CURRICULUM
VITAE
Timothy W. Curby
Department
of Psychology
George
Mason University
4400
University Dr., MS 3F5
Fairfax,
VA 22030
(o)
703-993-2457
https://www.researchgate.net/profile/Timothy_Curby/
https://scholar.google.com/citations?user=LBxYkRUAAAAJ
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
Chair,
Department of Psychology, 2024 - 2027
Interim
Chair, Department of Psychology, 2023 - 2024
Professor,
Department of Psychology, 2022 - present
Director,
Applied
Developmental Psychology Graduate Program, 2015 - 2023
Associate
Professor, Department of Psychology, George Mason University, 2014 -
2022
Assistant
Director,
Applied Developmental Psychology Graduate Program, 2011 - 2015
Assistant
Professor,
Department
of Psychology, George Mason University 2008 - 2014
Publications
*
denotes GMU student researcher
83. Curby, T. W. , Zinsser, K. M., Gordon, R. A., & Casey, E. G.* (in press). Emotion-focused teaching differs across preschool activity settings. AERA Open
82. Fatahi, N.*, Winsler, A., & Curby, T. W. (in press). Pre-K teacher emotion socialization and children's emotional competence. Early Child Development and Care. https://doi.org/10.1080/03004430.2022.2074980
81. He, H., Hu, B. Y., Curby, T. W., Gao, X., & Lv, B., (2024). Early parenting styles and children's social skills in China: A longitudinal exploration of mediating mechanism. Early Childhood Development and Care, 194(11-12), 1138-1152. https://doi.org/10.1080/03004430.2024.2404007
80. Curby, T.W., Zinsser, K., Main. C., & Skourletos, J. (2024). Changes in observed and self-reported emotion-focused teaching: Coaching in the context of an early childhood Alternative Licensure Program. Social and Emotional Learning: Research, Practice, and Policy. 4. https://doi.org/10.1016/j.sel.2024.100059
79. Jackson, V., Estrada, M., Zinsser, K. M. , Curby, T. W., & Gordon, R. A. (2024) A comparison of emotion-focused teaching in and outside of planned social-emotional learning activities. Early Childhood Education Journal, 52(4), 725-734. https://doi.org/10.1007/s10643-023-01478-8
78.
Martin, L. N.*,
Renshaw, K. D., Mauro, K*, Curby, T. W., Ansell,
E., & Chaplin, T. (2023). Intergenerational effects of
childhood maltreatment: Role of Emotion dysregulation and emotion
socialization. Journal of Child and Family Studies, 32(7),
2187-2197. https://doi.org/10.1007/s10826-023-02608-x
77.
Chaplin,
T., Curby,
T. W. ,
Goncalves, S.
F., Kisner, M.
A., Niehaus,
C. E., &
Thompson, J.
C. (2023). Sex
differences in
emotion- and
reward-related
neural
responses
predicting
increases in
substance use
in
adolescence. Behavioral
Brain
Research, 450.
https://doi.org/10.1016/j.bbr.2023.114499
76. Hu, B. Y., Huang, P., Wang, S., & Curby, T. W. (2023). Teachers' beliefs about children and children's literacy development: The mediating role of responsive teaching. Journal of Early Childhood Literacy, 23(4), 751-777. http://dx.doi.org/10.1177/14687984211037004
75.
Loomis, A. M., Curby, T. W., & Zinsser, K. M.
(2023). Beyond the behavior: Teachers' trauma-informed attitudes
mitigate expulsion risk among uninhibited preschoolers. Children
& Youth Services Review, 145. https://doi.org/10.1016/j.childyouth.2023.106806
74. Fatahi., N.*, Park., C., Curby, T. W., Zinsser, K. M., Denham, S. A., Moberg, S., & Gordon., R. (2023). Promoting preschoolers' social and emotional competencies through emotion-focused teaching. Early Education and Development, 34(8), 1729-1748. https://doi.org/10.1080/10409289.2022.2133319
73. Zinsser, K. M., Curby, T. W., Gordon., R., & Moberg, S. (2023). A unidimensional model of emotion-focused teaching in early childhood. Learning Environments Research, 26(3), 933-949. https://doi.org/10.1007/s10984-023-09461-1
72.
Swanson, J., Brock,
L., Van Sickle, M., Gutshall, C., Brock, L., & Curby, T. W.
(2022). Teacher perceptions as an entry point for talent
spotting and development. Journal for the Education of
the Gifted, 45(3), 238-270.
https://doi.org/10.1177/01623532221105311
71. Bailey, C., Ondrusek, A., Curby, T. W., Denham, S. (2022). Teachers' consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment. Psychology in the Schools, 59(6), 1051-1074. https://doi.org/10.1002/pits.22659
70.
Curby, T. W., Zinsser, K. M., Gordon, R. A., Ponce,
E., Syed, G.*, & Peng, F. (2022). Emotion-focused teaching
practices and preschool children's social and learning behaviors. Emotion,
22(8), 1869-1885. https://doi.org/10.1037/emo0000988
69. Chaplin, T. M., Mauro, K.*, Curby, T. W., Niehaus, C.*, Fischer, S., Turpyn, C. C.*, Martelli, A. M., Miller, A. B., Leichtweis, R. N., Baer, R., & Sinha, R. (2021). Effects of a parenting-focused mindfulness intervention on adolescent substance use and psychopathology: a randomized controlled trial. Research on Child and Adolescent Psychopathology, 49, 861-875 https://doi.org/10.1007/s10802-021-00782-4
68. Gordon, R., Peng, F., Curby, T. W., & Zinsser, K. M. (2021). Using the many-facet Rasch model to improve observational quality measures: An introduction and application to measuring the teaching of emotion skills. Manuscript prepared for a special Issue on Measuring Quality in Early Childhood Education: Past, Present, and Future, Early Childhood Research Quarterly, 55, 149-164. https://doi.org/10.1016/j.ecresq.2020.11.005
67.
Stillerova, L.*, Troxler, J. R.*, Curby, T. W.,
& Roth, A*. (2021). Teachers' perceptions of children's
Kindergarten readiness in Slovakia. International Journal of
School & Educational Psychology, 9(2), 148-157.
https://doi.org/10.1080/21683603.2019.1700859
66. Cattaneo, L. B., Stylianou, A. M., Hargrove, S.*, Goodman, L. A.*, Gebhard, K., & Curby, T. W. (2021). Survivor-centered practice and survivor empowerment: Evidence from a research-practitioner partnership. Violence Against Women, 27(9), 1252-1272. https://doi.org/10.1177/1077801220935196
65. De Feyter, J. J., Parada, M. D.*, Hartman, S., Curby, T. W., & Winsler, A. (2020). The early academic resilience of children from low-income, immigrant families. Early Childhood Research Quarterly, 51, 446-461. doi:10.1016/j.ecresq.2020.01.001
64. Greenburg, J.
E.*, Carlson, A. G., Kim, H., Curby, T. W.,
& Winsler, A. (2020). Early visual-spatial integration skills
predict elementary school achievement among low-income, ethnically
diverse children. Early Education and Development, 31(2),
234-252. doi:10.1080/10409289.2019.1636353
63. Stokes, L. R. E.*, Suh, J. M., & Curby, T. W. (2020). Examining the nature of teacher support during different iterations and modalities of Lesson Study implementation. Professional Development in Education, 46(1), 97-111. doi:10.1080/19415257.2019.1634623
62. Wang, S., Hu, B., Curby, T. W., & Fan, X. (2020). Multiple approaches for assessing within-day stability in teacher-child interactions. Early Education and Development, 32(4), 553-571. https://doi.org/10.1080/10409289.2020.1760040
61. An, X.*, Ullrich R. S., & Curby. T. W. (2019). Teacher-student relationships and child problem behaviors: Comparing children with and without disabilities. Perspectives on Early Childhood Psychology and Education, 4(2), 5-37.
60. Carter, S. P.*, Renshaw, K. D., Curby, T. W., Allen, E. S., Markman, H. J., & Stanley, S. M. (2020). Protective buffering by service members during military deployments: Associations with psychological distress and relationship functioning. Family Process, 59(2), 525-536. doi:10.1111/famp.12426
59. Curby, T. W., McKnight, P., Alexander, L.*, & Erchov, S.* (2019). Sources of variance in end-of-course student evaluations. Assessment and Evaluation in Higher Education, 45(1), 44-53. https://doi.org/10.1080/02602938.2019.1607249
58. Goncalves, S. F.*, Chaplin, T. M., Turpyn, C. C., Niehaus, C. E.*, Curby, T. W., Sinha, R., & Ansell, E. B. (2019). Difficulties in emotion regulation predict depressive symptom trajectory from early to middle adolescence. Child Psychiatry and Human Development, 50, 618-630. https://doi.org/10.1007/s10578-019-00867-8
57. Rowe, E., Curby, T. W., & Kim, H.* (2019). Variance in teacher ratings of children's adjustment. Journal of Psychoeducational Assessment, 37, 26-39. https://doi.org/10.1177/0734282917728235
56. An,
X.*, Curby, T. W., & Brock, L. L. (2018). Is
the child really what's being rated? Sources of variance in
teacher-rated of socioemotional skills. Journal of
Psychoeducational Assessment. https://doi.org/10.1177/0734282918808618
55. An, X.*, Curby, T. W., & Xie, Q*. (2018). Chinese teachers' perceptions of early school readiness. School Psychology International, 39(5), 454-469. https://doi.org/10.1177/0143034318790635
54. Byrne, C.E.*, Wonderlich, J.A.*, Curby, T. W., Fischer, S., Lock, J., & Le Grange, D. (2018). Using bivariate latent basis growth curve analysis to better understand treatment outcome in youth with anorexia nervosa. European Eating Disorders Review. https://doi.org/10.1002/erv.2596
53. Banse, H., Curby, T. W., Palacios, N., & Rimm-Kaufman, S. E. (2018). How should fifth-grade mathematics teachers start the school year? Longitudinal relations between teacher-student interactions and mathematics instruction. Teachers College Record, 120(6), 1-36.
52. Hu, B. Y., Wu, H., Curby, T. W., Wu, Z., & Zhang, X. (2018). Teacher-child interaction quality, attitudes toward reading, and literacy achievement of Chinese preschool children: Mediation and moderation analysis. Learning and Individual Differences, 68, 1-11. https://doi.org/10.1016/j.lindif.2018.09.004
51. Shaw, T., Curby, T., Satterfield, K., Monfort, S., & Ramirez, R. (2018). Transcranial Doppler Sonography reveals sustained attention deficits in young adults diagnosed with ADHD. Experimental Brain Research, 237, 511-520. https://doi.org/10.1007/s00221-018-5432-y
50. Zinsser, K. M., Denham, S. A., & Curby, T. W. (2018). Being a social-emotional teacher: The heart of good guidance. Young Children, 73(4), 77-83.
49.
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.
48. 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. https://doi.org/10.1177/0165025416644077
47.
Campbell, S. B.*, Renshaw, K. D., Kashdan, T. B., Curby, T. W., & Carter, S. P. (2017). A
daily diary study of posttraumatic stress disorder and romantic
partner accommodation. Behavior
Therapy, 48, 222-234. https://doi.org/10.1016/j.beth.2016.04.006
46.
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. F. (2017). Kindergarten teacher perceptions
of kindergarten readiness: The importance of social-emotional
skills. Perspectives on Early Childhood Psychology and
Education, 2(2), 115-137.
45. Esposito-Smythers,
C., Curby,
T., Hadley, W., & Brown, L. K. (2017). Randomized
pilot trial of a cognitive-behavioral alcohol, self-harm, and HIV
prevention program for teens in mental health treatment. Behaviour
Research and Therapy, 89, 49-56.
https://doi.org/10.1016/j.brat.2016.11.005
44. Bailey,
C. S.*, Denham, S. A., Curby,
T. W., & Bassett, H. H., (2016). Emotional and
organizational supports for preschoolers' emotion regulation:
Relations with school adjustment. Emotion,
16, 263-279. https://doi.org/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. https://doi.org/10.1016/j.lindif.2016.02.01242.
42. Brock, L. L.,
& 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. https://doi.org/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. https://doi.org/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, 34(8), 765-781.
https://doi.org/10.1177/0734282915627115
39. 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(2),
145-152.
https://doi.org/10.1080/00405841.2016.1157422
38. Howarth, G. Z.*, Fettig, N. B.*, Curby, T. W., & Bell, M. A. (2016). Frontal electroencephalogram asymmetry and temperament across infancy and early childhood: An exploration of stability and bidirectional relations. Child Development, 82, 465-476. https://doi.org/10.1111/cdev.12466.
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. https://doi.org/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(2), 143-154. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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, 26(7), 899-919. https://doi.org/10.1080/10409289.2015.1009320
30. 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. https://doi.org/10.1037/a0038050
29. 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. https://doi.org/10.1002/icd.1843
28. Zinsser, K., & Curby,
T. W. (2014). Understanding preschool teachers'
emotional support as a function of center climate. SAGE Open,
4(4), 1-9. https://doi.org/10.1177/2158244014560728
27.
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.
https://doi.org/10.1080/02796015.2014.12087455
26.
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. https://doi.org/10.1016/j.ecresq.2014.01.002
25. Brock, L. B.,
& Curby, T. W. (2014). Emotional support
consistency and teacher-child relationships forecast social competence
and problem behaviors in prekindergarten and kindergarten. Early
Education and Development, 25(5), 661-680. https://doi.org/10.1080/10409289.2014.866020
24. 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(5), 514-533. https://doi.org/10.1080/00221325.2012.717122
23. 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. https://doi.org/10.1007/s10984-013-9146-6
22. 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. https://doi.org/10.1007/s10964-013-9999-0
21.
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 3-year, longitudinal randomized control trial. American
Educational Research Journal, 51(3),567-603. https://doi.org/10.3102/0002831214523821
20. 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(2), 265-279. https://doi.org/10.1080/03004430.2012.671815
19. 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.
18. 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(3), 292-309. https://doi.org/10.1080/10409289.2012.665760
17.
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.
16. 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.
15. 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. https://doi.org/10.1016/j.jsp.2013.06.001
14. 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.
https://doi.org/10.1016/j.ridd.2013.08.002
13. 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(7), 979-999.
https://doi.org/10.1080/10409289.2013.825186
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), 640-653.
https://doi.org/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(6), 900-918. https://doi.org/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
https://doi.org/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. https://doi.org/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.
https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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.
https://doi.org/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.
https://doi.org/10.1080/02796015.2009.12087852
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. https://doi.org/10.1002/pits.20338
Book Chapters
6. Lucariello, J., Curby, T. W., Anderman, E. M., Nastasi, B., Subotnik, R., Khalid, M., Michel, R., Tinio, P., & Stoner, G. (2022). Reconfiguring the "Top 20 Principles for PreK-12 Education" by basing them in the dynamics of the classroom and extending them to higher education. In Angela O'Donnell, Nicole C. Barnes, and Johnmarshall Reeve (eds), The Oxford Handbook of Educational Psychology. https://doi.org/10.1093/oxfordhb/9780199841332.013.29
5. Curby,
T. W. (2020). Creating successful early learning
environments. In V. C. Alfonso and G. J. DuPaul's (Eds.) Healthy
development in young children: Evidence-based interventions for
early education. Washington, DC: American Psychological
Association.
4. Brock,
L. L., Curby, T. W., &
Cannell-Cordier, A. L. (2018). Consistency
in children's classroom experiences and implications for early
childhood development. In
A. Mashburn, J. LoCasale-Crouch,
and K. Pears' (Eds.) Kindergarten
Transition and Readiness: Promoting Cognitive,
Social-Emotional, and Self-Regulatory Development. Springer.
3. 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.
(2018). Transition
practices into kindergarten and the barriers teachers encounter.
In A. Mashburn, J. LoCasale-Crouch,
and K. Pears' (Eds.) Kindergarten
Transition and Readiness: Promoting Cognitive,
Social-Emotional, and Self-Regulatory Development. Springer.
2.
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
1. 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.
Revise-Resubmit Manuscripts
Loomis, A. M., Zinsser, K. M., Iruka, I. U., & Curby, T. W. (revise-resubmit). Improving evaluations of trauma-informed professional development in early care and education settings through observational measures. Topics in Early Childhood Special Education.
Manuscripts Under Initial Review
Hunter,
S., Curby, T. W., & Bowser, K. M.
(under review). Sources of variance in
field-based evaluator and teacher self-reported ratings.
American Journal of Education
Manuscripts In Preparation
Casey, E.G., Skourletos, J., Borreo, J., Main, C., Curby, T.W., Zinsser, K.M. (in prep). Child outcomes and teacher compensation impacts of the Alternative Licensure Program.
Kelly,
C., Brock, L. L., Curby, T. W., & Swanson,
J. (in prep). Assessing the long-term effects of a professional
development intervention on teachers' beliefs and classroom
practices.
EMOTERS
Instrument and Training Materials
Zinsser K.M., Curby, T.W., & Gordon, R.A. (2023). The Emotion Teaching Rating Scale (EMOTERS) for preschool classrooms (Version 9). University of Illinois at Chicago & George Mason University. Retrieved from: https://www.emoters.org/
Zinsser K.M., Curby, T.W., & Casey, E. G. (2024). The Emotion-Focused Teaching in Early Childhood Education Interactive Workbook. University of Illinois at Chicago & George Mason University. Retrieved from: https://www.emoters.org/interactive-workbook-links
The EMOTERS Project Team (2016-2023). Online EMOTERS Qualtrics Coding Form. University of Illinois at Chicago & George Mason University.
Casey, E., Park, C., Curby, T. W., & Zinsser, K. M. (2021-2023). Online self-paced EMOTERS training program. University of Illinois at Chicago & George Mason University. Available from https://www.emoters.org/
Casey,
E., Curby, T. W., Zinsser, K. M., Schindler, L.,
McBride, C. (2021-2023) EMOTERS reliability video master code
justifications. University of
Illinois at Chicago & George Mason University.
Non-Peer-Reviewed
Publications
American Psychological Association, Coalition for Psychology in Schools
and Education (2020). Fostering children's emotional well-being during COVID-19. https://www.apa.org/topics/covid-19/parenting-caregiving/childrens-emotional-well-being.pdf
American Psychological Association, Coalition for Psychology in Schools and Education (2019). Top 20 principles from psychology for early childhood teaching and learning. https://www.apa.org/ed/schools/teaching-learning/top-twenty/early-childhood/full-report.pdf
Curby, T. W. (2019, Winter). The work of APA's Coalition
for Psychology in Schools and Education. Developmental
Psychologist [Newsletter for APA Division 7]. p. 7.
Curby, T. W. , & Alfonso, V. (2018). What kindergarten teachers wish children knew. APA's Psych Learning Curve. http://psychlearningcurve.org/kindergarten-teachers-wish-children-knew/
DeMarie, D., Flores, R., Alfonso, V., Blake, J., Curby, T. W., DuPaul, G., Hodges, K., Howard, K., Lepore, J., & Tinio, P. (2017). High 5: Must-ask questions for parents in search of the bet early childhood program. Washington, DC: American Psychological Association. https://www.apa.org/education/k12/high-five.pdf
DeMarie, D., Flores, R., Alfonso, V., Blake, J., Curby, T. W., DuPaul, G., Hodges, K., Howard, K., Lepore, J., & Tinio, P. (2017). The Science Behind the High Five Model for High‐Quality Early Childhood Education An Annotated Bibliography. Washington, DC: American Psychological Association. https://www.apa.org/education/k12/high-five-bibliography.pdf
Curby, T. W. (2017, July) 7 Things to do this summer to get your child ready for kindergarten. APA's Psych Learning Curve. http://psychlearningcurve.org/author/tim-curby-phd/
Carlson, A. G., Curby, T. W., Brown, C. A., & Truong, F. R. (2017). "Every Child Ready": Exposure to a comprehensive instructional model improves students' growth trajectories in multiple early learning domains. ERIC https://eric.ed.gov/?id=ED573733
Carlson, A. G., Curby, T. W., Brown, C. A., &
Trygstad, K. M. (2017). Equitable education for all: Using a
comprehensive instructional model to improve preschool teacher
practices. ERIC https://eric.ed.gov/?id=ED573732
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
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
Spencer
Foundation. Strengthening Teaching Practices to Support
Adversity-Exposed Preschoolers: A Delphi Study. PI: A.
Loomis. Role: Consultant. 2025-2026. Award Amount:
$50,000
National
Institutes of Health. Efficacy and neurobiological
mechanisms of a parent-focused mindfulness intervention to prevent
adolescent substance use. PI: T. Chaplin. Role:
Statistician. 2021-2026.
National
Institutes of Health. Parent-adolescent interactions, gender,
and substance use: Brain mechanisms. (R01
DA033431-06A1). PI: T. Chaplin. Role:
Statistician. 2018-2024. Total Costs: $2,578,998.
Zinsser, K.M., Curby,
T.W., & Main, C. (2024-2026). UIC Award for Creative Activities "
Enhancing Early Childhood Education through the Dissemination of
Emotion-Focused Teaching Workbook", Role: Co-PI. 2024-2026. GMU Costs:
$0.
US Department of Education (University of Illinois at Chicago). The Chicago Early Childhood Preparation and Pathway (CECPP) Partnership. (U336S190035) PI: C. Main. Role: Co-PI. 2019-2024. GMU Costs: $412,179.
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-PI. 2016-2021. GMU Costs: $428,213.
Institute
of Education Sciences, US Dept. of Education. Early Childhood Teachers as Socializers of Young Children's Emotional
Competence (R305A110730). PI: Denham. Role: Co-PI. 2011-2015.
Total costs: $1,567,774
National
Institute of Child Health and Human Development. Computerized
Social-Emotional
Assessment Battery for School Readiness.
PI: Denham. Role: Statistical Consultant. 2012-2014. $196,954
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: PI. Total Costs: $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
Student F31 Awards
National Institute of Mental Health F31. A mixed-methods investigation of parental burden and adolescent service use following discharge from psychiatric hospitalization. (F31MH134462) PI: K. Maultsby. Role: Statistician. 2023-2025
National Institute on
Alcohol Abuse and Alcoholism F31. Intensive longitudinal
associations between stress, mindfulness, and alcohol use in highly
stressed mothers. (F31AA031881) PI: M. Kisner. Role:
Statistician. 2024-2026
Completed
National Institute for Child Health and Human Development F31. Parental emotion socialization and protective factors related to child psychosocial outcomes in the context of military families and PTSD. (F31HD098830) PI: S. Giff. Role: Consultant. 2019-2021.
National Institute of Mental Health F31. The Integration of Exposure Sessions into Family-Based Treatment for Anorexia Nervosa. (1F31MH117868) PI: C. E. Byrne. Role: Consultant. 7/2018-7/2019.
National Institutes of Health F31. Neural mechanisms of a parent-focused mindfulness intervention to prevent adolescent substance use. (1F31DA041790). PI: C. (Mauger) Turpyn. Role: Co-Sponsor. 2016-2018.
National Institutes of Mental Health F31. National Research Service Award. Interpersonal Mechanisms of Suicide Risk in Service Members: A Daily Diary Study. (1F31MH107093) PI: S. Carter. Role: Statistical Consultant. 2015-2017.
Paper
Presentations and Symposia
Zinsser, K., Curby, T.W., Main. C., Park, C., & Skourletos, J. (2023, April) Coaches' feedback and the promotion of emotion-focused teaching in early childhood educators. Paper roundtable presented to the American Educational Research Association (AERA) Annual Meeting, Chicago, IL. Non-paper artifact: aera23-aera.ipostersessions.com/Default.aspx?s=5E-55-7F-7E-85-D2-F8-D5-89-DD-B3-A7-12-29-FF-75
Chaplin, T., Goncalves, S., Thompson, J., & Curby, T.W. (2023, March). Gender differentiated emotion-related neural predictors of growth in adolescent substance use. Flash talk paper presented at the Biennial Meeting of the Society for Research in Child Development, Salt Lake City, Utah
Zinsser, K., Curby, T.W., Main. C., Park, C., & Skourletos, J. (2023, March) Changes in observed and self-reported emotion-focused teaching in response to coaching early childhood educators. In B. Hatfield's Coaching programs in ECE to improve effective teaching: Variations in implementation. Paper Symposium presented at the Biennial Meeting of the Society for Research in Child Development, Salt Lake City, Utah
Fatahi, N.*, Park, C., Curby, T. W., Zinsser, K., M., & Gordon, R. (2022, April). Promoting preschoolers' emotion expression, regulation, and learning behaviors through emotion-focused teaching. Paper presented the American Educational Research Association, San Diego, CA.
Loomis,
A., Curby, T. W., & Zinsser, K. M. (2022, April).
Beyond the behavior: Teachers' trauma informed attitudes mitigate
expulsion risk among uninhibited preschoolers. Paper presented
the American Educational Research Association, San Diego, CA.
Park, C. E., Fatahi, N.*, Torres, L., Southall, T., Banzer, D., Main, C., Zinsser, K. M., Curby, T. W., Ponce, E. D., Sheridan. K, & Parker, M. (2021, January). Strengthening the early education workforce: Evaluation of teacher experiences in an Alternative Licensure Program. Symposium presented at the annual College of Education Research Day at University of Illinois, Chicago.
Howard,
K. A. S., Worrell, F., Curby, T. W., Subotnik, R.
F., & Khalid, M. (2021, July). Top 20 Principles from
Psychology for PreK-12 Teaching and Learning.
Presentation at the 32nd International Congress of Psychology.
Prague, Czech Republic.
De
Feyter, J., Parada, M.*, Hartman, S., Curby, T.
W., & Winsler, A. (2020, December). Holding
on: First generation advantage and the immigrant
paradox in early schooling outcomes. Paper
presentation submitted to the SRCD special topic
meeting: "Construction of the 'Other.'" Rio Grande,
Puerto Rico.
Curby, T. W., Zinsser, K., Gordon, R., Peng, F., An, X., & Ponce, E. (2020, June). Domains of observed emotion teaching and children's classroom outcomes. In K. Zinsser's (chair), "Measuring and attending to teacher and child social-emotional health and development." Symposium accepted for the biennial conference of the National Research Conference on Early Childhood (NRCEC), Arlington, VA.(Conference Canceled)
Zinsser,
K., Curby, T. W., Gordon, R. A.,
Ponce, E. T., & Peng, F. (2020, Apr 17 - 21) The
Emotion Teaching Rating Scale: An Observational Measure
for Research and Practice in T. W. Curby's (Chair)
symposium Using Measurement to Improve Social and
Emotional Instruction in Preschool. AERA Annual
Meeting San Francisco, CA http://tinyurl.com/syp3vly
(Conference Canceled)
Curby,
T. W. (2020, April). Chair of symposium Using
Measurement to Improve Social and Emotional
Instruction in Preschool. American Educational
Research Association's Annual Meeting. San
Francisco, CA. (Conference canceled)
Zinsser,
K. M., & Curby, T. W. (2019,
October). Observing emotion teaching practices with the
EMOTERS. In Teacher perspectives and SEL. Symposium
at the Social and Emotional Learning Exchange.
Chicago, IL.
Byrne,
C.E.*, Wonderlich, J.A.*, Curby, T. W.,
Fisher, S., Lock, J., & Le Grange, D. (2018, April).
Using bivariate latent basis growth curve analysis
to better understand treatment outcomes in youth with
anorexia nervosa. Paper presentation at the
International Conference on Eating Disorders in Chicago,
IL.
Curby,
T. W., Trujillo, M., & Zinsser, K. M. (2018, April).
Creating an observational measure of social-emotional teaching in
early childhood. In K. Zinsser's (chair) Measuring
Social-Emotional Teaching and Learning in Early Childhood
Classrooms. Paper symposium presented at the American
Educational Research Association's annual meeting.
Curby, T. W. (Chair). (2017, August). High Five - Helping families assess child care environments using psychological science and practice. Paper symposium presented at the annual American Psychological Association convention. Washington, DC.
Curby,
T.
W.,
& Berke, 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 presented 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.
Workshops
Zinsser, K.M., Casey, E.G., & Curby, T. W. (2024, April). Observing and promoting emotion-focused teaching in early childhood classrooms. National Training Institute on Effective Practices, Addressing Challenging Behavior Annual Meeting, Tampa, FL.
Curby, T. W. (2022,
March). Emotion-Focused Teaching in Early Childhood. Annandale
Christian Community for Action (ACCA) Child Development Center.
Curby, T. W. (2020, July) The Top 20 Principles of Teaching and Learning: The Power of Social Context, Relationships, and Belonging to Achievement. Delaware SEL Collaborative. [online]
Curby, T. W.,
Troxler, J. R., & Roth, A. (2018, March). Connecting teacher
practices to children's emotional competence. 2018 VAAEYC
Annual Conference, Fredericksburg, VA.
Zinsser, K., & Curby,
T. W. (2017, May). Connecting teacher practices
to children's emotional competence. Workshop presented
at the Leadership Connections Conference of the McCormick Center for
Early Childhood Leadership, Chicago, IL.
Poster Presentations
Lin, H, Curby, T. W., & Varier, D. (2025, May). NAEYC early learning program accreditation - item assessment. [Poster Presentation]. Society for Research in Child Development, Minneapolis, MN.
Harden-Stein,
J., Curby, T. W., & Winsler, A.
(2024, August). Predictors of
absenteeism over time throughout high
school: Do arts courses help? Poster
presented at the American Psychological
Association Annual Meeting, Seattle, WA.
Bharatia, S., Covarrubias, P., Skourletos, J., Curby, T. W., Main, C. & Zinsser, K. M. (2024, June). Evaluating alumni compensation and satisfaction of an alternate licensure program. Poster presented at the National Research Conference on Early Childhood, Arlington VA.
Casey, E.G., Curby, T.W., & Zinsser, K.M., (2024, April) Evolving the Kirkpatrick Model to capture a narrative of behavior change: An evaluation of a teacher-coaching program. Poster presentation DC Student Conference on Evaluation and Policy, Washington, DC.
Covarrubias,
P., Bharatia, S., Skourletos, J., Curby,
T. W., Main, C. &
Zinsser, K. M. (2024, April). Evaluating
alumni compensation and satisfaction
of an alternate licensure program.
Poster presented to the Society for
Community Research and Action at the
Midwestern Psychological Association,
Chicago, IL.
Casey, E.G.*, Curby, T.W., Zinsser, K.M., & Lin, H.* (2023, March) Iterative development of an observational tool assessing emotion-focused teaching. Poster Presented at the Biennial meeting of the Society for Research in Child Development, Salt Lake City, UT.
Skourletos, J., Zinsser, K., Curby, T.W., Main, C. & Vesga, N., (2023, March). Workplace wellbeing: The relationship between early childhood administrators' perceptions of their role and job satisfaction. Poster Presented at the Biennial meeting of the Society for Research in Child Development, Salt Lake City, UT.
Casey,
E.*, Curby, T. W.,
Zinsser, K.M., Gordon, R., Moberg, S.,
Castillo-Guerra, K., & Koeplin, N.
(2022, June). Preschool mealtimes
are underutilized opportunities to
support emotional development through
emotion-focused teaching. Poster
presented at the National Research
Conference on Early Childhood,
Arlington, VA. nrcec2022.ipostersessions.com/Default.aspx?s=7F-20-98-D1-51-C2-74-D6-89-10-37-7D-EB-7E-4C-57
Estrada,
M., Jackson, V, Moberg, S., Zinsser, K.,
Curby, T. W., &
Gordon, R., (2022, June). Which
approach facilitates greater
emotion-focused teaching in preschool
classrooms: SEL Book Readings or SEL
Lessons? Poster presented to the
National Research Conference on Early
Childhood Education. Arlington Virginia,
June 26-7, 2022. nrcec2022.ipostersessions.com/Default.aspx?s=B3-DF-50-4A-67-D3-9A-FE-1E-90-5B-60-BF-06-2E-37
Fatahi,
N.*, Curby, T. W.,
Lin, H., Zinsser, K. M., & Main, C.
(2022, June). Profile analysis of
teachers' engagement in
emotion-focused teaching practices and
classroom quality. Poster
presented at the National Research
Conference on Early Childhood,
Arlington, VA. nrcec2022.ipostersessions.com/Default.aspx?s=A9-81-42-BE-50-82-C9-A5-5A-17-3A-59-F7-EA-B2-A4
Park,
C. E.,Skourletos, J., Zinsser, K. M.,
& Curby, T. W.
(2022, June) Forming
coach-teacher alliance during
coaching on emotion-focused
teaching: A closer look at coaching
in an Alternative Licensure Program.
Poster
presented at the National Research
Conference on Early Childhood,
Arlington, VA. nrcec2022.ipostersessions.com/Default.aspx?s=0D-A5-6A-C9-E4-82-B3-BB-C0-7D-AC-03-18-06-9D-ED
Skourletos,
J., Torres, L., Curby, T. W.,
Zinsser, K., Vesga, N., & Main, C.
(2022, June) Associations between
early childhood program level
characteristics and teachers'
perceptions of job satisfaction and
teaching efficacy. Poster
presented at the National Research
Conference on Early Childhood. Arlington
VA. nrcec2022.ipostersessions.com/Default.aspx?s=D1-64-76-BB-FB-F7-B1-CE-C6-C2-E6-6B-75-2F-0C-15
Zinsser,
K. M., Curby, T. W.,
Gordon, R. A., & Moberg, S. (2022,
June). Emotion-focused teaching
throughout the day. Poster
presented at the National Research
Conference on Early Childhood,
Arlington, VA. nrcec2022.ipostersessions.com/Default.aspx?s=49-F2-C4-C4-80-27-35-6F-55-51-34-C3-B8-7F-00-88
Fatahi, N.*, Curby, T., Zinsser, K., Gordon, R., Peng, F., Cooke, A., & Halberstadt, A. (2020, June). Preschool teachers' emotion recognition and its influence on emotion teaching inside classrooms. Poster accepted for the biennial conference of the National Research Conference on Early Childhood, Arlington, VA. [conference cancelled due to COVID19]
Zinsser, K. M., Curby, T. W., Gordon, R., Peng, F., & Ponce, E. (2020, January) Measuring the teaching of emotion skills to facilitate teacher & student growth. Poster presented at the Annual Principal Investigators Meeting of the Institute for Education Sciences, Washington, D.C.
Estrada, M., Ponce, T., Zinsser, K. M ., & Curby, T. W. (2019, July). Social-emotional teaching during story book reading. Poster Presentation at Florida International University McNair Conference. Miami, Florida
An,
X.*, Curby, T. W., & Xie, Q.* (2019,
May). Chinese teachers' perceptions of early
childhood readiness. Poster presented at the
Association for Psychological Science Annual Convention.
Washington, DC.
Troxler,
J. R.*, Roth, A.*, Silver, C., An, X.*, Ponce, E. D., Gordon,
R., Zinsser, K. M., & Curby, T. W. (2018,
June). Development of and Initial Results from the EMOtion
TEaching Rating Scale (EMOTERS). Poster presented
at the National Research Conference on Early Childhood in
Arlington, VA.
Harris, D., Silver, H.C., Ponce, E, D., Zinsser, K.M., & Curby, T. W. (2018, April). Early childhood professionals' conceptualizations of emotional competence. Poster presented at the American Education Research Association annual meeting in New York, NY.
Zinsser,
K. M., Curby, T. W., & Gordon, R. (2018,
January). Can observers reliably rate teachers' behaviors
that promote children's emotional development?
Poster presented at the Institute of Education Sciences
Principal Investigators Meeting. Arlington, VA.
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.
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.
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.
Berke, E.*, Curby, T. W., & 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.
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.
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.
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.
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., & 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.
advising
3/14/2017 - 3/15/2017
Expert Panel Member: ECE Quality Measures Review.
Child Trends
Awards
2013 Travel award from the Inter-university Consortium for Political and Social Research (ICPSR) for training on Child Care & Early Education Research Connections2011, 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)
Research
Training
Individualized Classroom Assessment Scoring System. September 2019. George Mason University
Coordinated Data Analysis: Maximizing Early Care and Education Data, July 2013. University of Michigan Inter-university Consortium for Political and Social ResearchClassroom
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 LIGGETT
SCHOOL - Grosse Pointe, MI
Teacher:
Biology;
Anatomy & Physiology
Service
Chair, Fact-Finding Committee Member for Eva Wiese's Promotion, 2018.
Chair, Applied Developmental Psychology Program Faculty Search Committee, 2016
Psychology Department Mentoring Committee, 2008 -2012
Psychology Department Life Committee, 2010-2012
GRANT REVIEW
Ad-Hoc
Reviewer, Institute of
Education Sciences, Early
Intervention and Early Childhood Education Research, February 2015
Student
Committee Membership
* denotes Curby was
chair of the committee
DOCTORAL
Negar Fatahi*, 2023
MASTERS
Darian Stapleton, 2023UNDERGRADUATE
PSYCHOLOGY HONORS PROGRAM
INVITED Presentations
May 31, 2022. John
Leland Center. The Promise of Assessment.
March 22, 2022. Catholic University. Dissemination in Applied Psychology.
March 14,
2022. Center on the Ecology of Early Development, Boston
University. Emotion-Focused Teaching and an Alternative Licensure
Program for Preschool Teachers.
February 4, 2022.
The Sycamore School. Research Design and Emotion-Focused
Teaching.
March 31,
2021. Catholic University. Dissemination in Applied
Psychology.
March 15, 2021. GMU Honors Psychology class. Applied
Developmental Psychology.
March 29, 2019. International Institute of Islamic Thought. Emotions in the classroom: How do teachers help preschoolers become emotionally competent? https://www.youtube.com/watch?v=xENnNTAhjuw&feature=youtu.be
March 27,
2019. GMU Honors Psychology class. Applied
Developmental Psychology.
March 20,
2019. SRCD Emotions Pre-Conference. Developing a
measure of the teaching of emotions skills in preschool
classrooms.
Feb. 8, 2019. University of Virginia Research Lectureship Series. Observing the teaching of emotions in the classroom. https://www.youtube.com/watch?v=eU3bd5kVZG8
Feb. 21, 2018. GMU
Honors Psychology class. Applied Developmental Psychology.
Feb. 27, 2017. GMU Honors Psychology class.
Applied Developmental
Psychology.
Mar. 14. 2016. GMU
Honors Psychology class. Teachers'
Emotional Support Consistency and Children's Development.
Nov.
18, 2015 Psychology Department Brown Bag, The
APA
Hoffman Report.
Mar. 2, 2015 GMU
Honors Psychology class. Teachers'
Emotional Support Consistency and Children's Development.
Feb. 24, 2014 GMU Honors Psychology class. Teachers' Emotional Support Consistency and Children's Development.
Oct. 30, 2013 GMU Applied Developmental Brown Bag. Teachers' Emotional Support Consistency and Children's Development.
Apr. 3, 2013
Psychology Department Brown Bag. Teachers'
Emotional Support Consistency and Children's Development.
Aug. 23, 2012
Psychology Department Graduate Student Orientation. Development
in School Contexts.
Oct. 19, 2011 Applied
Developmental Psychology colloquium. Getting
an
academic job.
Feb.
23, 2011 GMU Honors Psychology class. Students' classroom learning experiences.
June
15, 2010 American Psychological Association Summer Fellows training. Introduction to SPSS.
Mar.
22, 2010 GMU Honors Psychology class. Students' classroom learning experiences.
Mar.
29, 2009 GMU Honors Psychology class. Teacher-child interactions and children's early school experiences.
Oct.
22, 2008 Applied Developmental Psychology colloquium. Teacher-child
interactions and children's early school trajectories.
Oct.
16, 2008 MRES Lab meeting. Cross-Classified
Models.
Media
5/24/2017 Interviewed
in "Picking a quality preschool" by Cynthia Long, Northern
Virginia.
http://www.northernvirginiamag.com/family/education/2017/05/24/picking-a-quality-preschool/
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://www.huffingtonpost.com/todd-kashdan/what-will-make-your-kid-s_b_1401595.html
1/19/2010, Channel 9,
Washington, DC, by Peggy Fox
1/19/2010,
Reston
Patch, Reston, VA, by Liz Miller