Jason T. Downer

Professor of Education; Director, CASTL; Program Area Director, 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

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.