The goal of our infrastructure core is to support the administration and dissemination activities that will enable UCI-based faculty supported by the program project to form a truly interdisciplinary research network. It will accomplish this goal by providing administrative support for all projects, conducting the management tasks of the P01, including monitoring the progress of each project, and facilitating the dissemination of the results of the research to the broader research community and to the policy world. Network cohesion will be promoted primarily with biweekly seminars, linking members ofthe External Advisory Committee to individual projects and jointly-authored integrative articles explaining our conceptual approach, patterns of child/policy fit impacts across childhood stage and policy implications for human capital interventions. Administrative support comes from state-of-the-art computing, financial information and projections, and support in preparing project content for the Network website. Periodic meetings and a possible mid-project reallocation of resources will accomplish management goals. Key dissemination activities include posting papers, presentations, data and software on the Network's website.
Our administrative core supports the program project's collaboration of economists, developmental psychologists, sociologists and epidemiologists as they seek to understand the impacts of educational interventions designed to augment human capital and promote positive behavior, particularly for children and youth raised in economically disadvantaged families.
|Watts, Tyler W; Duncan, Greg J; Clements, Douglas H et al. (2017) What Is the Long-Run Impact of Learning Mathematics During Preschool? Child Dev :|
|Hanselman, Paul; Rozek, Christopher S; Grigg, Jeffrey et al. (2017) New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity from Large-Scale Replications. J Educ Psychol 109:405-424|
|Duncan, Robert; Washburn, Isaac J; Lewis, Kendra M et al. (2017) Can Universal SEL Programs Benefit Universally? Effects of the Positive Action Program on Multiple Trajectories of Social-Emotional and Misconduct Behaviors. Prev Sci 18:214-224|
|Miller, Elizabeth B (2017) Spanish Instruction in Head Start and Dual Language Learners' Academic Achievement. J Appl Dev Psychol 52:159-169|
|Duncan, Greg J; Kalil, Ariel; Ziol-Guest, Kathleen M (2017) Increasing Inequality in Parent Incomes and Children's Schooling. Demography 54:1603-1626|
|Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W et al. (2017) Differential effects of the classroom on African American and non-African American's mathematics achievement. J Educ Psychol 109:794-811|
|Magnuson, Katherine; Duncan, Greg; Lee, Kenneth T H et al. (2016) Early School Adjustment and Educational Attainment. Am Educ Res J 53:1198-1228|
|Duncan, Greg J; Magnuson, Katherine; Murnane, Richard J (2016) Reforming Preschools and Schools. Acad Pediatr 16:S121-7|
|Bailey, Drew H; Littlefield, Andrew K (2016) Does Reading Cause Later Intelligence? Accounting for Stability in Models of Change. Child Dev :|
|Miller, Elizabeth B; Farkas, George; Duncan, Greg J (2016) Does Head Start differentially benefit children with risks targeted by the program's service model? Early Child Res Q 34:1-12|
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