CURRICULUM VITAE

 

Timothy W. Curby

Department of Psychology

George Mason University

4400 University Dr., MS 3F5

Fairfax, VA 22030-4444

(o) 703-993-2457 (f) 703-993-1359

tcurby@gmu.edu

http://disc.gmu.edu

https://www.researchgate.net/profile/Timothy_Curby/

http://scholar.google.com/citations?user=LBxYkRUAAAAJ&hl=en

 

 

Education

University of Virginia, Charlottesville

PhD in Educational Psychology, May 2008

Emphases: Educational Research, Quantitative Methodology, Child Development

 

University of Michigan, Dearborn

Master of Arts in Teaching, Biology, December 2003

 

University of Michigan, Ann Arbor

Bachelor of Science, General Biology, December 1997

 

 

Professional Positions

Director, Applied Developmental Psychology Graduate Program, 2015-present

Associate Professor, Applied Developmental Psychology, George Mason University, 2014-present

Assistant Director, Applied Developmental Psychology Graduate Program, 2011-2014

Assistant Professor, Applied Developmental Psychology, George Mason University 2008-2014

 

 

Awards

2013 Travel award from the Inter-university Consortium for Political and Social Research (ICPSR) for training on Child Care & Early Education Research Connections

2011, 2012 Nominee for the Excellence in Teaching Award, George Mason University

2009 School Psychology Review Article of the Year Award for: Ponitz, Rimm-Kaufman, Grimm, & Curby. Kindergarten classroom quality, behavioral engagement, and reading achievement.

2007 Outstanding Doctoral Student, Curry School of Education, University of Virginia

2006-2008 University of Virginia Fellow, Interdisciplinary Doctoral Training Program in Education Sciences, Institute of Education Sciences (IES)

 

 

Publications

* denotes student researcher

51. Banse, H., Curby, T. W., Palacios, N., & Rimm-Kaufman, S. E. (in press). How should fifth-grade mathematics teachers start the school year? Longitudinal relations between teacher-student interactions and mathematics instruction. Teachers College Record.

50. Campbell, S.B.*, Renshaw, K.D., Kashdan, T.B., Curby, T.W., & Carter, S.P. (in press). A daily diary study of posttraumatic stress disorder and romantic partner accommodation. Behavior Therapy.

49. Howarth, G. Z.*, Fettig, N. B.*, Curby, T. W. & Bell, M. A. (in press). Frontal EEG asymmetry and temperament across early life: An exploration of stability and transactional relations. Child Development.

48. Zinsser, K., Curby, T. W., & Ullrich, R. S.* (in press). Head Start directors' perceptions of job responsibilities and approaches to social-emotional learning. Early Childhood Research & Practice.

47. Zinsser, K. M., Denham, S. A., & Curby, T. W. (in press). Being a social-emotional teacher. Young Children.

46. Abry, T. W., Rimm-Kaufman, S. E., & Curby, T. W. (2017). Are all program components created equal? Relations between specific social and emotional learning program practices and teacher-student classroom interaction quality. Prevention Science, 18, 193-203.

45. Bassett, H. H., Denham, S. A., Fettig, N. B., Curby, T. W., Mohtasham, M. & Austin, N. (2017). Temperament in the classroom: Children low in surgency are more sensitive to the teachers' reactions to emotions. International Journal of Behavioral Development, 41, 4-14. doi:10.1177/0165025416644077

44. Bailey, C. S.*, Denham, S. A., Curby, T. W., & Bassett, H. H., (2016). Emotional and organizational supports for preschoolers' regulation: Relations with school adjustment. Emotion, 16, 263-279. doi:10.1037/a0039772

43. Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. A., & Curby, T. W. (2016). A multi-method approach for describing the contributions of student engagement on fifth grade students' social competence and achievement in mathematics. Learning and Individual Differences, 48, 54-60. doi:10.1016/j.lindif.2016.02.01242.

42. Brock, L. B., & Curby, T. W. (2016). The role of children's adaptability in classrooms characterized by low or high teacher emotional consistency. School Psychology Review, 45, 209-225. doi: 10.17105/SPR45-2.209-225

41. Carter, S.*, DiMauro, J.*, Renshaw, K. D., Curby, T. W., Babson, K., & Bonn-Miller, M. (2016). Longitudinal associations of friend-based social support and PTSD symptomatology during a cannabis cessation attempt. Journal of Anxiety Disorders, 38, 62-67. Doi:10.1016/j.janxdis.2016.01.008

40. Curby, T. W., Johnson, P., Mashburn, A. J., & Carlis, L. (2016). Live versus video observations: Comparing the reliability and validity of two methods of assessing classroom quality. Journal of Psychoeducational Assessment. doi: 10.1177/0734282915627115.

39. Esposito-Smythers, C., Hadley, W., Curby, T., & Brown, L.K. (2016). Alcohol, self-harm, and HIV prevention among youth in mental health treatment: A randomized controlled pilot trial. Behaviour Research and Therapy, 89, 49-56. doi: 10.1016/j.brat.2016.11.005

38. Flores, R. L., Curby, T. W., Coleman, H., & Melo, K. (2016). Using early learning standards to provide high quality education for all children: The Early Learning Guidelines Toolkit. In Lucariello, J. M., & Subotnik, R. F. (Guest Editors) Psychological Science at Work in Schools, Theory into Practice, 55, 145-152. doi:10.1080/00405841.2016.1157422

37. Kim, H.*, Carlson, A. G.*, Curby, T. W., & Winsler, A. (2016). Relations between motor, social, and cognitive skills in young children with developmental disabilities. Research in Developmental Disabilities, 53-54, 43-60. doi:10.1016/j.ridd.2016.01.016

36. Klein, S. R.*, Renshaw, K. D., & Curby, T. W. (2016). Emotion regulation and perceptions of hostile and constructive criticism in romantic relationships. Behavior Therapy, 47, 143-154. doi:10.1016/j.beth.2015.10.007

35. Zinsser, K. M., Denham, S.A., Curby, T. W., & Chazan-Cohen, R. (2016). Early childhood directors as socializers of emotional climate. Learning Environments Research. doi:10.1007/s10984-016-9208-7

34. An, X.*, Rojahn, J., Curby, T. W., & Ding, Y. (2015). Psychometric properties of the Chinese Behavior Problems Inventory-01 in children and adolescents with or at risk for intellectual disabilities. Research in Developmental Disabilities, 36, 256-263. doi:10.1016/j.ridd.2014.10.006

33. Curby, T. W., Brown, C. A.*, Bassett, H. H., & Denham, S. A. (2015). Associations between preschoolers' social-emotional competence and preliteracy skills. Infant and Child Development, 24, 549-570. doi:10.1002/icd.1899

32. Rimm-Kaufman, S. E., Baroody, A., Larsen, R., Curby, T. W., & Abry, T. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders' engagement in mathematics instruction. Journal of Educational Psychology, 107, 170-185. doi:10.1037/a0037252

31. Zinsser, K. M., Denham, S. A., Curby, T. W., & Shewark, E. (2015). "Practice what you preach": Teachers' perceptions of emotional competence and emotionally supportive classroom practices. Early Education & Development.

30. Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. A., & Curby, T. W. (2014). The link between Responsive Classroom training and student-teacher relationship quality in the fifth grade: A study of fidelity of implementation. School Psychology Review, 43, 69-85.

29. Brock, L. B., & Curby, T. W. (2014). Emotional support consistency and teacher-child relationships forecast social competence and problem behaviors in pre-kindergarten and kindergarten. Early Education and Development, 25, pp. 661-680. doi:10.1080/10409289.2014.866020

28. Curby, T. W., Downer, J. T., & Booren, L. (2014). Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bi-directional associations. Early Childhood Research Quarterly, 29, 193-204. doi:10.1016/j.ecresq.2014.01.002

27. Kim, Y. K.*, Curby, T. W., & Winsler, A. (2014). Child, family, and school characteristics related to English proficiency development among low-income dual language learners (DLLs). Developmental Psychology, 50, 2600-2613. doi:10.1037/a0038050

26. Perloe, A.*, Esposito-Smythers, C., Curby, T. W., & Renshaw, K. (2014). Concurrent trajectories of change in adolescent and maternal depression in the TORDIA study. Journal of Youth and Adolescence, 43, 612-628. doi:10.1007/s10964-013-9999-0

25. Rimm-Kaufman, S. E., Larsen, R., Baroody, A., Curby, T. W., Ko, M., Thomas, J., Merritt, E., Abry, T., & DeCoster, J. (2014). Efficacy of the Responsive Classroom approach: Results from a three year, longitudinal randomized control trial. American Educational Research Journal. doi:10.3102/0002831214523821

24. Zinsser, K.*, Shewark, E., Denham, S. A., & Curby, T. W. (2014). A mixed-method examination of preschool teacher beliefs about social emotional learning and relations to observed emotional support. Infant and Child Development, 23, 471-493. doi:10.1002/icd.1843

23. Zinsser, K., & Curby, T. W. (2014). Understanding preschool teachers' emotional support as a function of center climate. SAGE Open, 4(4), 1-9. doi:

22. Bailey, C. S.*, Denham, S., & Curby, T. W. (2013). Questioning as a component of scaffolding in predicting emotion knowledge in preschoolers. Early Child Development and Care, 183, 265-279. doi:10.1080/03004430.2012.671815

21. Bailey, C. S.*, Zinsser, K. M.*, Curby, T. W., Denham, S. A., & Bassett, H. H. (2013). Becoming a consistently emotionally supportive preschool teacher: Implications for center directors and teachers. [Research-To-Practice Summary to accompany Zinsser, Bailey, Curby, Denham, Bassett, & Morris research article in same issue.] NHSA Dialog: A Research to Practice Journal, 16(2), 131-137.

20. Carlson, A.*, Rowe, E., & Curby, T. W. (2013). Disentangling fine motor skills' relation to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. Journal of Genetic Psychology, 174, 514-533. doi:10.1080/00221325.2012.717122

19. Curby, T. W., Brock, L., & Hamre, B. (2013). Teachers' emotional support consistency predicts children's achievement gains and social skills. Early Education and Development, 24, 292-309. doi:10.1080/10409289.2012.665760

18. Curby, T. W., & Chavez, C.* (2013). Examining CLASS dimensions as predictors of pre-k children's development of language, literacy, and mathematics. NHSA Dialog: A Research to Practice Journal, 16(2), 1-17.

17. Curby, T. W., & Chavez, C.* (2013). Prioritizing interactions to support children's academic achievement. [Research-To-Practice Summary to accompany Curby & Chavez research article in same issue.] NHSA Dialog: A Research to Practice Journal, 16(2), 109-112.

16. Curby, T. W., Rimm-Kaufman, S. E., & Abry, T. (2013). Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology, 51, 557-569. doi:10.1016/j.jsp.2013.06.001

15. Medeiros, K.*, Curby, T. W., Bernstein, A.*, Rojahn, J., & Schroeder, S. R. (2013). The progression of severe behavior disorder in young children with intellectual and developmental disabilities. Research in Developmental Disabilities, 34, 3639-3647. doi:10.1016/j.ridd.2013.08.002

14. Morris, C. A. S.*, Denham, S. A., Bassett, H. H., & Curby, T. W. (2013). Relations among teachers' emotion socialization beliefs and practices and preschoolers' emotional competence. Early Education and Development, 24, 979-999.

13. Ottmar, E., Decker, L., Cameron, C., Curby, T. W., & Rimm-Kaufman, S. E. (2013). Classroom instructional quality, exposure to mathematics instruction, and mathematics achievement in fifth grade. Learning Environments Research. doi:10.1007/s10984-013-9146-6

12. Zinsser, K.*, Bailey, C.*, Curby, T. W., Denham, S., & Bassett, H. (2013). Exploring the predictable classroom: Preschool teacher stress, emotional supportiveness, and students' social-emotional behavior in private and Head Start centers. NHSA Dialog: A Research to Practice Journal, 16(2), 90-108.

11. Curby, T. W., Boyer, C.*, Edwards, T.*, & Chavez, C*. (2012). Assistant teachers in Head Start classrooms: Comparing to and working with lead teachers. Early Education and Development, 23(5), 623-636. doi:10.1080/10409289.2011.607361

10. Kidd, J. K., Curby, T. W., Boyer, C. E.,* Gadzichowski, K. M.*, Gallington, D. A, Machado, J. A.,* & Pasnak, R. (2012). Benefits of an intervention focused on oddity and seriation. Early Education and Development, 23, 900-918. doi:10.1080/10409289.2011.621877

9. Curby, T. W., Rudasill, K., Edwards, T.*, & Perez-Edgar, K. (2011). The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament. School Psychology Quarterly. 26(2), 175-188 doi:10.1037/a0023042

8. Curby, T. W., Stuhlman, M., Grimm, K., Mashburn, A., Chomat-Mooney, L., Downer, J., Hamre, B.K., & Pianta, R.C. (2011). Within-day variability in the quality of classroom interactions during third and fifth grade: Implications for children's experiences and conducting classroom observations. Elementary School Journal, 112(1), 16-37. doi:10.1086/660682

7. Perez-Edgar, K., McDermott, J. M., Korelitz, K., Degnan, K. E., Curby, T. W., Pine, D. S., & Fox, N. A. (2010). Patterns of sustained attention in infancy shape the developmental trajectory of social behavior from toddlerhood through adolescence. Developmental Psychology, 46, 1723-1730. doi:10.1037/a0021064

6. Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and change in early childhood classroom interactions during the first two hours of a day. Early Childhood Research Quarterly. 25, 373-384. doi:10.1016/j.ecresq.2010.02.004

5. Curby, T. W., Rimm-Kaufman. S. E., & Ponitz, C. C. (2009). Teacher-child interactions and children's achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101(4), 912-925. doi:10.1037/a0016647

4. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K., Nathanson, L., & Brock, L. L. (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958-972. doi:10.1037/a0015861

3. Curby, T. W., LoCasale-Crouch, J., Konold, T.R., Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2009). The relations of observed pre-k classroom quality profiles to children's academic achievement and social competence. Early Education and Development, 20(2), 346-372. doi:10.1080/10409280802581284

2. Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W. (2009). Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review, 38(1), 102-120.

1. Curby, T. W., Rudasill, K.M., Rimm-Kaufman, S.E., & Konold, T.R. (2008). The role of social competence in predicting gifted enrollment. Psychology in the Schools, 45(8). 729-744. doi:10.1002/pits.20338

 

Revise-Resubmit Manuscripts

Bailey, C. S.*, Carlson, A. G.*, Brock, L. L., Curby, T. W., & Locasale-Crouch, J. (in revision). Predictors of emotional support consistency among novice, mid-career, and late-career teachers. Journal of School Psychology.

Carlson, A.*, Kim, H.*, Curby, T. W., & Winsler, A. (in revision). Early visual-spatial integration skills predict elementary school achievement among low-income, ethnically diverse children. Early Education and Development

Curby, T. W., Ullrich, R. S., Rimm-Kaufman, S. E., & Baroody, A. E. (in revision). Student engagement and classroom organization during math class in fifth grade. School Psychology Review.

Fettig, N.*, Curby, T. W., Howarth, G., Denham, S., & Bassett, H. (in revision). The importance of early childhood parenting: Bidirectional models of maternal hostility, support, and child externalizing behaviors. Journal of Applied Developmental Psychology.

Merritt, E., Pinter, H. H., Rimm-Kaufman, S. E., Berry, R., Q., & Curby, T. W. (in revision). Differences in mathematics teaching in Title I and Non-Title I schools within a single district. Journal of Education for Students Placed at Risk.

Rowe, E., Curby, T. W., & Kim, H.* (under review). Variance in teacher ratings of children's adjustment. Journal of Psychoeducational Assessment.

 

 

Book Chapters

Brock, L. L., Curby, T. W., & Cordier, A. L. (under review). Consistency in children's classroom experiences. In A. Mashburn, J. LoCasale-Crouch, and K. Pears' (Eds.) Welcome to kindergarten!  Describing, explaining, and promoting children's positive transitions to school. Springer.

Curby, T. W., Berke, E., Alfonso, V., Blake, J. J., DeMarie, D., DuPaul, G. J., Flores, R., Hess, R. S., Howard, K. A. S., Lepore, J. C. C., Subotnik, R. F.  (under review). Transition practices into kindergarten and the barriers teachers encounter. In A. Mashburn, J. LoCasale-Crouch, and K. Pears' (Eds.) Welcome to kindergarten!  Describing, explaining, and promoting children's positive transitions to school. Springer.

Curby, T. W. (2016). Classroom processes. In D. Couchenour & K. Chrisman (Eds.) The SAGE encyclopedia of contemporary early childhood education. Thousand Oaks, CA: SAGE. doi:10.4135/9781483340333.n69

Larsen, R. A. A., Wanless, S. B., Rimm-Kaufman, S. E., & Curby. T. W. (2015). Direct and indirect effects of principal leadership on teacher quality and mathematics achievement in the context of the Responsive Classroom Approach. In M. DiPaola & W.K. Hoy's (Volume Eds.) Leadership and School Quality volume in DiPaola's (Series Ed.) Research and Theory in Educational Administration.

 

 

Manuscripts Under Initial Review

 

Manuscripts In Preparation

An, X., Ullrich, R. S., & Curby, T. W. (being revised for different journal). Teacher-student relationships and child behaviors: Comparisons between children with and without disabilities.

Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. A., Curby, T. W., & Griggs, M. S. (being revised for different journal). Contributions of teacher-student relationship quality and engagement in mathematics on fifth grade students' mathematics achievement: A comparison of girls and boys.

Curby, T. W., Berke, E., Alfonso, V. C., Blake, J., DeMarie, D., DuPaul, G. J., Flores, R., Hess, R. S., Howard., K., Lepore, J. C. C., & Subotnik, R. (under review). Kindergarten teacher perceptions of kindergarten readiness: The importance of social-emotional skills. Early Education & Development.

De Feyter, J. J.,* Winsler, A., & Curby, T. W. (being revised for different journal). School readiness, early achievement, and English language proficiency for children in low-income immigrant families.

Shewark, E. A.*, Denham, S. A., Curby, T. W., Chazan Cohen, R., Getman, M., & Neal, K. L. (being revised for different journal). Learning forgiveness: The influence of interparental conflict on child forgiveness.

 

 

Non-Peer-Reviewed Manuscripts and Instruments

Zulauf, C., Jiang, X., Roth, A., Troxler, J., Zinsser, K., & Curby, T. (2016).  Development and preliminary validation of the emotional teacher rating scale (EMOTERS) for preschool classrooms. AERA Social and Emotional Learning Special Interest Group Fall Newsletter.

Curby, T. W., Downer, J. T., & Booren, L. M. (2014). Teachers' supports and children's engagement: Testing for bidirectional associations. http://curry.virginia.edu/uploads/resourceLibrary/CASTL_Research_Brief-Curby_et_al._(2014).pdf

Curby, T. W., & Carlson, A. G. (2014). Fine motor skills and academic achievement. PsychEd Blog, Psychology Today. http://www.psychologytoday.com/blog/psyched/201402/fine-motor-skills-and-academic-achievement

Curby, T. W., Rimm-Kaufman, S. E., & Abry, T. (2013). Does emotional support and classroom organization early in the year lead to higher quality instruction? CASTL Research Brief. http://curry.virginia.edu/uploads/resourceLibrary/CASTL_Research_Brief-Curby_et_al._(2013)_JSP.pdf

Curby, T. W., Zinsser, K. M., Storey, E., & Downer, J. T. (2013). Preschool classroom observation measure. Unpublished measure. George Mason University.

Zinsser, K. M.*, & Curby, T. W. (2013, July 16). Making a conference work for you. PsychEd Blog, Psychology Today. http://www.psychologytoday.com/blog/psyched/201307/making-conference-work-you

Curby, T. W., & Brock, L. L. (2013). Teachers' emotional consistency matters for preschool children. CASTL Research Brief. http://curry.virginia.edu/uploads/resourceLibrary/CASTL_Research_Brief-Curby_et_al._%282013%29_EED.pdf

Denham, S., Zinsser, K.*, Bassett, H. H., Bailey, C.*, & Curby, T. W. (2012). Teachers as important contributors to SEL. American Educational Research Association, Social and Emotional Learning Special Interest Group (#170) Newsletter.

Chomat-Mooney, L. I., Pianta, R. C., Hamre, B. K., Mashburn, A., Luckner, A. E., Grimm, K. J., Wang, L., Curby, T. W., & Downer, J. (2008). A practical guide for conducting classroom observations - A summary of issues and evidence for researchers. Report to The W. T. Grant Foundation. University of Virginia, Charlottesville. https://www.dropbox.com/s/63zeqs9ekkdiv94/WTG%20Technical%20Report%20Mar%2020%202008_final.pdf?dl=0

 

 

Grant Funding

Under Review

National Institutes of Health F31. Brief Alcohol and Dating Violence Preventive Intervention for Court-involved Youth. Role: Statistical consultant for C. Williams.

 

In Progress

Institute of Education Sciences, US Dept. of Education. Development and preliminary validation of the emotional teacher rating scale (EMOTERS) for preschool classrooms. (R305A160010) PI: Zinsser. Role Co-Principal Investigator.  2016-2020. Total Costs: $428,213.

National Institutes of Health F31. Neural mechanisms of a parent-focused mindfulness intervention to prevent adolescent substance use. (1F31DA041790-01A1) Role: Co-Sponsor for C. Mauger.

National Institutes of Mental Health F31. National Research Service Award. Interpersonal Mechanisms of Suicide Risk in Service Members: A Daily Diary Study. (1F31MH107093-01A1) PI: Sarah Carter, MA. Role: Statistical Consultant.

 

Completed:

Institute of Education Sciences, Department of Education, US Dept. of Education. Early Childhood Teachers as Socializers of Young Children's Emotional Competence (R305A110730). PI: Denham. Role: Co-Principal Investigator. Total costs: $1,567,774

Department of Health & Human Services, National Institutes of Health. Computerized Social-Emotional Assessment Battery for School Readiness (R01HD51514). PI: Denham. Role: Statistical Consultant. 2012-2014

American Psychological Association, Division 15 Early Career Educational Psychology Research Award, "Teachers' global quality and children's development of emotional competence in preschool." 2011-2014. Role: Principal Investigator, $6,614

DuBarry Foundation (subcontract through the University of Virginia). "Quantitative Support for the Student Engagement Study." 2013-2014. Role: Principal Investigator for Subcontract, $32,750

National Science Foundation (subcontract through the University of Virginia). "Quantitative methods support for the Classroom Processes, Students' Engagement in Mathematics Instruction, and Mathematics Achievement Study." 2011-2012. Role: Principal Investigator for Subcontract, $37,232

George Mason University, Office of Research and Economic Development. "Continuous Measurement of Classroom Social Processes." 2010 - 2011. Role: Principal Investigator, $3,000

Institute of Education Sciences, Department of Education. "Early Childhood Hands-On Science (ECHOS) Efficacy Study." 2010 -2014. Role: Consultant, $18,000

George Mason University, Technology Across the Curriculum. "Improving PSYC 313 Child Psychology through the use of improved Scantron equipment." 2009 - 2010. Role: Principal Investigator, $5,460

 

Submitted but Not Funded (this academic year):

NIDA (R01) Parent-adolescent interactions, gender, and substance use: Brain mechanisms. PI: Chaplin. Role: Statistician.

Institute of Education Sciences (Subcontract through the University of Virginia).  Exploring Science Teaching in Elementary Classrooms. 2017-2022. PI: Whittaker. Role: PI on subcontract.

American Foundation for Suicide Prevention. A test of two community based brief intervention models to reduce short-term risk for adolescent suicidal behavior. 2015-2018. PI: Esposito-Smythers. Role: Co-Investigator and Biostatistician

National Institutes of Health (Subcontract through the College of Charleston).  Family, School, and Child Attributes that Facilitate Positive Youth Development in High Risk Environments. 2017-2018. PI: Brock.  Role: PI on subcontract.

 

 

 

Paper Presentations and Paper Symposia

Curby, T. W., & Burke, E. (2016, April). Kindergarten teacher perceptions of kindergarten readiness: The importance of social-emotional skills. Paper presented at a roundtable of the American Educational Research Association, Washington, DC.

Curby, T. W. (2015, October). The kindergarten teacher survey. APA Education Leadership Conference. Washington, DC.

Esposito-Smythers, C., Hadley, W., Brown, L.K., & Curby, T. W. (2015, October). The development of a suicide, alcohol, and HIV prevention program for teens in mental health treatment. In C. Esposito-Smythers (Chair), Adapting interventions for suicidal youth: Consideration of comorbidity, culture, and setting. Symposium submitted for presentation at the International Summit on Suicide Research, New York. NY. 

Fettig, N., Howarth, G., Curby, T. W., Denham, & Watanabe, N. (2015, March). The importance of early childhood temperament and parenting: Bi-directional models of parenting and child externalizing behaviors. In M. Barnett (Chair), Longitudinal parent-child behavioral transactions: Moderation by family, mother and child characteristics. Paper symposium presented at the Society for Research in Child Development Biennial Meeting, Philadelphia, PA.

Winsler, A., Curby, T. W., Kim, Y. K., & De Feyter, J. J. (2015, May). Bidirectional Relations between Early Childhood Bilingualism and Academic, Behavioral, and Social Competence among Low-Income, Immigrant, English Language Learners in the U.S. In A. De Houwer (Chair), Early bilingual development and well-being: Insights from a new subfield of research. Symposium submitted for presentation at the 10th International Symposium on Bilingualism. New Brunswick, New Jersey.

Esposito-Smythers, C., Hadley, W., Brown, L.K., Curby, T. W., Short, J., Weismoore, J., Miller, A., Schaefer, K., MacNeil, L., & Perloe, A. (2014, June). Alcohol, suicide, and HIV prevention for teens in mental health treatment: Preliminary results of a clinical trial. In C. Esposito-Smythers (Chair), Socially based brief interventions for adolescents and emerging adults: Outcomes and mechanisms of change. Symposium conducted at the annual meeting of the Research Society on Alcoholism, Seattle, WA.

Bailey C. S.*, Zinsser K. M., Fettig, N. B.*, Howarth, G. Z., Bassett, H. H., Denham S. A., Garner, P. W., & Curby T. W. (2014, April). Enhancing teacher-child interactions: Teachers as socializers of children's emotional competence. Education Workshop presented at the 41st Annual National Head Start Association Conference and Expo, Long Beach, CA.

Zinsser, K. M., Denham, S., & Curby, T. W. (2014, April) "Practice what you preach" Connecting teachers' emotional competence to their support of children's emotional development. In D. A. Osher (chair), A Is for Adult Social and emotional learning: Supporting educator practices. Paper presented at the American Educational Research Association Annual Meeting, Philadelphia, PA.

Curby, T. W. (2013, September). [Discussant]. In W. Murrah (chair), The evolution and evaluation of a play-based, after-school curriculum that improves executive function, visuo-spatial and math skills for disadvantaged children. Paper symposium at the Fall Meeting of the Society for Research on Educational Effectiveness.

Carlson, A. G., Kim, H., & Curby, T. W. (2013, September). Kindergarten fine motor skills and executive function predict growth in academic achievement. In Hulleman, C. S. (chair), Conceptualizing and measuring capacities beyond achievement: Research across the school years. Paper symposium at the Fall Meeting of the Society for Research on Educational Effectiveness.

Zinsser, K. M.*, Denham, S. D., & Curby, T. W. (2013, April). Connecting teachers' effective emotional classroom practices to their beliefs about emotions. National Head Start Research Symposium, Washington, DC.

Curby, T. W. (2013, April). [Discussant]. In R. Gordon (chair), New insights into early care and education quality and child development: Profiles of care and domain-specific aspects of quality. Paper symposium presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1520206

Curby, T. W., Downer, J. T., & Booren, L. (2013, April). Behavioral exchanges between teachers' supports and children's engagement over the course of a typical preschool day. In A. Williford (chair), The Interplay Between Young Children and Teachers: Teacher-Child Relationships, Teacher Practice, and Children's Engagement. Paper symposium presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1528840

Baroody, A., Rimm-Kaufman, S. E., Larsen, R., & Curby, T. W. (2013, April). The role of fidelity in fifth-grade student-teacher relationship quality within the context of a Responsive Classroom intervention. In J. Swanson (chair), closeness and conflict in the student-teacher relationship across primary grades: Complex processes and outcomes. Paper symposium presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1533206

Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A., Curby, T. W., & Abry, T. (2013, April). The contribution of classroom social interactions and child attributes to fifth graders' experience of engagement in mathematics classrooms. In A. E. Baroody (chair), What do children say about school? Using child-report data to understand students' experience of their classrooms. Paper symposium presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1528194.

Curby, T. W. (2013, March).[Discussant]. In R. Jacob (chair), Targeting executive function and self-regulation: New findings from pre-k and elementary school interventions. Society for Research in Educational Effectiveness, Washington, DC.

Rimm-Kaufman, S. E., Curby, T. W., Baroody, A., Merritt, E., Abry, T. Ko, M, & Thomas, J. (2012, September). Efficacy of the Responsive Classroom Approach: Results from a Three Year, Longitudinal Randomized Control Trial. In Jones, N. (Chair), Data driven policy: The importance of social and emotional learning on student outcomes across levels. Fall meeting of the Society for Research on Educational Effectiveness, Washington, DC.

Rimm-Kaufman, S. E., Curby, T. W., & Abry, T. (2012, April). Do specific practices from the Responsive Classroom approach predict quality of teacher-student interactions? Paper presented at a roundtable of the American Educational Research Association, Vancouver, BC, Canada.

De Feyter, J. J.*, Winsler, A., & Curby, T. W. (2012, February). School readiness, early achievement, and the role of English language proficiency for children in low-income immigrant families. In, Promoting language and literacy development among young children. Society for Research in Child Development Themed Meeting: Positive Development of Minority Children, Tampa, FL.

De Feyter, J.J.*, Winsler, A., Curby, T. W., Kim, Y.K.*, & Hutchison, L.H.* (2010, September). Paradoxical patterns in the early school trajectories of newcomer children in Miami. Paper presented at the international conference, "On New Shores: Understanding Immigrant Children." Guelph, ON, CA.

Curby, T. W., Rudasill, K. M., & Edwards, T.* (2010, April). The role of classroom quality in ameliorating the risk associated with difficult temperament. Conference on Human Development. New York, NY.

Kidd, J.K., Pasnak, R., Curby, T. W., Ferhat, C.B.*, Gadzichowski, K.M.*, Gallington, D.A., & Machado, J. (2010, March). Cognitive underpinnings of preschool literacy and numeracy. Society for Research on Educational Effectiveness. Washington, D.C.

Curby, T. W., Rimm-Kaufman, S.E., Ponitz, C.C. (2009, April). Teacher-child interactions and growth in achievement in kindergarten and first grade children. In E. O'Connor & K.L. Bub (Chairs), Classroom supports and children's social, behavioral and academic outcomes across three prospective longitudinal studies. Society for Research in Child Development Biennial Meeting, Denver, CO.

Grimm, K., Curby, T. W., Pianta, R. C., Mashburn, A. J., Downer, J., Chomat-Mooney, L., & Hamre, B. (2008, March). Partitioning variance associated with classroom observations. In, Examining issues of reliability and validity in the measurement of classroom processes. Annual meeting of the American Educational Research Association, New York, NY.

Mashburn, A. J., Curby, T. W., Pianta, R., Chomat-Mooney, L., Grimm, K., Downer, J., & Hamre, B. (2008, March) Efficient sampling of classroom-level processes. In, Examining issues of reliability and validity in the measurement of classroom processes. Annual meeting of the American Educational Research Association, New York, NY.

Downer, J., Chomat-Mooney, L., Pianta, R. C., Grimm, K., Mashburn, A. J., Curby, T. W., Hamre, B., & Rimm-Kaufman, S. E. (2008, March). Concurrent and predictive validity of classroom observations and other setting-level measures. In, Examining issues of reliability and validity in the measurement of classroom processes. Annual meeting of the American Educational Research Association, New York, NY.

Curby, T. W., Cameron Ponitz, C., Rimm-Kaufman, S. E., & Grimm, K. (2008, March) How kindergarten classroom quality translates into reading achievement: The critical role of student engagement. American Educational Research Association, New York, NY.

Chomat-Mooney, L. I., Hamre, B. K., Pianta, R. C., Downer, J., Aber, J. L., Brown, J. L., Jones, S. M., Rimm-Kaufman, S., & Curby, T. W. (2007, June). Standardized observations of classroom settings: An introduction to the Classroom Assessment Scoring System. In J. L. Brown (Chair), Targeting social settings to advance prevention and developmental science. Symposium conducted at the biennial meeting of the Society for Community Research and Action, Pasadena, CA.

Rimm-Kaufman, S.E., Curby, T. W., Grimm, K.J., Nathanson, L., & Brock, L.L. (2007, April). The relative contribution of children's self-regulatory abilities and classroom quality in predicting engagement in kindergarten. In C. Li-Grining (Chair), Views from the field: Studying young children's self-regulation in socioeconomic and educational contexts. Symposium conducted at the meeting of the Society for Research in Child Development. Boston, MA.

 

 

Poster Presentations

Troxler, J. R., Roth, A., & Curby, T. W. (2017, May). The relation between teacher-child relationships and social-emotional skills decreases in middle childhood.  Poster presented at the annual meeting of the Association for Psychological Science. Boston, MA.

Stillerova, L., Tavassolie, T., Curby, T. W., & Brock, L. L. (2017, August). How negative climate in first grade classrooms affects student-teacher relationships. Poster presented at the annual American Psychological Association convention. Washington, DC.

Curby, T. W., Berke, E., Alfonso, V., Blake, J., DeMarie, D., DuPaul, G. J., Flores, R., Hess, R. S., Howard, K., Lepore, J. C. C., Subotnik, R. F.  (2017, April). Transition practices into kindergarten and the barriers teachers encounter. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.

Burke, E., Curby, T.W., and the APA Coalition for Psychology in Schools and Education (2016, August). Children with Special Needs in the Kindergarten Classroom. Poster presented at the Annual Meeting of the American Psychological Association, Denver, CO.

Jones, N.M., Kitsantas, A., Curby, T. W., Bauer, S., & Van Lare, M.D. (2016, August). Predicting teacher quality using personality and professional learning community quality. Poster presented at the Annual Meeting of the American Psychological Association, Denver, CO.

Abry, T., Rimm-Kaufman, S. E., & Curby, T. W. (2016, May). Are All Program Components Created Equal? Relations between specific Responsive Classroom practices and teacher-student interaction quality. Poster presented at the Society for Prevention Research Annual Meeting, San Francisco, CA.

An, X., Ullrich R., & Curby. T. W. (2016, July). Teacher-Student Relationships and Child Behaviors: Comparisons between Children with and without Disabilities. Poster presented at The Administration for Children and Families' (ACF) National Research Conference on Early Childhood, Washington, DC.

Ferrier, D., Plourde, S., Denham, S., Curby, T. W., Bassett, H., Bailey, C. (2015, March). The emotional classroom: Interactions of socializing agents predicting future emotionality and executive function. Poster presented at the Society for Research in Child Development Biennial Meeting, Philadelphia, PA, #959974.

Banse, H., Curby, T. W., Palacios, N., Rimm-Kaufman, S. E. (2015, March). Longitudinal relations between domain-neutral and domain-specific instructional practices in fifth-grade mathematics classrooms. Poster presented at the Society for Research in Child Development Biennial Meeting, Philadelphia, PA, #954264.

Baroody, A., Rimm-Kaufman, S. E., Larsen, R., & Curby, T. W. (2015, March). Contributions of three student engagement measures on fifth grade students' social competence and achievement in math class. Poster presented at the Society for Research in Child Development Biennial Meeting, Philadelphia, PA, #948929.

Bassett, H., Fettig, N., Denham, S., Curby, T. W., Mohtasham, M., & Austin, N. (2015, March). Temperament in the classroom: Children low in surgency are more susceptible to the teachers' reactions to emotions. Poster presented at the Society for Research in Child Development Biennial Meeting, Philadelphia, PA, #959731.

Howarth, G. Z., Curby, T. W., Fettig, N. B., Denham, S. A., & Bassett, H. H. (2015, March). Emotion knowledge reduces the likelihood of negative reactions to frustration in preschool classrooms. Poster presented at the Society for Research in Child Development Biennial Meeting, Philadelphia, PA, #962165.

Plourde, S. N.*, Curby, T. W., Bassett, H. H., & Denham, S. D. (2014, October). The relation between the classroom environment and teacher-student emotional interactions. Poster to be presented at the 2014 Advances in Educational Psychology Conference, Fairfax, VA.

Thibodeaux, J.*, Winsler, A., & Curby, T. W. (2014, October) Are college students feeling motivated? Growth in goal orientation and GPA. Poster to be presented at the 2014 Advances in Educational Psychology Conference, Fairfax, VA.

An, X.*, Rojahn, J., & Curby, T. W. (2014, August). Problem behaviors among Chinese individuals at risk of intellectual disabilities evaluated by the Chinese version of the Behavior Problems Inventory-01. Poster presented at the 2014 Convention of the American Psychological Association, Washington, DC.

Watanabe, N.* Fettig, N. B.*, Howarth, G. Z.*, Ferrier, D. E.*, Denham, S. A., Bassett, H. H., & Curby, T. W. (2014, August). Interplay among preschoolers' temperament, emotion regulation, and parent-child dysfunction. Poster presented at the 2014 Convention of the American Psychological Association, Washington, DC.

Plourde, S. N.*, Herndon, K. H.*, Denham, S. A., & Curby, T. W. (2014, August). Teacher socialization of toddler peer emotional interactions. Poster presented at the 2014 Convention of the American Psychological Association, Washington, DC.

Denham, S. A., Bassett, H. H., Zinsser, K., Bailey, C.*, Plourde, S.*, & Curby, T. W. (2014, July). Teachers contribute to preschoolers' emotional competence. Poster (#T133) to be presented at Head Start's 12th National Research Conference, Washington, DC.

Fettig, N. B.*, Ferrier, D. F.*, Howarth, G. Z.*, Watanabe, N.*, Ullrich, R. S.*, Bailey C. S.*, Denham, S. A., & Curby, T. W. (2014, July). Children struggling to regulate their emotions are more adjusted to school when teachers are consistent in their emotional support. Poster (T135) presented at Head Start's 12th National Research Conference, Washington, DC.

Ullrich, R. S.*, & Curby, T. W. (2014, July). Student-teacher relationship quality: Does special education status matter? Poster presented at Head Start's 12th National Research Conference, Washington, DC.

Curby, T. W., Bassett, H. H., Denham, S. A., Ullrich, R., Jones, N. M., Davidson-Palmer, A., & Spencer, E. (2014, July). Classroom emotional support and children's development of emotion knowledge and social problem solving. Poster (#T134) presented at Head Start's 12th National Research Conference, Washington, DC.

Zinsser, K. M., Denham, S.A., Curby, T. W., & Chazan-Cohen, R. (2014, July). Early Childhood Directors as Socializers of Center Emotional Climate. Poster presented at Head Start's 12th National Research Conference, Washington, DC.

Zinsser, K. M., Curby, T. W., & Denham, S. A. (2014, July). Understanding Preschool Teachers' Emotional Support as a Function of Center Climate. Poster presented at Head Start's 12th National Research Conference, Washington, DC.

Howarth. G. Z.*, Curby, T. W., & Denham, S. A. (2014, March). The effects of temperament and emotion knowledge on predicting reactions to frustration in preschool classrooms. Poster presented at the Society for Research in Human Development Biennial Conference, Austin.

Watanabe, N.*, Fettig, N. B.*, Howarth, G. Z.*, Ferrier, D. E.*, Denham, S. A., Bassett, H. H., & Curby, T. W. (2013, August). Interplay Among Preschoolers' Temperament, Emotion Regulation, and Parent-Child Dysfunction. Poster presented at the Annual Convention of the American Psychological Association, Washington, D.C.

Perloe, A.*, Esposito-Smythers, C., Curby, T. W., & Renshaw, K. (2013, Nov.). Concurrent trajectories of change in adolescent and maternal depression in the TORDIA study. Poster presented at the annual meeting of the Association of Behavioral and Cognitive Therapy, Nashville, TN.

Rowe, E., Curby, T. W., & Kim, H. (2013, August). Variance in teacher ratings of children's adjustment. Poster presented at the American Psychological Association Annual Meeting, Honolulu, HI.

Curby, T. W., Rimm-Kaufman, S. E., & Abry, T. (2013, March). Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Poster presented at the Society for Research in Educational Effectiveness Spring 2013 meeting.

Bailey, C. S.*, Carlson, A. G.*, Brock, L. L., Curby, T. W., & Locasale-Crouch, J (2013, April). Teacher beliefs and consistency in emotional support: Differences among novice, middle-career, and late-career teachers. In B. Hamre (chair), Effective Teacher-Child Interactions: The Role of Teacher Psychological Processes, Demographics, and Context Student poster symposium presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1532452

Bailey, C. S.*, Denham, S. A., & Curby, T. W. (2013, April). Going beyond global ratings of Emotional Support: Identifying teachers' emotion socialization practices and children's positive emotions. Poster presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1524979

Carlson, A.*, Rowe, E., & Curby, T. W. (2013, April). Disentangling fine motor skills' relation to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. Poster presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1531108

Fettig, N. B.*, Howarth, G. Z.*, Curby, T. W., Bell, M.A. (2013, April). Infant EEG asymmetry predicts Toddler Soothability. Poster presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1516641

Howarth, G. Z.*, Fettig. N. B.*, Curby, T. W., & Bell, M. A. (2013, April). EEG asymmetry and surgency across infancy and early childhood. Poster presented at the Society for Research on Child Development Biennial Meeting, Seattle, WA. #1519812

Kim, H.*, & Curby, T. W. (2013, April). Comparisons of the relative contributions of early fine motor and attention skills on changes in academic achievement. Poster presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1523384

Shear, M., Chazan-Cohen, R., Curby, T. W., McKnight, P., & Ramirez, R. (2013, April). The role of parents in adolescents experiences in victimization. Poster presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA.

Shewark, E. A.*, & Curby, T. W. (2013, April). The relation between interparental conflict and child emotion reactivity on family emotion expression. Poster presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1529411

Sullivan, K.*, de Silva, A.*, Plourde, S. N.*, Denham, S.A., & Curby, T. (2013, April). The influence of child age on early childhood teachers' modeling of emotions. Poster presented at the Society for Research in Child Development Biennial Meeting, Seattle, WA. #1527526

Zinsser, K.*, Shewark, E., Denham, S.A., & Curby, T.W. (2013, April). A mixed-method examination of preschool teacher beliefs about emotion socialization and relations to observed emotional support. Poster presented at the Society for Research on Child Development Biennial Meeting, Seattle, WA. #1516182

Curby, T. W., Downer, J. T., & Booren, L. (2012, June). The influence of classrooms on children and children on classrooms: Testing bidirectional associations during a typical day of preschool. Poster presented at the National Head Start Research Conference, Washington, DC.

Kim, H.*, Curby, T. W., Bader-Tables, R., Dolores, M., & Winsler, A. (2012, June). Concurrent and longitudinal links between motor, social, and cognitive skills in preschool children with disabilities. Poster presented at the National Head Start Research Conference, Washington, DC.

Bailey, C.S.*, Carlson, A.G.*, Brock, L.L., Curby, T. W., & Locasale-Crouch, J. (2012, March). Predictors of teacher consistency in emotional support differ based on years of experience. Poster presented at the Eastern Psychological Association meeting, Pittsburg, PA.

Shewark, E.A.*, Denham, S.A., Bassett, H.H., Curby, T. W., & Cohen, R.C. (2012, March). Learning forgiveness: The influence of interparental conflict on child forgiveness. Poster presented at the Conference on Religion and Spirituality, Columbia, MD. 

Zinsser, K.*, Bailey, C.*, Curby, T. W., Denham, S., Bassett, H., & Morris, C. (2012, June). Differences between head start and private preschool in teacher job demands, emotional support, and child behavior. Poster presented at the National Head Start Research Conference, Washington, DC.

Carlson, A.G.*, Winsler, A., & Curby, T. W. (2012, February). Pre-K fine motor skills predict third and fourth grade achievement for low-income, ethnically diverse children. Poster presented at the Society for Research in Child Development Themed Meeting: Positive Development of Minority Children, Tampa, Florida.

Curby, T. W. (2011, June). The Student Classroom Experiences Survey: Within- and between- class differences in instructional support, classroom organization, and emotional support. Eastern Conference on the Teaching of Psychology, Harrisonburg, VA.

Zinsser, K.*, Winsler, A., & Curby, T. W. (2011, May). Experiencing variability in child care quality and maternal sensitivity. American Psychological Society Annual Meeting, Washington, DC.

Curby, T. W., & Brock, L.L. (2011, April). Preschool teachers' emotional consistency and relationships with children: Relations to social competence and problem behaviors. Society for Research on Child Development Biennial Meeting, Montreal, Quebec, Canada.

Brock, L. L., & Curby, T. W. (2011, April). Children's adaptability and teacher's emotional consistency: Achievement, social skills, and emotional reactivity in third grade. Society for Research on Child Development Biennial Meeting, Montreal, Quebec, Canada.

Zinsser, K.*, Denham, S., & Curby, T. W. (2011, April). Change in negative affect and reaction to frustration across preschool. Society for Research on Child Development Biennial Meeting, Montreal, Quebec, Canada.

Carlson, A. G.*, & Curby, T. W. (2011, April). The effects of early emotional reactivity on 5th grade academic and cognitive outcomes. Society for Research in Child Development Biennial Meeting, Montreal, Quebec, Canada.

Curby, T. W., Brock, L.L., & Hamre, B.K. (2011, March). Variability in preschool teachers' interactions with children as a predictor of children's development. Society for Research on Educational Effectiveness, Washington, DC.

Curby, T. W., & Bailey, C.* (2010, June). The Student Classroom Experiences Survey: Measuring quality teacher-student interactions in psychology classes. Eastern Conference on the Teaching of Psychology, Harrisonburg, VA.

Carlson, A.*, Zinsser, K.*, & Curby, T.W. (2010, April). An examination of sources of influence within school environments and their effects on children's academic and emotional outcomes. Conference on Human Development. New York, NY.

Zoller [Howarth], G.E., Curby, T.W., Brock, L., Ponitz, C.C., & Rimm-Kaufman, S.E. (2009, April). Profiles of first graders' shyness and self-control: Relations to their academic engagement and peer relationships. Society for Research in Child Development Biennial Meeting, Denver, CO.

Curby, T. W., Rimm-Kaufman, S. E., Ponitz, C. C. (2008, June). Teacher-child interactions and children's achievement trajectories: Does it make a difference where they start? Institute of Education Sciences Research Conference, Washington, DC.

Luckner, A. E., & Curby, T. W. (2008, June). Peer experiences and their differential relations with social, emotional, and academic adjustment. Institute of Education Sciences Research Conference, Washington, D.C.

Curby, T. W. & Grimm, K.J. (2007, June). Stability and change in teacher-child interactions during the start of the day in pre-kindergarten. Institute of Education Sciences Research Conference, Washington, DC.

Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D. and Barbarin, O. (2007, June). Pre-kindergarteners academic gains and social outcomes based on observed classroom quality profiles. Institute of Education Sciences Research Conference, Washington, DC.

Curby, T. W., Rudasill, K. M., Rimm-Kaufman, S. E., & Konold, T. R. (2007, March). The role of social competence in predicting gifted enrollment. Society for Research in Child Development Biennial Meeting, Boston, MA.

Brock, L., Rimm-Kaufman, S. E, & Curby, T. W. (2006, June). The relation between children's self-regulatory abilities, family processes, and child attributes. Head Start National Research Conference, Washington, DC.

 

Expert Advising

3/14/2017 - 3/15/2017 Expert Panel Member: ECE Quality Measures Review.  Child Trends

 

Research Training

Coordinated Data Analysis: Maximizing Early Care and Education Data, July 2013. University of Michigan Inter-university Consortium for Political and Social Research

Classroom Assessment Scoring System - Secondary, May 2008. University of Virginia

Quasi-Experimental Design and Analysis in Education Workshop, August 2007. Northwestern University.

Classroom Assessment Scoring System - Train the Trainers, September 2007. University of Virginia.

Classroom Assessment Scoring System - Pre-K, April 2007. University of Virginia.

Analysis of Data Using NAEP and ECLS-K, May 2007. University of Virginia.

Analysis of Data Using the NICHD Database, October 2006. University of Virginia

Longitudinal Data Analysis Using Structural Equation Modeling, August 2006. University of Virginia

Hierarchical Linear Models for Studying the Effects of Schools, May 2005. University of Virginia

 

Teaching Experience

GEORGE MASON UNIVERSITY - Fairfax, VA

Instructor: PSYC 211 Developmental Psychology

Instructor: PSYC 313 Child Development

Instructor: PSYC 461/566 Cognitive and Perceptual Development

Instructor: PSYC 646 Longitudinal Data Analysis

Instructor: PSYC 704 Lifespan Development

Instructor: PSYC 756 Multivariate Statistics

 

UNIVERSITY OF VIRGINIA - Charlottesville, VA

Teaching Assistant, EDLF 315 Child Development

Co-Instructor, EDLF 720 Child Development

 

CASENEX CORPORATION - North Georgia College and State University

Instructor: Educational Research [online]

 

UNIVERSITY LIGGETT SCHOOL - Grosse Pointe, MI

Teacher: Biology; Anatomy & Physiology

 

 

George Mason Committee Work

Psychology Department Long-Range Planning Committee, 2011 - present

Provides a forum for the department to consider the alignment of our teaching, research, and practice to our mission.

Psychology Department Graduate Statistics Task Force, 2017

Psychology Clinic Steering Committee, 2014 - 2016

Serves as a sounding board for the clinic director and a clearinghouse of information and ideas for sustaining and improving clinic functioning.

University Effective Teaching Committee, 2012- 2014

Helps to implement procedures that encourage and reward effective teaching, and to enable faculty to improve their teaching effectiveness.

Psychology Department Quantitative Committee, 2008 - 2014

Ensures that graduate quantitative curriculum is meeting the needs of the students and department.

Applied Developmental Psychology Program Faculty Search Committee, 2012

Assisted in the search for a new Applied Developmental faculty member.

Psychology Department Mentoring Committee, 2008 -2012

Develops and maintains structures to support graduate student teaching. Provides advice and forums for junior faculty to discuss concerns.

Psychology Department Life Committee, 2010-2012

Arranges for department social activities as well as several department-wide lectures by prominent speakers.

 

Committee Membership

* denotes Curby was chair of the committee

 

Doctoral

Completed

Elizabeth Berke*, 2016

Jameela Conway-Turner, 2016

David Ferrier, 2016

Kristi Herndon, 2016

Samantha Karalus, 2016

Sarah Campbell, 2015

Nicole Fettig, 2015

Sarah Klein, 2015

Alexandra Perloe, 2015

Diane Wagner, 2015

Naomi Watanabe, 2015

Craig Bailey, 2014

Grace Howarth, 2014

Nicole Jones, 2014

Julius Najab, 2014

Abby Carlson*, 2013

Katherine Zinsser, 2013

Kristen Medeiros, 2013

Deepti Gupta, 2012

Sara Kalb, 2012

Claire Cole, 2011

Caroline Boyer Ferhat, 2011

Chavaughn Brown, 2010

Jessica De Feyter, 2011

Yoon Kim, 2011

Daniel Zapp, 2011

Carol Morris, 2010

 

Proposals Defended

Xiaozhu An

Ivonne Figueroa

Andrea Mascitelli

Max Shear

 

Masters

Completed

Kaity Mumma, 2016

Alex Moffett, 2016

Caitlin Hines, 2015

Tanya Tavassolie, 2015

Max Shear, MA 2014

Xiaozhu An, MA, 2014

Sammi Plourde, MA 2013

Noora Hamdan*, MA, 2013

Kristina Herndon, MA, 2013

Michael Widerman*, MA, 2013

Matthew Willis*, MA, 2013

Nicole Fettig MA, 2012

Helyn Kim*, MA, 2012

Rebekah LaRocque, MA, 2012

Alexandra Perloe, MA, 2012

Ashley Simpkins, MA, 2010

Erin Tarpey, MA, 2010

Katherine Zinsser, MA, 2010

 

Psychology Honors Program

Completed

Revital Bregman*, 2016

Natalie Williams*, 2015

Wisaam Nubani, 2014

Melanie Bozzay, 2011

Kristina Herndon, 2011

Megan Gammelmo, 2010

 

Presentations to the GMU Community

Feb. 27, 2017. Speaker at GMU Honors Psychology class.  Applied Developmental Psychology

Mar. 14. 2016. Speaker at GMU Honors Psychology class. Teachers' Emotional Support Consistency and Children's Development.

Nov. 18, 2015 Speaker at the Psychology Department Brown Bag, The APA Hoffman Report.

Mar. 2, 2015 Speaker at GMU Honors Psychology class. Teachers' Emotional Support Consistency and Children's Development.

Feb. 24, 2014 Speaker at GMU Honors Psychology class. Teachers' Emotional Support Consistency and Children's Development.

Oct. 30, 2013 Speaker at GMU Applied Developmental Brown Bag. Teachers' Emotional Support Consistency and Children's Development.

Apr. 3, 2013 Speaker at Psychology Department Brown Bag. Teachers' Emotional Support Consistency and Children's Development.

Aug. 23, 2012 Speaker at Psychology Department Graduate Student Orientation. Development in School Contexts.

Oct. 19, 2011 Speaker at Applied Developmental Psychology colloquium. Getting an academic job.

Feb. 23, 2011 Speaker at GMU Honors Psychology class. Students' classroom learning experiences.

June 15, 2010 Presenter to American Psychological Association Summer Fellows. Introduction to SPSS.

Mar. 22, 2010 Speaker at GMU Honors Psychology class. Students' classroom learning experiences.

Mar. 29, 2009 Speaker at GMU Honors Psychology class. Teacher-child interactions and children's early school experiences.

Oct. 22, 2008 Speaker at Applied Developmental Psychology colloquium. Teacher-child interactions and children's early school trajectories.

Oct. 16, 2008 Speaker at the MRES Lab meeting. Cross-Classified Models.

 

 

Service To Professional Associations

American Psychological Association (APA)

Division 7 - Developmental Psychology

-Representative to the Coalition for Psychology in Schools and Education (2012-present)

-Representative to the Education Leadership Conference (2011)

Division 15 - Educational Psychology

-Council Representative of the Division of Educational Psychology (2013 - 2016)

-Recording Secretary for the Child, Adolescent, & Family Caucus

-Nominations Committee member (2012)

-Social Media Committee chair (2011)

 

Grant Review

Ad-Hoc Reviewer, Institute of Education Sciences, Early Intervention and Early Childhood Education Research, February 2015

Ad-Hoc Reviewer, National Science Foundation, April 2009; October 2009

 

Editorial Review

Associate Editor, School Psychology Review 2015-present

Consulting Editor, Early Childhood Research Quarterly, 2009-present

Editorial Board, Early Education and Development, 2009-present

Editorial Board, Guest Editor, Journal of School Psychology, 2011-2016

Reviewer, The Elementary School Journal, 2010-present

Reviewer, Journal of Educational Psychology, 2009-present

Reviewer, Child Development, 2010-present

Reviewer, Social Development, 2015

Reviewer, Emotion, 2011-present

Reviewer, Parenting: Science and Practice, 2011
Reviewer, Journal of Education for Students Placed at Risk, 2011

Reviewer, Science, 2010

Reviewer, British Journal of Developmental Psychology, 2008

Reviewer, NHSA Dialog, 2007

 

Reviewer, Society for Research on Child Development's Special Topic Meeting: Strengthening Connections Among Child and Family Research, Policy and Practice, Panel 3 Cognitive, Language, and Academic Skills, 2013.

Reviewer, Society for Research on Educational Effectiveness Spring 2014 Meeting, Early Learning and Education Division, 2013.

Reviewer, American Psychological Association Meeting, Division 15 - Educational Psychology, 2010, 2011

Reviewer, Society for Research on Child Development Biennial Meeting, Panel 5, 2012; Panel 24, 2010

 

Media

2/26/2015 Work that I was involved with appeared in the nprED blog "5 Lessons education research taught us in 2014," by Owen Phillips. http://www.npr.org/blogs/ed/2015/02/26/387471969/5-lessons-education-research-taught-us-in-2014

 

3/6/2014 Work that I was involved with appeared in the Washington Post, "Socialization technique helps in academic achievement, trial study finds" by Lyndsey Layton.

http://t.co/6Xlmnc0DnP

 

10/27/2012 Work that I was involved with appeared in The New York Times Opinionator Blog by Sara Mosle

http://opinionator.blogs.nytimes.com/2012/10/27/teaching-lessons/

 

4/4/2012 Psychology Today Curious Blog

What Will Make Your Kid Succeed in Kindergarten? The secret to amazing teachers and successful 6-year-olds. By Todd Kashdan

http://www.psychologytoday.com/blog/curious/201204/what-will-make-your-kid-succeed-in-kindergarten

or 4/4/2012 HuffingtonPost.com

What Qualities Make a Successful Teacher? By Todd Kashdan

http://www.huffingtonpost.com/todd-kashdan/what-will-make-your-kid-s_b_1401595.html

 

Fairfax Parents Group Pushes For Full Day Kindergarten

1/19/2010, Channel 9, Washington, DC, by Peggy Fox

http://www.wusa9.com/news/local/story.aspx?storyid=131712&catid=158

 

Parents Group Urges FCPS To Make All Kindergartens All Day

1/19/2010, Reston Patch, Reston, VA, by Liz Miller

http://reston.patch.com/articles/parents-group-urges-fcps-to-make-all-kindergartens-all-day

 

Last Updated: 3/16/2017