From Developmental to Prevention Science: Integrating Social-Emotional and Academic Learning to Reduce Educational Inequality
Free and open to the public. Sandwiches and soda provided.
Sponsored by the Education Policy Initiative (EPI) at the Center for Local, State, and Urban Policy (CLOSUP). EPI is a program of coordinated activities designed to bring the latest academic knowledge to issues of education policy.
Generous support provided by Charles H. and Susan Gessner.
About the speaker
Stephanie Jones is an assistant professor of education at the Harvard Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Dr. Jones is a Principal Investigator of a multi-year, 9 wave cluster-randomized, experimental evaluation of the 4Rs Program, a universal school-based intervention designed to integrate social-emotional learning and literacy development, funded by NIMH, the Institute for Education Sciences at the U.S. Department of Education, as well as by the William T. Grant Foundation. She is also involved as Co-Investigator in a number of similar evaluation studies conducted in early childhood educational settings (Chicago School Readiness Project, Foundations of Learning, Head Start CARES).
In 2002, she received her doctorate in developmental psychology from Yale University, where she trained with Edward Zigler and Alice Carter. Previously, she had worked as a Research Associate at Columbia University's National Center for Children in Poverty. She was awarded the 2008 Grawemeyer Award in Education for her work with Zigler and Walter Gilliam on A Vision for Universal Preschool Education, published by Cambridge University Press.
Dr. Jones will present findings from the three-year, experimental evaluation of the 4Rs Program, a universal, integrated school-based intervention in social-emotional learning and literacy development, focusing on children's social-emotional, behavioral, and academic functioning. The presentation will highlight challenges and opportunities in conducting place-randomized trials, and will identify implications for translational research, education reform, and the developmental and prevention sciences.