- Ph.D., University of South Carolina-Columbia, 2003
- M.A., University of South Carolina, 2001
- B.A., University of Michigan-Ann Arbor, 1996
My primary research interests lie in identification and understanding of relevant contextual and relational contributors to young children’s early achievement and social competence. In particular, my work focuses on the development of observational methods to capture valid, reliable estimates of teacher-child interactions in preschool and elementary school classrooms, as well as the role of fathers in young children’s early learning. I also have a keen interest in translating research-to-practice through school-based, classroom-focused interventions. Specifically, I am involved in several research efforts to examine an observation-based consultation approach to in-service professional development for teachers.
Select Recent Publications
- 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.
- Downer, J. T., Pianta, R. C., Fan, X., Hamre, B., Mashburn, A., & Justice, L. (2011). Effects of web-mediated teacher professional development on the language and literacy skills of children enrolled in pre-kindergarten programs. NHSA Dialog, 14, 189-212.
- Downer, J., Sabol, T.J., Hamre, B. (2010). Teacher–child interactions in the classroom: Toward a theory of within and cross-domain links to children’s developmental outcomes. Early Education & Development, 21, 699–723.