaSTEM project for supporting “Connectivity is all about what you do with it,” he The team recruited potential applicants through
elementary rural teacher leadership is designed said. “Everyone must have access, and know how to the UNL Center for Science, Mathematics and
to help Nebraska teachers facilitate high-quality use it, to be able to enjoy the benefits. Otherwise, Computer Education, various networks of teachers
STEM learning opportunities for K–6 students in in some ways, we end up with two societies.” and organizations, and at conferences.
rural Nebraska.
The teachers were chosen from an applicant “We wanted to make sure anyone who might be a
“We are positioning these 14 teachers as pool of 40 certified elementary teachers who candidate could apply,” Thomas said.
leaders, who will go back to their schools and currently teach, or intend to teach, in high-
share effective STEM teaching with several needs, rural Nebraska schools. They began their As they returned to their schools to begin
other teachers,” said Amanda Thomas, 14-month journey to a master’s degree focused on the new academic year, project teachers continued
principal investigator and assistant professor of elementary STEM education with the completion their own education through online courses and
mathematics education in the Department of of three on-campus summer courses on pedagogy, work on their theses. They also will develop a STEM
Teaching, Learning and Teacher Education. physics and math. project for their own school, attend conferences
together, meet for professional leadership training
Guy Trainin, co-PI and TLTE department chair, “This project increases our ability to reach out to and receive ongoing guidance from Thomas
said that because new STEM jobs are emerging communities across Nebraska to help teachers and Trainin.
throughout Nebraska — part of the “Silicon reach the next level in their career,” Trainin said.
Prairie” concept — it is crucial that rapidly evolving “Bringing together teachers from similar rural “The whole idea is to be able to have that two-way
technology reaches everyone in the state. schools who are dealing with similar problems — communication that helps us learn, too, about what
that meeting of the minds is powerful.” works and doesn’t work in rural communities,”
Trainin said.
Because of their size and
location, Thomas said, As NebraskaSTEM master teaching fellows (MTFs),
rural schools often lack the teachers will conduct ongoing mentorship and
the same resources of professional development with their colleagues,
their larger urban and sharing their knowledge and skills as they implement
suburban counterparts, high-quality STEM instruction in their classrooms.
including access to The MTFs will disseminate their work through
instructional coaches or scholarly publications, conference presentations and
professional development. professional development related to STEM initiatives
While previous in rural Nebraska schools.
funding has provided
opportunities for STEM The project is funded by the National Science Foundation’s
teachers throughout Robert Noyce Scholarship Program. Along with Thomas
Nebraska — including and Trainin, the project also includes co-PI Wendy Smith,
many in Lincoln and research associate professor in the Center for Science,
Omaha — this project’s Mathematics and Computer Education; Leen-Kiat Soh,
focus on rural, elementary professor of computer science and engineering; and
STEM initiatives makes various other collaborators from TLTE, CYFS, the College of
it unique. Engineering and the School of Natural Resources.

From left: Wendy Smith, Guy Trainin, Amanda Thomas and Leen-Kiat Soh 07

FINE-TUNING GLOBAL MEASUREMENT STANDARDS FOR
EARLY CHILDHOOD LEARNING

Measuring early childhood development and “We want to see if the tools are truly measuring Raikes noted that each country uses the
learning worldwide has its challenges. But what they are intended to measure,” Koziol said. measurement tools for specific policy purposes.
University of Nebraska researchers are working “We have found evidence of commonalities across For example, data gathered in Tanzania have been
with the U.N. and other international organizations different countries, so it seems possible to move in used to identify teachers who need more training.
to ensure standardized global measurement tools the direction of global measurement.” “Gathering good information on children’s learning
are not restrained by borders. and development is crucial to ensuring all children
Once core measurement standards are pinpointed, have an equal chance,” she said. “Our project is
Abbie Raikes, associate professor at the University they will be tailored to various countries and cultures. designed to make information gathering easier and
of Nebraska Medical Center College of Public more reliable. We’ve carved a path forward, and
Health, and Natalie Koziol, CYFS research “Literacy is important across all countries, for the work is contributing to the global discussion.”
assistant professor, are examining the accuracy example, but how we measure it will differ because
and reliability of measurement tools designed of different languages and dialects,” Koziol This project is funded by the Children’s Investment Fund Founda-
to monitor standards developed through the said. “It is important to make culturally sensitive tion and is a sub-award from UNMC. Along with Raikes and Koziol,
Measuring Early Learning Quality and adaptations that don’t change the underlying the research team includes Dawn Davis, ECE project manager, and
Outcomes initiative. meaning of the constructs.” graduate research assistants Anna Burton and Katelyn Hepworth.

Founded in 2014, the MELQO initiative is a As MELQO’s technical director, Raikes has From left: Dawn Davis, Abbie Raikes, Natalie Koziol,
joint effort among UNESCO, UNICEF, Brookings traveled to several countries where data are Anna Burton and Katelyn Hepworth
Institution and the World Bank. The initiative has being gathered. Her initial visit typically consists
established a set of standard, global measurement of meeting with education officials and other
tools to assess early childhood development and stakeholders to answer their questions and discuss
learning, as well as the quality of early learning research priorities and standards. Subsequent visits
environments — primarily in low- and middle- focus on training observers and helping set up and
income countries. customize research.

For its program, CYFS’ Nebraska Academy for “We try to build capacity for measurement in the
Methodology, Analytics and Psychometrics has country rather than have our team do the work,”
received data from Ethiopia, Lesotho, Liberia said Raikes, CYFS faculty affiliate. “It’s more cost-
and Tanzania to examine the measurement effective for us and makes the research more
tools’ effectiveness. effective and efficient.”

08

Gathering good information
on children’s learning and

“development is crucial to

ensuring all children have
an equal chance.

Classroom in Maseru, Lesotho 09

IDENTIFYING IMMIGRANT FAMILIES’ Because his research relied on restricted census
HEALTH ISSUES THROUGH DATA data, Choi underwent a rigorous background check
and was required to submit an additional research
proposal to the Census Bureau and the National
Center for Health Statistics, outlining which data he
planned to access.

Although studies reveal that immigrants and ethnic example, he examined neighborhood characteristics, Choi notes that rural immigrant families represent
minorities are among those at greatest risk for including socioeconomic status, race and ethnic one of Nebraska’s largest emerging populations.
poor health outcomes, little research exists on rural composition, and community resources such as Using this study’s baseline data, he plans to seek
immigrants who experience a disproportionate schools, hospitals, doctors and green space. additional grant funding to design, develop and
burden of poverty and economic hardship. evaluate a high-impact, culturally sensitive health
“I believe the implications I can make from this study education program for the state’s low-income, rural
Evan Choi, associate professor of child, youth and are more valid, because we’re looking at the whole immigrant families.

family studies, is using restricted-access versions country, and not just limiting data to Nebraska or “I think we can better target high-poverty rural areas
of U.S. Census Bureau data to examine rural, low- California or other specific regions,” Choi said. specifically,” he said.
income immigrant families and their health-related “This study provides a better cross-section of

behaviors — and how they relate to their children’s the population.” This project is funded by the Central Plains Federal Statistical
health and developmental outcomes. The National Health Research Data Center. Along with Choi, graduate research
assistant Jinyoung Lee also was part of the research team.

Choi’s research merges census data with the U.S. Interview Survey is an annual

Centers for Disease Control and Prevention’s longitudinal survey that Evan Choi, principal investigator
National Health Interview Survey to explore both captures health information

factors at individual, family and community levels. on more than 12,000

Findings will help streamline census data collection families each year. Choi

programs, and will pave the way for future health pooled NHIS data from

education programs designed for low-income, rural 2013 through 2015 with

immigrant families. census information to better

understand neighborhood

The combined data show that economic resources characteristics. Using five data

are key factors in determining children’s health sets, he examined poverty and

and behavioral outcomes. For example, children unemployment rates, minority

of immigrant families living in high-poverty census population compositions,

tracts were found to have more health and “food deserts” — urban areas

behavioral problems. Also, when immigrant families where buying affordable or

face health care access and affordability issues, their high-quality food is difficult

children’s development is worse than those without — community resources and

such issues. other factors. Data were

accumulated for more than

Thanks to census data access, Choi was able to 38,000 families — 9,000 of

10 explore factors outside the home environment. For which were immigrant families.

PARENT–TEACHER
TIES DRIVE POSITIVE
OUTCOMES
FOR RURAL
COMMUNITIES

When parents and teachers work well together, From left: Amanda Witte, co-principal investigator, adaptive behaviors, and decreases in aggression,
student behavior improves, along with their and Susan Sheridan, principal investigator noncompliance and temper tantrums, compared to
academic and social skills, according to a recent control group students.
CYFS study. collaboration between teachers and parents,
and those positive relationships are pathways to Additionally, teachers reported better relationships
Using the research-based program known as positive outcomes for children. The stronger the with TAPP group parents and demonstrated more
Teachers and Parents as Partners, the study connection between home and school, the better effective classroom management skills than
examined how strong relationships between the outcomes.” with those who did not participate. Parents who
schools and families in rural communities affect participated in TAPP also noted better relationships
children’s behavioral outcomes. Developed The four-year study included 267 students, with teachers, practiced more effective parenting
by researchers at the University of Nebraska- grades K–3, along with their parents and strategies and felt more effective in their parenting
Lincoln, TAPP supports collaboration between teachers, in 45 Midwestern rural schools. The roles. The positive effects of the 8- to 10-week
teachers and parents to enhance students’ effects were measured both in students’ homes intervention were maintained one year later.
academic, behavioral and social outcomes. and schools.
This project was funded by the U.S. Department of
Led by Susan Sheridan, CYFS director, the Teachers reported that over the course of the Education’s Institute of Education Sciences. Findings were
study found relationships forged through study, children participating in TAPP showed published in the Journal of School Psychology, School
TAPP produced positive behavioral outcomes significant reductions in behavioral issues Psychology Quarterly and the Elementary School Journal.
for children. compared to those in the control group, Along with Sheridan, the research team included Amanda
outperforming 73 percent of students whose Witte, CYFS research assistant professor, and several
“When children have significant behavior parents and teachers were not participating. graduate students in educational psychology.
problems, parents and teachers often are at Parents receiving TAPP reported more rapid
odds,” said Sheridan, who developed the TAPP improvements in their child’s social skills and 11
program. “But the TAPP process generates

FINDING WAYS beat up during lunch?’ They don’t have the can become damaging. Victimized youth lack
TO BATTLE energy for anything else but to try to feel safe.” social skills, tend to be more inhibited and often
ADOLESCENT have impaired emotional development.
BULLYING, Martin’s research intends to pinpoint factors
PEER THREAT that contribute to peer threat and to help “When someone is repeatedly exposed to
understand how children cope in different ways, interpersonal threat, they become good at
Take a moment to recall a particularly and ultimately develop strategies that can be anticipating future threats so they can be
overwhelming day. Now imagine enduring individually tailored to help children deal with prepared to manage them effectively — basically,
even worse stress, every day — at age 11. potential threats. it’s better to be safe than sorry,” Martin said.

For youth experiencing bullying, exclusion Peer threat has a wide range of symptoms, “Unfortunately, many children who are
and other forms of peer threat, anxiety including aggression, yelling, insults, social repeatedly exposed to interpersonal threat
can become acute. exclusion and even violence. Martin notes that in become so good at staying alert to avoid
a given school year, about 36 percent of youth potential threats that they begin to expect
Meredith Martin, assistant professor of report being bullied. threat constantly.”
educational psychology, is exploring ways
to tailor solutions and enhance the lives To provide a better understanding of the Peer As a result, she said, some children begin to
of children dealing with emotional — and Social Defense Framework, which asserts perceive threats that don’t actually exist. For
sometimes, physical — pain caused that safety and security are fundamental example, if a peer were to approach with good
by classmates. psychological goals motivating children’s intentions, an insecure child may instinctively
responses to interpersonal threats, Martin is anticipate how that interaction could go wrong
“Feeling safe is a fundamental human gathering data online from 150 youths, ages and begin to use social defense behaviors to
need,” Martin said. “If children don’t 10-16, from across the country. Data are avoid or defuse the situation.
feel safe, it’s much harder for them to collected through two assessments: The Social
learn other things, such as math, English Defense Inventory, a self-report questionnaire The ultimate goal of the study, Martin said,
or social skills. I tell my students, ‘How of youths’ affective and behavioral responses to is to help develop measures to effectively
can you expect a child to sit still in his or peer threat; and the Go/No-Go Association Task, and efficiently identify youth adopting
her seat and pay attention to your math an implicit cognitive task that captures internal insecure profiles.
lesson when they’re worried about getting representations of the peer group.
“Feeling safe and secure is the foundation for
“Not every strategy fits every kid — there are no learning and exploration, so it’s important we
‘one size fits all’ solutions,” she said. “It’s really spend the time and resources needed to fix the
about finding each child’s unique strengths problem of bullying and peer threat,” she said.
and weaknesses, then building on those to
help the individual. We need to tailor different The project is funded by a Layman Award from
approaches to ensure we’re using the most UNL’s Office of Research and Economic Development.
effective strategies for each child.”

Maintaining constant vigilance and readiness
to defend oneself, Martin said, takes so much
energy and attentional resources, stress levels

“If children don’t feel safe, it’s

much harder for them to learn
other things, such as math,
English or social skills.

Meredith Martin, principal investigator 13

RESEARCH PROVIDES
INSIGHTS INTO CHILD
TEMPERAMENT

Gregory is having a bad day. A school field trip has INSIGHTS helps children create a good emotional
been canceled, and he is angry.
“foundation and develop self-awareness.
He is joined by a teacher and a kindergartner, who
together discuss ways Gregory might cope with his The four-year research program will be conducted The grant is funded by the U.S. Department of Education’s
emotions and keep his behavior under control. in 30 rural elementary schools in eastern and Institute of Education Sciences. Along with Nugent, the
central Nebraska. Study participants will include research team includes co-PIs James Bovaird, director,
Soon, Gregory is feeling better about things. approximately 630 children and their parents. Nebraska Academy for Methodology, Analytics and
During the study’s first year, kindergartners will Psychometrics; Lisa Crockett, professor of psychology;
But Gregory is not a child. He is a puppet — receive INSIGHTS intervention, with assessments Kathleen Rudasill, professor of educational psychology and
Gregory the Grumpy, one of the characters before and after. The same group will receive associate dean for research and faculty development at
of INSIGHTS, a comprehensive, preventive INSIGHTS again as first-graders. Virginia Commonwealth University, and the developer of the
intervention that helps early learners understand Nebraska project; Susan Sheridan, CYFS director; and
their temperament and the temperaments of Jentry Barrett, project manager.
others. The process teaches children how to
interact with others, and helps parents and Parents also receive From left: Kathleen Rudasill, co-principal investigator; Gwen Nugent, principal investigator
teachers craft strategies that match a child’s intervention during the
temperament. same 10-week period,
giving them an opportunity
Developed in 2008 by New York University to learn new strategies to
researchers, INSIGHTS is delivered to children address their children’s
once a week for 10 weeks in kindergarten and behavior at home.
first-grade classrooms. Teachers use puppets and
drama therapy techniques to teach children that, Nugent notes that
while certain situations may be easy for some INSIGHTS was found to
individuals, they may be more challenging for improve the attention
others. The children engage the puppets in daily skills of economically
dilemmas to encourage empathy and strengthen disadvantaged children in
their problem-solving skills. a previous study completed
in New York City. Although
Interaction with the puppets can be tailored to the Nebraska study is the
each child’s temperament, and helps children begin first INSIGHTS efficacy
to identify temperaments most like their own. trial conducted outside
a large, urban setting,
“INSIGHTS helps children create a good emotional Nugent expects the same
foundation and develop self-awareness, which core results: improvements
often, many adults don’t have,” said Gwen Nugent, in attention, behavior and
CYFS research professor and principal investigator critical thinking.
of the project, which replicates the NYU research in
a rural setting.

15

STUDY EXAMINES STEM
PATHWAYS IN THE
COMMUNITY COLLEGE

Elvira Abrica, principal investigator

As demand increases for a growing workforce in promote successful STEM transfer for racially gaps between rich and poor, and white and
science, technology, engineering and mathematics minoritized student populations. Her work focuses nonwhite populations.
(STEM) fields, the nation’s colleges and universities on higher education access and opportunity for
strive to recruit and retain students from underrepresented and underserved populations. “You can’t have post-secondary institutions
diverse backgrounds. completely comprised of student bodies that don’t
To help identify which factors shape STEM transfer, reflect the surrounding demographic context,” she
Open-access institutions, including community Abrica is examining national, longitudinal data said. “It’s just common sense that the scales cannot
colleges, enroll the majority of U.S. college students from the National Center for Education Statistics, be tipped so heavily.”
and play a crucial role in increasing the number of which provides information about college student
graduates with STEM degrees. outcomes and higher education institutions. To expand her research, Abrica plans to pursue
federal funding to more closely examine individual
Elvira Abrica, assistant professor of educational Preliminary findings show a range of factors that and institutional factors that shape community
leadership and higher education, is examining contribute to student outcomes, including student college-level STEM success.
institutional factors within community colleges ability and motivation, and various institutional
that affect students’ ability to successfully transfer contexts. But mathematics proficiency is key. “Ensuring the nation’s economic prosperity and
to four-year institutions in STEM fields. She is also meeting the needs of our technologically driven
analyzing institutional factors at four-year schools “Math is what everything else hinges on,” Abrica economy depends on embracing the nation’s
that shape STEM bachelor’s degree completion said. “Prior research shows that being successful in diverse demographics and meaningful inclusion
among those who began at the community STEM as a transfer student comes from being able in STEM,” Abrica said.
college level. to get past low-level math courses.”
Along with Abrica, other research team members include
Funded by a Layman Award from the University Students of color are disproportionately enrolled Deryl Hatch-Tocaimaza, assistant professor of educational
of Nebraska–Lincoln’s Office of Research and in low-level math courses, creating further limits administration; Natalie Koziol, CYFS research assistant
Economic Development, Abrica’s research explores to STEM access, Abrica said. She added that professor; and several graduate and undergraduate
education cannot function with increasing research assistants.
16 community college characteristics that may

EXAMINING STRATEGIES TO ENHANCE THE this study after reviewing research conducted
ARITHMETIC-TO-ALGEBRA TRANSITION during a 20-year span. She found fewer than 15
studies focused on the secondary math domains
For students struggling to learn math, confusion These sessions focus on building conceptual for students with math learning difficulties.
and frustration can be common denominators. But understanding, learning new math vocabulary,
a recent University of Nebraska project aims to and building fluency with manipulating and solving “Most research in math learning difficulties has
remove those negative factors from the equation. algebraic equations. exclusively focused on foundational skills at the
elementary level,” she said. “It is extremely difficult
According to previous studies, students with math Before the intervention, each student is pre-tested, to find an evidence-based intervention that targets
learning difficulties experience the most severe and then randomly assigned to either the treatment or on-grade level standards for secondary students. It
persistent underachievement in algebra compared control group. After the tutoring process, students intrigued me.”
to their peers. Jessica Namkung, assistant are tested again. Namkung expects the treatment
professor of special education and communication group will show significantly higher improvement Namkung is pursuing additional funding to
disorders, is exploring ways to help such students scores than control expand her research in the middle and high
prepare for algebra. group students. school levels, and to determine which factors
have the greatest impact on algebra learning for
secondary students with math learning difficulties.

“Algebra can be very abstract and very confusing “Algebra is the Jessica Namkung, principal investigator
for students who are already struggling in gatekeeper of college,
foundational math,” Namkung said. “A lot of times, STEM majors and
algebra is taught as procedure without building the more advanced
concept of why you do it.” technical careers,”
Namkung said.
Namkung’s research is built around a 10-week “But how do we
process that focuses on helping students struggling get there without
in math understand the basics of algebra. understanding the
foundations beyond
To launch the project, Namkung worked with basic arithmetic — to
Lincoln Public Schools math and special education prepare students for
teachers to get their feedback and to ensure the variables, equations,
process aligned with their curriculum. Graduate expressions and other
and undergraduate students will work as tutors. elements of algebra?
A target of 50 middle school students will be That’s what this
recruited — half to receive the intervention, half to research aims
serve as a control group. to do.”

During the process, pairs of students are Namkung was 17
assigned tutors three days a week for five weeks. motivated to conduct

RESEARCH EXPLORES
OUTDOOR EFFECTS ON
CHILDREN WITH AUTISM

A study participant walks the green space route.

Birds sing and a cool breeze rustles through the A study participant walks the urban route. the nature walk, children will exhibit fewer behaviors
leaves as a pair of squirrels scurry through the tall, associated with autism, such as repetitive movements.
green grass and up a tree — all under blue skies as driving, reading and writing, but can become
and sunshine. fatiguing. With involuntary attention, however, Once data are gathered and analyzed, researchers
less mental effort is required. This is where compare children’s attention, impulse control,
Such scenes are typical during a leisurely, summer natural environments fit into the equation. Urban spatial working memory, verbal working memory
walk through a park — relaxing and uplifting distractions are replaced by forests, streams, rivers, and cortisol response.
for most people. For University of Nebraska lakes and oceans — interesting, engaging scenes
researchers, however, those elements may prove that require little mental effort. Until Torquati’s research, no Attention Restoration
to be even more significant. Theory study had specifically targeted children with
For Torquati’s research, 30 children diagnosed with ASD. While other research has focused on attention
Julia Torquati, professor of child, youth and family autism will twice visit the Center for Brain, Biology deficits, she said, this project aims to provide
studies, is examining the restorative potential of and Behavior — CB3 — to complete subtests from information for developing and incorporating
natural environments for children diagnosed with the Wechsler Intelligence Scale for Children, which nature interventions into individually tailored plans
Autism Spectrum Disorder. Her project explores simulate assignments in a school environment. for schools.
whether natural environments can pave the After they finish the test, the children take a
way to individualized plans to help children with 20-minute campus walk. The project is part of a larger study led by Georgia State
autism better focus and self-regulate in school. University, funded by a grant from the U.S. Forest Service.
Torquati, who also serves as interim chair of the One walk features a route through green space — Along with Torquati, the team also includes co-PI Anne
Department of Child, Youth and Family Studies, plenty of grass and trees — while the other walk is Schutte, associate professor of psychology; graduate research
notes substantial evidence that suggests natural more urban, featuring roads and railroad tracks. assistants Keting Chen and Hyerim Shin; and undergraduate
environments are mentally restorative. While research assistants Samantha Moore and Yiling Zhang.
human-made, urban landscapes pepper us with Researchers document the walks using GoPro
stimulation, nature helps us relax and rejuvenate. mini-cameras and test the hypothesis that during 19

“We’re really testing

whether the walk
is restorative.

At the center of the research is Attention
Restoration Theory, which is based on two
attentional systems: directed attention and
involuntary attention. Directed attention
enables us to focus on demanding tasks such

2017–2018 KELLEY BUCHHEISTER MATTHEW GORMLEY
LAYMAN AWARDS
Assistant Professor, Department of Child, Assistant Professor, Department of
Funded by the University of Nebraska– Youth and Family Studies Educational Psychology
Lincoln’s Office of Research and Economic
Development, Layman awards provide seed “Train the Coach Approach: Sustaining High- “Teachers and Parents as Partners-Vertical
money to untenured faculty and support Quality Mathematical Learning in Early (TAPP-V): Supporting Students with ADHD Across
researchers pursuing external funding. Childhood Settings” Grade-Level Transitions”
The following Layman awards are housed Engaging preschool children in high-quality Attention-deficit/hyperactivity disorder, a
in CYFS. mathematics experiences and fostering mathematical neurodevelopmental disorder defined by
reasoning are critical to promoting kindergarten developmentally inappropriate levels of inattention,
20 readiness. However, preschool teachers are hyperactivity and impulsivity, is among the most
sometimes limited in their knowledge of mathematical common reasons for mental health referral for school-
content and ability to implement strategies that aged children. Gormley aims to use Teachers and
enrich children’s mathematical learning. Even when Parents as Partners — a research-based intervention
teachers receive training, the benefits are undermined aimed at establishing parent–teacher relationships to
by the persistent teacher turnover in the early help ensure children’s academic success — to provide
childhood field. ongoing benefits to students with ADHD.

The research team of Buchheister, Rachel Schachter The research aims to identify, measure and
and Holly Hatton-Bowers aims to address these change problem behavior by observing ADHD-
obstacles by developing center-based leaders’ diagnosed students’ classroom behavior, then
mathematical knowledge and coaching capacity to consulting with parents and teachers to develop
support classroom teachers. This innovative design tailored interventions. After summer break, the
will enhance early childhood teachers’ practice and intervention plan will be transferred to each student’s
children’s mathematical outcomes. The findings will new teachers.
inform further development and scale-up of the
“Train the Coach Approach.”

ELLIOT TEBBE JULIE TIPPENS CYNTHIA WILLIS-ESQUEDA

Assistant Professor, Department of Assistant Professor, Department of Child, Associate Professor, Department
Educational Psychology Youth and Family Studies of Psychology

“Development and Preliminary Test of the “The Roles of Community Health Workers in “Dental Wars: Arming Immigrants with the Tools to
Empowering Networks to Eliminate Trans Stigma Addressing Adolescent Maternal Mental Health in Combat Poor Dental Health and Stigma”
(E-NETS) Intervention” a Kenyan Refugee Camp” Although oral disease is mostly preventable, it
Trans and gender non-conforming populations More than 26 million conflict-affected women remains one of the world’s most common illnesses.
experience high rates of adverse health outcomes, and girls are of reproductive age. Pregnant and Limited access and high cost make dental services
such as anxiety, depression and heightened suicide postpartum refugee adolescents in East Africa are at prohibitive for many Latinx immigrant families.
risk, and a severe lack of access to appropriate health increased risk for poor maternal health outcomes due
care providers and health information. to early childbearing, exposure to trauma, fragmented Willis-Esqueda will collaborate with nonprofit
social support, inadequate nutrition and health community center partners and a public health
Tebbe’s research aims to develop and test the workforce shortages. service dentist to examine 100 Latinx immigrants in
efficacy of a cognitive-behavioral therapy intervention Lincoln, Nebraska, and assess their dental health
intended to decrease depression and anxiety by Tippens’ research explores the roles of community and dietary patterns.
targeting universal risk factors, such as emotion health workers in improving refugee adolescents’
regulation and low social connection, and TGNC- maternal mental and physical health in Kenya’s The study will also explore perceptions held by Latinx
specific risk factors, such as internalized stigma. Kakuma refugee camp. Her research is designed to immigrants on dental aesthetics, dietary composition
compile evidence to help develop low-cost, scalable and daily dental hygiene, as well as resulting
Using video and expressive writing tasks to collect interventions to improve refugees’ psychosocial psychological ramifications, such as self-esteem,
data across three time points, he will explore well-being. The study aims to generate critical distress and well-being. Willis-Esqueda’s data will
differences in participants receiving the intervention data to develop interventions that can be tailored be used to design an intervention study for both
and those who do not, and effects over time. and replicated whenever and wherever future urban and rural settings in Nebraska to enhance
humanitarian crises and refugee situations arise. dental health and oral health literacy among
immigrant families.

21

Conference attendees finish the day viewing graduate posters.

EARLY CHILDHOOD RESEARCH SUMMIT
CONNECTS RESEARCH, PRACTICE AND POLICY

University of Nebraska President Hank Bounds From left: Cynthia Kritenbrink and Sandra Scruggs Kathy Hirsh-Pasek

Creating connections among early childhood “It’s hard to have aspirations for your children “Nebraska’s work in early childhood research is
research, practice and policy — and how each when you don’t know what ‘good’ looks like,” drawing attention from around the country,” Hirsh-
element can enhance the lives of young children and Bounds said. “If we don’t expose children to other Pasek said. “You have top-flight scientists here and
their families — provided the central theme of the opportunities, we could become a state that spirals a ready community. Both are needed.”
2018 CYFS Summit on Research in Early Childhood. more and more toward lack of opportunity. All the
work you do will ensure we avoid that.” The importance of local and global research
More than 200 attendees, including researchers partnerships was emphasized throughout
from across the University of Nebraska system, Kathy Hirsh-Pasek, the Stanley and Debra Lefkowitz the day’s breakout sessions, discussions and
practitioners, administrators, community partners Faculty Fellow in the Department of Psychology poster presentations. Research topics spanned
and policymakers, gathered April 25 at Nebraska at Temple University and a senior fellow at the school readiness, parent engagement, special
Innovation Campus for the fifth daylong biennial Brookings Institution, delivered the summit’s education, health and nutrition, STEM, social-
summit, which highlighted the latest findings in keynote address. She outlined how social scientists emotional development, and teacher training and
early childhood research from faculty, and the balance the need to perform basic science with professional development.
implications for practice and policy. their desire to be relevant to the questions and
issues of their time. The event concluded with 40 graduate students
“We believe the early childhood research being presenting their work in a poster session.
conducted across University of Nebraska campuses Hirsh-Pasek emphasized the need to share accurate
has immediate implications for practice, and we information with the public, through traditional The summit was sponsored by CYFS; the Nebraska
have already seen its positive impact on children means — working with journalists is key, she said — Academy for Early Childhood Research; the Buffett
and families,” said Susan Sheridan, CYFS director. and by using social media. Early Childhood Institute; First Five Nebraska; and
“Different perspectives, participation and ongoing the College of Education and Human Sciences.
support of early childhood research are helping to “There is so much misinformation about our work,”
build a strong foundation for future generations.” she said. “If we begin to talk about what we know 23
and share it as much as possible, people will better
University of Nebraska President Hank Bounds understand what we do.”
welcomed attendees to the summit, praising the
ongoing efforts of early childhood research. She also lauded the work of Nebraska researchers.

LANDSCAPE OF SUPPORT Research Impact

Snapshot of Cumulative CYFS Grant Activity The figures below show indicators of research impact
for CYFS.
Support for the Nebraska Center for Research on Children, Youth, Families and
Schools is generated primarily through external grants. The graphic below 5 4 8 Total grants
highlights grant activity since the center’s inception in 2004. submitted

Internal grants funded 217 Total grants
funded
$970,579
41% Grant submission
External grants funded success rate
(based on known
$80,832,841 decisions)

24 $21.56

Return rate to the University of
Nebraska–Lincoln for every $1 invested

Sources of Funding Cumulative External Grant Dollars and
Program of Excellence Support
The chart below shows the cumulative dollar amounts
and proportions of funding that CYFS researchers have The line graph below depicts the center’s cumulative external funding (i.e., federal,
garnered from federal, state, foundation and internal state and foundation) relative to Program of Excellence support from the University
(i.e., University of Nebraska) sources. of Nebraska.

Federal (82 grants) EXTERNAL FUNDING 80.8
State (36 grants) PROGRAM OF EXCELLENCE SUPPORT
Foundation (55 grants)
Internal (44 grants)

Percentages rounded to nearest 1%

6% 1% DOLLARS IN MILLIONS

$5,252,587 $970,579

8%

$6,594,946

85%

$68,985,308

25

ACTIVE GRANTS & CONTRACTS

The following grants and contracts received new or ongoing
funding during 2017–18.

Federal Awards ($23,827,207) Equity in Engineering: Understanding and Promoting All Rural Ed Technical Paper
Elementary School Children’s Knowledge of and Motivation PIs: Susan Sheridan, James Bovaird
Administration for Children and Families to Engage in Engineering
Getting Ready 0–3 (GR03): Supporting the Development PI: Lorey Wheeler School Psychology Specialization in Concussion/Mild
of Infants/Toddlers Through an Integrated Parent–Teacher Traumatic Brain Injury (mTBI)
Relationship-Based Approach Maker Fridays: Engaging Rural and Under-Represented High PI: Scott Napolitano
PIs: Lisa Knoche, Susan Sheridan School Students in Pre-Engineering Design and Creativity
PI: Michelle Howell Smith School Psychology Specialization in Toddlers with Autism
Go NAP SACC Online Tool and Evaluation Spectrum Disorders
PI: Dipti Dev Nebraska STEM: Supporting Elementary Rural PIs: Edward Daly III, Therese Mathews
Teacher Leadership
Thresholds II PIs: Amanda Thomas, Guy Trainin, Wendy Smith State Awards ($1,080,901)
PIs: Greg Welch, Helen Raikes, Julia Torquati
Nebraska Wearable Technologies Nebraska Department of Education
Young Children’s Use and Parent–Child Co-Use of Tablets: PIs: Bradley Barker, Gwen Nugent, Jennifer Keshwani, Carl Nelson, Evaluate Education Improvement in Schools that Received
Experimental Research Investigating Mobile Technologies’ Neal Grandgenett SIG Funding (2018)
Effects on Children’s Self-Regulation PIs: Leslie Hawley, Shavonna Holman
PIs: Jan Esteraich, Helen Raikes U.S. Department of Agriculture
Family Style Dining: An Approach to Improve Healthier Meal Getting Ready—Part C NDE
Centers for Disease Control Choices in Preschoolers PI: Lisa Knoche
NAP SACC Web Development and Analysis PIs: Dipti Dev, Susan Sheridan, Greg Welch
PI: Dipti Dev Nebraska Multi-Tiered System of Support Implementation
U.S. Department of Education Support Team
Environmental Protection Agency A Randomized Trial of Conjoint Behavioral Consultation PI: Tanya Ihlo
Evidence-Based Interactions Between Indoor Environmental (CBC) with Latino Students: A Replication Study
Factors and Their Effects on K–12 Student Achievement PIs: Susan Sheridan, James Bovaird, Lorey Wheeler, Brandy Clarke Promoting Children’s Health, Growth and Development
PIs: Lily Wang, James Bovaird, Josephine Lau, Clarence Waters PI: Dipti Dev
Early Learning Network Lead
National Aeronautics and Space Administration PIs: Susan Sheridan, Lisa Knoche South Dakota Department of Education
UNO-NASA Space Grant: WearTec Getting Ready—South Dakota Part C
PI: Gwen Nugent Efficacy of the Getting Ready Intervention at Supporting PI: Lisa Knoche
Parental Engagement and Positive Outcomes for Preschool
National Institutes of Health Children at Educational Risk Foundation/Other Awards ($2,811,353)
Estimating Mediation Effects in Prevention PIs: Susan Sheridan, Lisa Knoche, Carolyn Pope Edwards,
Studies (sub-contract) James Bovaird 4-H Common Measures
PI: Matt Fritz Funding Source: National 4-H Council
Efficacy of the START-Play Program for Infants with PIs: Leslie Hawley, Michelle Howell Smith
National Science Foundation Neuromotor Disorders (sub-contract)
Analysis of Effective Science Coaching: What, Why and How PI: James Bovaird An Examination of Conjoint Behavioral Consultation’s Effects
PIs: Gwen Nugent, Gina Kunz, James Houston on Teacher–Student Interactions
Learning Frontiers: Pre-K to Grade 3 Funding Source: Buffett Early Childhood Institute
26 PIs: Susan Sheridan, Lisa Knoche, James Bovaird, Iheoma Iruka PIs: Sonya Bhatia, Susan Sheridan

Assessing Home Food Environment and Diabetes Self- Enhancing Students with Math Difficulties Transition from STEM Pathways in the Community College: An Examination
Management Among Adult Type 2 Diabetes Patients Arithmetic to Algebra of How Community Colleges Broaden or Restrict Institutional
Funding Source: UNL Layman Award Funding Source: UNL Layman Award Capacity for the STEM Transfer Function
PI: Weiwen Chai PI: Min Namkung Funding Source: UNL Layman Award
PI: Elvira Abrica
Building Bridges Through Relationships: A High School Enhancing the 4-H Common Measures: An Supporting Early Childhood Development in Africa:
Dropout Prevention Program Evaluation Proposal Capacity-Building Partnership
Funding Source: Woods Charitable Fund Funding Source: National 4-H Council Funding Source: Children’s Investment Fund Foundation
PIs: Michael Scheel, Gina Kunz PI: Leslie Hawley PI: Natalie Koziol
Teachers and Parents as Partners-Vertical
Collaborative Capacity Building in Rural Nebraska Schools Evaluation of the Psychometric Properties of the Teacher (TAPP-V): Supporting Students with ADHD Across
via Technology: Teachers and Parents as Partners Efficacy for Promoting Partnership Measure Grade-Level Transitions
Funding Source: Rural Futures Institute Funding Source: Buffett Early Childhood Institute Funding Source: UNL Layman Award
PIs: Amanda Witte, Susan Sheridan PIs: Amanda Moen, Susan Sheridan PI: Matthew Gormley
The Roles of Community Health Workers in Addressing
Common Measures e-Learning Evaluation of the Psychometric Properties of the Teacher Adolescent Maternal Mental Health in a Kenyan
Funding Source: National 4-H Council Efficacy for Promoting Partnership Measure Refugee Camp
PI: Seth Teager Funding Source: Society for the Study of School Psychology Funding Source: UNL Layman Award
PIs: Amanda Moen, Susan Sheridan PI: Julie Tippens
Dental Wars: Arming Immigrants with the Tools to Combat Train the Coach Approach: Sustaining High-Quality
Poor Dental Health and Stigma Examining Elementary Teachers’ Enactment of Digital Mathematical Learning in Early Childhood Settings
Funding Source: UNL Layman Award Instructional Materials for Mathematics Funding Source: UNL Layman Award
PI: Cynthia Willis-Esqueda Funding Source: UNL Layman Award PI: Kelley Buchheister
PI: Amanda Thomas Understanding Early Adolescents Coping with Peer Threat:
Developing a Model for Quality of Life: Identifying Domains Insecurity as a Risk Factor for Psychpathology
and Determinants for Rural Ethnic Minorities Examining the Associations Among Rural Low-Income Funding Source: UNL Layman Award
Funding Source: Rural Futures Institute Immigrant Parents’ Health and Nutrition Literacy, PI: Meredith Martin
PIs: Maria Rosario de Guzman, Rodrigo Cantarero, Soo-Young Hong, Health- and Food-Related Parenting and Their Using Self-Regulation to Predict Preschoolers’ Disruptive
Yan Xia Children’s Development Behavior Disorders
Funding Source: UNL Central Plains Research Data Center Funding Source: Society for the Study of School Psychology
Development and Preliminary Test of the Empowering PI: Jeong-Kyun Choi PIs: Andrew White, Susan Sheridan
Networks to Eliminate Trans Stigma (E-NETS) Intervention
Funding Source: UNL Layman Award Healthy Aging 27
PI: Elliot Tebbe Funding Source: UNL Grants-in-Aid
PI: Julie Tippens
Development and Validation of the Inventário Dimensional
de Avaliação do Desenvolvimento Infantil (IDADI; Impact of Massage Therapy on Well-Being for Parents of
Dimensional Inventory for Child Development Assessment) Children Recovering from Traumatic Injury or Illness
Funding Source: UNL-Brazil Pilot Impact Grant Funding Source: The Massage Therapy Foundation
PIs: Leslie Hawley (UNL), Denise Ruschel Bandeira (Brazil) PIs: Natalie Williams, Paul Springer, Judy Burnfield

Development of a Mathematics Learning Task for Math Early On II
Functional Neuroimaging Funding Source: Buffett Early Childhood Fund
Funding Source: UNL Seed Grant PIs: Ruth Heaton, Victoria Molfese, Jennifer Leeper-Miller
PI: Carrie Clark
Needs and Adaptation of Caregivers of Young Children with
Early Childhood Plan Evaluation Congenital Zika Virus Syndrome in Northeast Brazil: A Mixed
Funding Source: W.K. Kellogg Foundation Methods Pilot Study
PIs: Dawn Davis, Lisa Knoche, Helen Raikes Funding Source: UNL-Brazil Pilot Impact Grant
PIs: Natalie Williams (UNL), Pompéia Villachan-Lyra (Brazil)
Early Steps to School Success
Funding Source: Save the Children Foundation Preschool Science Talk in Action and Reflection (Pre-STAR)
PI: Helen Raikes Funding Source: UNL-Brazil Pilot Impact Grant
PIs: Soo-Young Hong (UNL), Gisela Wajskop (Brazil)

AFFILIATES & PERSONNEL Child, Youth & Family Studies College of Architecture
Richard Bischoff Community & Regional Planning
Faculty Affiliates Kelley Buchheister
Jeong-Kyun Choi Rodrigo Cantarero
CYFS faculty affiliates make up a network of approximately 150 faculty who Rochelle Dalla
partner with the center in various ways and who make a significant contribution Maria Rosario T. de Guzman College of Arts & Sciences
to Nebraska’s research in social, behavioral and educational sciences. Dipti Dev Communication Studies
Faculty affiliates are integral to the center’s vibrant research culture and have Carolyn Pope Edwards
opportunities to engage in valuable research exchanges that foster new ideas Holly Hatton-Bowers Dawn Braithwaite
and spark interdisciplinary collaboration. Cody Hollist Jody Koenig Kellas
Soo-Young Hong Jordan Soliz
Gilbert Parra Mathematics
Helen Raikes W. James Lewis
Michelle Rupiper Psychology
Rachel Schachter Lisa Crockett
Julie Tippens David DiLillo
Julia Torquati David Hansen
Natalie Williams Dennis Molfese
Yan Xia Jennifer Mize Nelson
Timothy Nelson
University of Nebraska Nebraska Center for Research on CYFS Nutrition & Health Sciences Anne Schutte
Medical Center Leslie Hawley Linda Boeckner Sociology
Munroe-Meyer Institute Jim Houston Weiwen Chai Jacob Cheadle
Michelle Howell Smith Georgia Jones Christina Falci
Tanya Ihlo Megan Kelley Dan Hoyt
Center for Autism Spectrum Disorders Lisa Knoche Christian King Julia McQuillan
Wayne Fisher Natalie Koziol Mary Willis Kimberly Tyler
Elizabeth Moorman Kim Les Whitbeck
Education & Child Development Gwen Nugent Special Education &
Barbara Jackson Communication Disorders College of Business Administration
Economics
Psychiatry Lorey Wheeler Cynthia Cress
Christopher Kratochvil Amanda Witte Marc Goodrich David Rosenbaum
Sherri Jones Daniel Tannenbaum
Psychology Educational Administration Suzanne Kemp Eric Thompson
Keith Allen Elvira Abrica John Maag
Brandy Clarke Brent Cejda Christine Marvin College of Engineering
Sara Kupzyk Deryl Hatch-Tocaimaza Min Namkung Civil Engineering
Therese Mathews Shavonna Holman J. Ron Nelson
Mark Shriver Jiangang Xia Peng Peng Laurence Rilett
Rachel Valleley Sarah Zuckerman Reece Peterson Engineering Education & Outreach
Dixie Sanger
College of Public Health Educational Psychology Yingying Wang Sally Wei
Anthony Albano Kristy Weissling
James Bovaird Teaching, Learning & Teacher Education College of Journalism & Mass
Department of Health Eric Buhs Krista Adams Communications
Promotion & Behavior Carrie Clark Theresa Catalano Advertising & Public Relations
Edward Daly III Nancy Engen-Wedin
Abbie Raikes Cory Forbes Changmin Yan
Ruth Heaton
University of Nebraska–Lincoln M. Meghan Davidson Lydiah Kiramba University of Nebraska
Matt Fritz Kathy Phillips at Kearney
Matthew Gormley Loukia Sarroub College of Education
Cooperative Extension Division Neeta Kantamneni Guy Trainin
Bradley Barker Kenneth Kiewra Stephanie Wessels Teacher Education
Kathleen Lodl Meredith Martin Kathleen Wilson Dawn Mollenkopf
Scott Napolitano Textiles, Merchandising & Fashion Design
Office of the Executive Vice Chancellor Ian Newman Surin Kim
Amy Goodburn

College of Education & Human Sciences Kathleen Rudasill
Michael Scheel
Duane Shell
Dean’s Office Susan Sheridan
Beth Doll Hideo Suzuki
Victoria Molfese Susan Swearer
Alexandra Twyman
28 Paul Springer
Julie Thomas

University of Nebraska Omaha Danae Peterson Project Managers Katie Steffen
College of Arts & Sciences Hannah Scholes Business Manager
Cody Solesbee Lynette Block Rebecca Voigtlander
Psychology Jared Stevens Nebraska Multi-Tiered System of Support Grant Specialist (Post-Award)
Juan Casas Fabianne Tavares Gondim Kristen Derr
Lisa Kelly-Vance Renata Trefiglio Mendez Gomes TAPP para Familias Latinas Annual Report Staff
Brian McKevitt Katelyn Voigt Tamara Hechtner-Galvin
Andrew White Getting Ready 0-3 Chuck Green, Writer
College of Public Affairs & Jim Houston Dana Ludvik, Editor
Community Service CYFS Key Personnel Analysis of Effective Science Coaching Marj McKinty, Editor
School of Social Work Amanda Prokasky Kyleigh Skaggs, Designer & Photographer
Research Faculty OLOS in Nebraska
Claudette Grinnell-Davis Belle Scheef Photography Credit
Jeanette Harder James Bovaird Superintendents’ Early Childhood Seth Teager (cover, p. 2)
Gwen Weber Director, Nebraska Academy for Methodology, Plan Evaluation Lindsay Augustyn (p. 6)
Analytics and Psychometrics; Associate Loretta Tabor Abbie Raikes (p. 9)
College of Education Professor of Educational Psychology Nebraska Multi-Tiered System of Support Alyssa Amen (p.11)
Special Education & Matthew Fritz Yiling Zhang (p.18)
Communication Disorders Assistant Professor Postdoctoral Fellows Craig Chandler (p. 21)
Leslie Hawley
Miriam Kuhn Interim Director, Nebraska Bureau for Education Katherine Cheng
Research, Evaluation and Policy; Research Qizhen Deng
University of Nebraska Assistant Professor Bonnie Mackintosh
Michelle Howell Smith
Buffett Early Childhood Institute Research Assistant Professor Web, Technology &
Samuel Meisels Tanya Ihlo Communications
Amy Roberts Research Associate Professor
Susan Sarver Lisa Knoche Istiaque Ali
Greg Welch Associate Director for Research; Database Developer & Analyst
Director, Nebraska Academy for Early Evan Coleman
Public Policy Center Childhood Research; Research Computer Technology and Web
Denise Bulling Associate Professor Support Associate
Mark DeKraai Natalie Koziol Chuck Green
Mitch Herian Research Assistant Professor Communications Associate
Gwen Nugent Matilda Kond
Student Affiliates Research Professor Database Developer & Analyst
Kathleen Rudasill Dana Ludvik
Samantha Angell Associate Director for Faculty Outreach; Communications & Media Specialist
Ann Arthur Associate Professor Kyleigh Skaggs
Kirstie Bash Susan Sheridan Visual Communications Designer
Courtney Boise Director, CYFS; Seth Teager
Nicole Bricko George Holmes University Professor of Communications & Media Manager
Karalynn Brown Educational Psychology
Rileigh Burke Lorey Wheeler Administrative Services
Donna Chen Co-Director, Nebraska Academy for
Heejae Chung Methodology, Analytics and Psychometrics; Ronda Alexander
Corinne Cominator Research Assistant Professor Grant Specialist (Pre-Award)
Megan Conley Amanda Witte Julie Gillmor
Paul Dizona Project Director, Learning Frontiers: Pre-K to Proposal Development Coordinator
Jaynie Goodbody Grade 3; Research Assistant Professor Marj McKinty
Cassandra Hermiller Administrative Associate
Hannah Kerby
Wesley Kobashigawa 29
Houston Lester
Sonia Lindner
Rebecca Maas
Rachel Meisinger
Kaitlyn Mosher
Alia Noetzel
Jayden Nord
Susan Pense

COLLEGE OF EDUCATION
& HUMAN SCIENCES

Nebraska Center for Research on
Children, Youth, Families and Schools
160 Prem S. Paul Research Center at Whittier School
Lincoln, NE 68583-0858

College of Education & Human Sciences

with

College of Arts & Sciences

PHONE: (402) 472-2448 | FAX: (402) 472-2298 | E-MAIL: [email protected]

cyfs.unl.edu @unl_cyfs @NebraskaCYFS

3 0 The University of Nebraska does not discriminate based upon any protected status. Please see go.unl.edu/nondiscrimination.