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Jason T. Downer

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Jason T. Downer
Phone: 434-924-0792
Email: .(JavaScript must be enabled to view this email address)
Location: Ruffner Hall 242
Curriculum vitae: Downer_CV_8-13
Department: CASTL
Mailing Address: PO Box 800784, Charlottesville, VA 22904

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Associate Professor of Education
Director of CASTL and Program Area Director for Clinical and School Psychology


  • Ph.D., University of South Carolina-Columbia, 2003
  • M.A., University of South Carolina, 2001
  • B.A., University of Michigan-Ann Arbor, 1996

Personal Statement

My primary research interests lie in identification and understanding of contextual and relational contributors to children’s early achievement and social-emotional learning from preschool-elementary. I have a keen interest in translating research-to-practice through development and evaluation of classroom-focused interventions with a particular eye toward understanding implementation issues. Specifically, I am involved in several research efforts to examine a video-based consultation approach to in-service professional development for teachers. In addition, my work focuses on the development of observational and survey measures to understand children’s early experiences in school.

Select Recent Publications

  • Williford, A. P., Maier, M., Downer, J. T., Pianta, R. C., & Howes, C. (in press). Understanding how children’s engagement and teachers’ interactions combine to predict school readiness. Journal of Applied Developmental Psychology.
  • Downer, J. (2013). Applying lessons learned from evaluations of model early care and education programs to preparation for effective implementation at-scale. In T. Halle, I. Martinez-Beck, and A. Metz (Eds.), Applying implementation science to early care and education programs and systems: Exploring a new frontier (pp. 140-156). New York: Paul H. Brookes Publishing, Inc.
  • McWayne, C., Downer, J., Campos, R., & Harris, R. (2013). Father involvement during early childhood and its association with children’s early learning: A meta-analysis. Early Education & Development, 24, 898-922.
  • Downer, J. T., Lopez, M. L., Grimm, K., Hamagami, A., Pianta, R. C., & Howes, C. (2011). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings. Early Childhood Research Quarterly, 27, 21-32.


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