Curriculum Vitae Christina Cipriano (Crowe), Ph.D ... · Curriculum Vitae Christina Cipriano...

Curriculum Vitae Christina Cipriano (Crowe), Ph.D.

51 Roxana Street Norwood Massachusetts 02062 [email protected] (617) 959-1960

EDUCATION

Yale University Post-Doctoral Training, Yale Center for Emotional Intelligence, 2012- 15 Boston College Ph.D., Applied Developmental and Educational Psychology, Lynch

School of Education, 2011 Boston College Certificate in Human Rights and International Justice, 2010 Harvard University Ed.M., International Education Policy, Graduate School of Education,

2008 Hofstra University B.A., Political Science, Magna Cum Laude; Minor(s): Philosophy;

Educational Studies. Honors College, 2005

ACADEMIC POSITIONS 2015- Assistant Professor, Department of Psychology, University of Massachusetts

Dartmouth 2012-2015 Post-Doctoral Research Associate, Yale University, Department of Psychology.

Co-Principal Investigator and Project Director: Recognizing Excellence in Learning and Teaching (RELATE) Project; Co-Principal Investigator, The Supportive Classrooms Project

2011-2015 Lecturer, Northeastern University, Department of Psychology, Boston, MA 2009- 2014 Adjunct, Quincy College, Departments of Mathematics, Quincy, MA 2010-2011 Adjunct, Wheelock College, Department of Psychology, Boston, MA 2007-2011 Part-Time Lecturer, Northeastern University, Boston, MA

FUNDING GRANTS AWARDED 2016- 2017 William T. Grant Foundation, Towards Improving Settings Serving Youth With

Special Learning Needs: Measuring Social Processes in Special Education: Phase II [Amount Awarded: $155,241]. Cipriano, Principal Investigator; Tia Barnes, Co-Investigator. Phase II of the RELATE Project disseminating the newly developed and validated RELATE Tool for Special Education Classroom Observation.

2012- 2016 William T. Grant Foundation, Towards Improving Settings Serving Youth With

Special Learning Needs: Measuring Social Processes in Special Education [Amount Awarded: $495,725]. Rivers, Principal Investigator; Christina Crowe, Co-Investigator. Phase II of the RELATE Project will validate the newly

developed RELATE Tool for Classroom Observation in 100 self-contained classrooms serving students with emotional disturbances.

2016 University of Massachusetts. Investigating Social Competence in Self-Contained

Special Education Classrooms [Amount Awarded: $34,900] Crowe; Principal Investigator. Christine Panarese, Co-Investigator. Multidisciplinary Seed Grant Award to collect pilot data on the state of social-emotional health and well-being among 200 educators serving in self-contained classrooms in Massachusetts.

2016 University of Massachusetts. Can you spell IEP? Exploring how educator experience

and training effects standardized evaluation of self-contained special education classrooms [Amount Awarded: $7,500] Cipriano; Principal Investigator. Community Engaged Research Academy Award to explore scoring variance on the RELATE Tool for Classroom Observation among in-service educators in Massachusetts.

2012-2015 William T. Grant Foundation, Understanding Transactional Relationships Between

Supportive Classroom Settings and Positive Youth Development [Amount Awarded: $90,537]. Crowe, Principal Investigator; Marc Brackett & Susan Rivers, Co-Investigators. Multivariate longitudinal analyses of extant data comparing perceptions of the classroom environment, examining individual-, classroom- and school- level characteristics associated with perceptions, and how these perceptions predict trajectories of development as students move across 5th to 7th grade.

2005-2011 Jack Kent Cooke Foundation, Graduate Scholar Fellowship [Amount Awarded:

$300,000]. Independently awarded funding for six consecutive years of graduate/post-graduate research and training.

2005-2006 Harvard Graduate School of Education, Academic Grant [Amount Awarded:

$15,000]. Funding awarded based on demonstrated academic potential for achievement at the graduate level, used to support graduate research training.

UNDER REVIEW 2018-2020 From Special Education to Higher Education: A Community College-High School

Collaboration to Promote College Readiness and Retention for Students with

Disabilities, Institute of Education Sciences (Amount Requested: $400,000] Cipriano; Principal Investigator. Karen Ellis, Linda Lopez, Maria Conzatti, Genette Alvarez-Ortiz Co-Investigators LOI Submitted 6.21.2017; Full Application Pending 8.4.2017

2018-2022 Can You RELATE? Interaction-Based Professional Development for Special

Education Classroom Teams, Institute of Education Sciences (Amount Requested: $1,392,000] Cipriano; Principal Investigator. Tia Barnes, and Kristin Murphy, Co-Investigators LOI Submitted 6.20.2017; Full Application Pending 8.17.2017

2017-2019 Enhancing Supports for Students in Poverty, Massachusetts Department of

Elementary and Secondary Education Department of School Improvement Grants,

Grant Fund Code: 323-P. Letter of Intent Submitted 3/8/2017, Full Application

Pending June 2017. Neilson, C; Principal Investigator. Christine Panarese and

Christina Cipriano Co-Investigators

Dr. Christina Cipriano (Crowe) CV

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2017 American Educational Research Association and Society for Research in Child

Development Early Career Fellowship in Child Education and Development. Submitted February 2017

GRANT APPLICATIONS IN DEVELOPMENT/REVSION 2017-2020 Building Capacity for Effective Practice in Special Education through A Research

to Practice Partnership, Spencer Foundation [Amount Requested: $396,385.16] Cipriano; Principal Investigator. Tia Barnes, Joan Dituri, Karen Ellis, and Linda Lopez Co-Investigators

2017-2021 Examining School, Educator, and Classroom Supports in Juvenile Correction

Facilities, William T. Grant Foundation [Amount Requested $550,000.] Barnes; Principal Investigator. Christina Cipriano, Candace Mulcahy, Kristin Murphy and Michael Krezmien Co-Investigators

2017 American Psychological Association Undergraduate Summer Research

Opportunity Grant, American Psychological Association Science Directorate [Amount Requested: $28,000]. Cipriano; Principal Investigator. Robin Locke Arkerson, Trina Kershaw, Jennifer Fugate, and Aminda O’Hare Co-Investigators

2017-2020 Reducing Classroom Inequality for English Language Learners: A Systematic

Investigation of Social Positioning and Achievement Outcomes, William T. Grant Foundation [Amount Requested: $400,000]. Kayumova; Principal Investigator. Christina Cipriano and Tia Barnes Co-Investigators

2017-2018 Systems for Student Success Action Plan Grant, Massachusetts Department of

Elementary and Secondary Education (Amount Requested: $100,000.) Principal Investigator, Christine Panarese. Christina Cipriano, Consultant.

GRANTS WITH STUDENTS 2016 The Relationship Between Having a Sibling with a Developmental Disability and

the Typically Developing Sibling’s Psychosocial Well-being, University of Massachusetts Dartmouth Office of Undergraduate Research[Amount Received: $400]. Combis, C.; Principal Investigator. Christina Cipriano Faculty Supervisor.

2017 Protective Factors and Barriers to Success Among College Now Students.

University of Massachusetts Dartmouth Office of Undergraduate Research [Amount Received: $400]. Vicente, A.; Principal Investigator. Christina Cipriano Faculty Supervisor.

RESEARCH WITH STUDENTS 2016- Aldina Vicente, Undergraduate Degree Candidate in Psychology, Class of 2018. Project

Title: Protective Factors and Barriers to Success Among College Now Students. Undergraduate Honors Thesis Advisor

2016- Lilli Dale, Undergraduate Degree Candidate in Psychology, Class of 2017. Project Title:

Investigating the Role of Teacher-Student Relationships in Promoting Positive Health


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Outcomes among Teenagers in Residential Facilities. Undergraduate Honors Thesis Advisor

2015- Catrina Combis, Undergraduate Degree Candidate in Psychology, Class of 2017. Project

Title: The Relationship Between Having a Sibling with a Developmental Disability and the Typically Developing Sibling’s Psychosocial Well-being; Undergraduate Honors Thesis Advisor

2016 Lyubo Kolev, Graduate Degree in Psychology, Class of 2016. Project Title: Validating the

Emotion Focused Interaction (EFI) Scale for Classroom Observation; Graduate Research Independent Project Advisor

2016 Rebecca Hough, Undergraduate Degree in Psychology, Class of 2016. Project Title:

Demographic Influences on Drug Abuse and Addiction Undergraduate Honors Thesis Committee Member

FELLOWSHIPS, AWARDS AND HONORS SCHOLARSHIP 2016-18 Faculty Service Learning Fellowship, University of Massachusetts Dartmouth 2016 University of Massachusetts Community Engaged Research Academy Award 2016 University of Massachusetts Dartmouth Multidisciplinary Seed Funding Award 2015 University of Massachusetts Dartmouth Dean’s Travel Award 2013 Article Acknowledged as “Editors Choice,” Academic Exchange Quarterly 2013 Northeastern University Excellence in Teaching Award Nominee 2012 Northeastern University Excellence in Teaching Award Nominee 2011 Boston College Graduate Research Conference Award [Amount Awarded: $500] 2009 Boston College Graduate Research Conference Award [Amount Awarded: $500] 2006 Boston College Deans Scholarship [Amount Awarded: $9,000] 2004- 2005 Hofstra University Provost Scholar (4.0 GPA) 2001- 2005 Hofstra University Dean's List 2001 Long Island Science Congress, High Honors Research Award TEACHING 2016 Society for Research in Child Development, Teaching Mentorship Program 2015 Northeastern University Excellence in Teaching Award Nominee 2014 Northeastern University Excellence in Teaching Award Nominee 2012 Society for Research in Child Development, Teaching Mentorship Program 2011 Northeastern University Excellence in Teaching Award Nominee SERVICE 2012 Northeastern University Outstanding Female Role Model, Honorary Coach 2012 Northeastern University Outstanding Professor Honoree, Sigma Delta Tau 2005 Phi Beta Kappa Honor Society 2004- 2006 Phi Eta Sigma National Executive Committee Representative 2003- 2005 Phi Eta Sigma National Honor Society, President Scholarship 2001 Governor Pataki Outstanding Female Leader of New York State


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PUBLICATIONS Cipriano, C., Barnes, T., Bertoli, M., Flynn, L., & Rivers, S. (2016). There is no “I” in team: Understanding teacher-paraeducator interactions in special education classrooms. Journal of Classroom Interactions, 51(2). Crowe, C. C., Rivers, S., & Bertoli, M. (2015) Mind the gap: Accountability, observation, and special education. Assessment in Education: Principles, Policy, and Practice DOI: 10.1080/0969594X.2015.1114913 Crowe, C. C., & Barnes, T. N. (2015). Class, interrupted: Reactionary practices are not best practices in education. Education Week, Issue 14. Crowe, C. C. (2013). Parent educational involvement and student achievement: Disentangling parent socialization and child evocative effects across development. Journal of Educational Research and Policy Studies, 13(3). Crowe, C. C. (2013). Achievement and the myth of the helicopter mom. Academic Exchange Quarterly, 17(1). Cipriano, C. (2007). Coffee cup conversations: When will the APA’s involvement in Guantanamo Bay be your problem? The Just Word, Ignacio Martin Baro Fund, 4(2). MANUSCRIPTS UNDER REVIEW Barnes, T. Cipriano, C., Flynn, L., & Rivers, S. Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms. Under Review, Journal of Educational Measurement Cipriano, C., Barnes, T., Bertoli, M., & Rivers, S. Applicability of the Classroom Assessment Scoring System in Special Education Classrooms Serving Students with Emotional Behavioral Disorders. Under Review, Applied Measurement in Education Barnes, T. N., Cipriano, C., McCallops, K., Cuccini-Harmon, C., & Rivers, S. E. Psychosocial Health and Well-being Among Educators Serving Students in Residential Self-Contained Special Education School Settings: A Case Study. Under Review, Emotional and Behavioral Difficulties. Cipriano, C., Barnes, T., Rivers, S., & Brackett, M.A., Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students At-Risk of Academic Failure, Under Review, Journal of Education for Students Placed at Risk Cipriano, C., Torrente, C., Rivers, S., & Brackett, M. A. A multi-level analysis of student and teacher perceptions of classroom support during early adolescence, Under Review, European Journal of Developmental and Educational Psychology Fugate, J.M.B., Macrine, S., & Cipriano, C Deep Processing: The Role of Embodied Cognition for Transforming Teaching and Learning, Under Review, International Journal of School Psychology Cipriano, C., Barnes, T., Kolev, L., Rivers, S., Brackett, M. Validating the Emotion Focused Interactions Scale for Teacher-Student Classroom Interactions. Under Review, Journal of Learning Environment Research


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MANUSCRIPTS IN PREPARATION Cipriano, C., Barnes, T.N., Panarese, C., & Scherr, J. Investigating the Reliability of Special Education Classroom Observations by School Personnel. [Target Submission 9/15/17] Cipriano, C., Barnes, T. N., Flynn, L., Rivers, S. E. Sources of (In)Stability in Classrooms Serving Students with Emotional and Behavioral Disorders. [Target Submission 11/1/17] Cipriano, C., Barnes, T. N., & Rivers, S. E. Interactions Matter: Evidence-Based Practices for Self-Contained Special Education Classrooms. Solicited Book Proposal In Revision, Harvard Education Press Cipriano, C., Nathanson, L., Simmons, D., Rivers, S., & Brackett, M. A. School Climate, Teacher Stress and Burn Out: The effect of a social and emotional learning program on teacher perceptions and performance. Torrente, C., Cipriano, C., Nathanson, L., Rivers, S., & Brackett, M. Using instrumental variable techniques to causally test the theory of change of a school-based SEL intervention. Cipriano, C., & Scherr, J. Assessing student learning in undergraduate developmental psychology classes: A cost-benefit analysis. THESES Ph.D., Parent Educational Involvement and Student Achievement: Disentangling Parent

Socialization and Child Evocative Effects across Development, Boston College, 2011, Advisor: Eric Dearing, Ph.D.

Certificate in Human Rights and International Justice, Liberation Psychology and the New War: A

Critical Analysis Through the Pedagogical Lens of Ignacio Martin Baro and Paulo Friere, Boston College, 2007, Advisor: M. Brinton Lykes, Ph.D.

B.A. Self Interest Rightly Understood: The Nature of the Political Animal, Hofstra University, 2005,

Advisor: Leslie Feldman, Ph.D. B.A. Ideas for Universal Education, Honors College, 2005, Advisor: Eduardo Duarte, Ph.D.

PRESENTATIONS (REFEREED)

WORKSHOPS/WEBINARS

Cipriano, C., & Barnes, T.N. (January, 2017). (Professional Development Webinar). Teaming for

Success: Strategies for Teacher-Paraeducator Collaboration, Illinois Teachers Union. Barnes, T. N. & Cipriano, C. (March, 2016). (Professional Development Webinar). There’s no “I” in

team: Evidence-based strategies for teacher-paraeducator collaboration. Council for

Exceptional Children.


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Cipriano. C., Barnes, T. N., Flynn, L. & Rivers, S. E. (April, 2016). (Professional Development Workshop). Don’t Be a bystander: How paraeducators can support classroom behavioral intervention. National Resource Center for Paraeducators Convention, Chicago, IL.

Barnes, T. N., Crowe, C. C., Flynn, L. & Rivers, S. E. (April, 2015). (Professional Development

Workshop). Improving students' social-emotional outcomes through effective teacher-paraeducator collaboration. National Resource Center for Paraeducators Convention, Hartford, CT.

Crowe, C. (2012). Let’s Play! Preliminary findings and best pedagogical practices from a three year

game based socio-emotional curriculum intervention for children grades K-3 with special needs. National Association for the Education of Young Children, Indianapolis, IN.

ACADEMIC CONFERENCE PRESENTATIONS UNDER REVIEW Scherr, J., Cipriano, C., & Barnes, T. (Under Review). Examining the RELATE Observation Tool: An Exploratory Factor Analysis. Presentation under review to be presented at the Meeting of the American Educational Research Association, New York, NY April 2018. Cipriano, C., & Barnes, T. (Under Review). How to Improve the Psychosocial Health and Well-being Among Paraeducators Working in EBD Classrooms. Presentation under review to be presented at the Meeting of the Teacher Educators of Children with Emotional and Behavioral Disorders, Tempe, Arizona, October 2017). Barnes, T., Cipriano, C., Weller, R., & Simmons, N. (Under Review) Teacher and Paraeducator Well-being in the EBD Classroom. Research paper under review to be presented at the Annual Meeting of the Council for Exceptional Children, Tampa, Florida February 2018). ACADEMIC CONFERENCE PRESENTATIONS Cipriano, C., Barnes, T., Panarese, C., & Scherr, J. (April, 2017) Investigating the Reliability of Special Education Classroom Observations by School Personnel. Research to be presented at the Biannual Meeting of the Society for Research in Child Development, Austin, TX. Cipriano, C. (April, 2017). Examining interventions and outcomes for at-risk students. Symposium Chair, Annual Meeting of the American Educational Research Association, San Antonio, TX. Cipriano, C. (April, 2017). Improving the Accuracy of Human Rating and Scoring. Symposium Chair, Annual Meeting of the American Educational Research Association, San Antonio, TX. Barnes, T. N., Cipriano, C., Flynn, L., Rivers, S. E. (April, 2017) Psychosocial Health and Well-being Among Educators Serving Students in Residential Self-Contained Special Education School Settings: A Case Study. Annual Meeting of the American Educational Research Association, San Antonio, TX. Cipriano, C., Barnes, T. N., Flynn, L., Rivers, S. E. (April, 2017) Sources of (In)Stability in Classrooms Serving Students with Emotional and Behavioral Disorders. Annual Meeting of the American Educational Research Association, San Antonio, TX.


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Kolev, L., Cipriano, C., Rivers, S.E., Brackett, M. A. (April, 2017) Validating the Emotion Focused Interactions Scale for Teacher-Student Classroom Interactions. Annual Meeting of the American Educational Research Association, San Antonio, TX. Cipriano, C. (April, 2017). Emergent and Established Community-Based Service-Learning Opportunities Breakout Session as part of the session From the Community to the Classroom: Complementary Pathways to Service Learning and Community Engaged Research for the Community Engaged Research Initiative Meeting at the University of Massachusetts Medical School. Cipriano, C., Barnes, T. N., & Flynn, L., Rivers, S. E. (October, 2016). Class Interrupted: The impact of everyday classroom transitions on classroom stability and student performance. Paper to be presented at the 40th Annual Teacher Educators of Children with Behavior Disorders Conference, Tempe, AZ. Barnes, T. N., Cipriano, C., Rivers, S. E., Flynn, L., & Hafen, C. (October, 2016). The RELATE Tool for Special Education Classroom Observation: Results from a pilot validation study. Paper to be presented at the 40th Annual Teacher Educators of Children with Behavior Disorders Conference, Tempe, AZ. Crowe, C., Rivers, Brackett, M.A., & Nathanson, L. (2016, May). Improving Developmental Trajectories through Social- Emotional Learning: Building Evidence for At-Risk Students. Society for Prevention Research Annual Meeting Crowe, C. (2016, April) Advancing the Science of Classroom Observation. Chair, Symposium given at the Annual Meeting of the American Educational Research Association, Washington DC Barnes, T., Crowe, C., & Flynn, T. (2016, April). Applying the RELATE Tool for Special Education Classroom Observation. Research presented at the Annual Meeting of the Council of Exceptional Children Convention, St. Louis, MO. Crowe, C., Torrente, C., Rivers, S., & Brackett, M. (2016, April). A multilevel ecology of perceptions of classroom support during early adolescence. Research presented as part of a symposium for the Annual Meeting of the Society for Research in Adolescence, Baltimore, MD. Barnes, T. N., Crowe, C., Flynn, L., & Rivers, S. (2016, April). Applying the RELATE tool for special education classroom observation. Council for Exceptional Children Annual Convention, St. Louis, MO. Cipriano, C. Class Interrupted: Improving Under-studied Classroom Environments (2016, March). Breakout Session as part of the Creative Approaches to Building Community Research Partnerships: Resources and Collaborations Workshop for the Community Engaged Research Initiative Meeting at the University of Massachusetts Medical School Crowe, C., Barnes, T., Flynn, L., & Rivers, S. (2015, October). The impact on inter- and intra-classroom transitions on classroom stability and student performance in the EBD classroom. Research presented at the Annual Meeting of the Teacher Educators for Children with Behavior Disorders, Tempe, AZ.


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Crowe, C., Nathanson, L., Rivers, S.E., & Brackett, M.A. (2015, August). An Investigation of School Connectedness, Engagement, and Achievement in Early Adolescence. Research presented at the American Psychological Association Annual Meeting, Toronto, Canada. Crowe, C., Nathanson, L., Rivers, S.E., & Brackett, M.A. (2015, May). School Climate, Teacher Stress and Burn Out: The effect of a social and emotional learning program on teacher perceptions and performance. Research presented as part of a symposium for Society for Prevention Research Annual Meeting, Washington, DC. Crowe, C., Rivers, S., Bertoli, M., & Barnes, T. (2015, April). There is no "I" in team: Understanding the role of educator collaboration in self-contained special educator classrooms. Research presented at the Annual Meeting of the Council of Exceptional Children Convention, San Diego, CA. Torrente, D., Crowe, C., Nathanson, L., Rivers, S., & Brackett, M. (2015, March). Using instrumental variable techniques to causally test the theory of change of a school-based SEL intervention. Research presented as part of symposium for Society for Research in Child Development Biannual Meeting, Philadelphia, PA. Crowe, C., Rivers, S.E., Fernandes, C.S., Nathanson, L., & Brackett, M.A. (2015, April). Exploring the impact of social and emotional learning on students at risk for school failure. Research presented as part of a symposium for Society for Research in Child Development Biannual Meeting, Philadelphia, PA. Crowe, C., Torrente, C., Rivers, S., & Brackett, M. (2014, September). Unpacking Student and Teacher Perceptions of the Classroom Environment: Multilevel Patterns of Academic and Social Support in Early Adolescence. Research presented at the Society for Research in Child Development Developmental Methodologies Meeting, San Diego, CA. Crowe, C., Rivers, S., Bertoli, M., & McCoy, M.(2013). Recognizing excellence in learning and teaching: A new tool for educators. Research presented at the Annual Meeting of the Council of Exceptional Children Convention, Philadelphia, PA. Crowe, C., Rivers, S., & Brackett, M. (2013). Defining Supportive Classrooms: Examining Trajectories of Difference in Student, Teacher and Observer Perceptions of Environment. Research presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, WA. Bertoli, M., Crowe, C., & Rivers, S. (2013). Applying the Classroom Assessment Scoring System (CLASS) in Special Education Settings: Exploring Congruence and Challenges. Research presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, WA. Crowe, C. (2013). Beyond Multiple Choice: Assessing Student Learning in Undergraduate Developmental Psychology Courses. Research presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, WA. Crowe, C. (2012). An Investigation of Sociodemographic Characteristics and Constructions of Happiness in Future Livelihoods for the Contemporary Adolescent Girl. Paper presented at the Transitions to Adulthood meeting of the Society for Research in Child Development, Tampa, Florida. FL


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Crowe, C. (2012). A Better Fit: Using Structural Equation Modeling to Examine Transactional Pathways of Family Involvement and Student Achievement. Research presented at the Developmental Methodology meeting of the Society for Research in Child Development, Tampa, FL. Crowe, C. (2012). White Weddings and Maternity Leave: Uncovering How Contemporary Adolescent Girls Construct Happiness in Their Future Livelihoods. Accepted for presentation at the Society for Research in Adolescence Conference, Vancouver, British Columbia. Cipriano, C. (2011). Parent Educational Involvement and Student Achievement: Disentangling Parent Socialization and Child Evocative Effects across Development. Poster presented at the 119th Meeting of the American Psychological Association, Washington, DC. Cipriano, C. (2011). Parent Educational Involvement and Student Achievement: Disentangling Parent Socialization and Child Evocative Effects across Development. Paper presented at the Boston College Graduate Scholarship Symposium, Boston, MA. Cipriano, C. (2011). Parent Educational Involvement and Student Achievement: Disentangling Parent Socialization and Child Evocative Effects across Development. Paper presented at the Multidisciplinary Research Symposium and Competition, Boston College, Boston, MA. Cipriano, C. & Dearing, E. (2009). Parent Educational Involvement and Student Achievement in Middle Childhood. Poster presented at the biennial meeting of the Society for Research in Child Development, Denver, CO. Cipriano, C. & Dearing, E. (2009). Parent Educational Involvement and Student Achievement in Middle Childhood. Poster presented at the Boston College Graduate Research Forum, Boston, MA. Dearing, E., Cipriano, C., Bouffard, S. & Weiss, H. B. (2008). Do Increases in Parent Encouragement of School Promote Children's Achievement? Paper presented at the International Roundtable on School, Family, and Community Partnerships, Columbia University, New York, NY. Cipriano, C. (2005). Self Interest Rightly Understood: The Nature of The Political Animal. Paper presented at the Eastern Division of the National Collegiate Academic Alliance Annual Conference, Hempstead, NY. CONFERENCE PRESENTATIONS WITH STUDENTS

Combis, C, Schoener, K., Rajeh, R., Villella, A., Oliveras, G. Cipriano, C., & Barnes, T. (2017, April). Improving Teacher-Paraeducator Interactions Among Educators Serving Students with Special Education Needs at New Bedford High School. 23rd Annual Statewide Commonwealth Honors Research Conference, Amherst, MA. Weller, R., Simmons, N., Murnane, J., Covino, O., & Cipriano, C. & Barnes, T. (2017,

April). The Classroom Observation Research Extension: Surveying the Landscape and


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Psychosocial Well-Being of Special Education School Personnel. 23rd Annual Statewide

Commonwealth Honors Research Conference, Amherst, MA.

Combis, C., & Cipriano, C. (2017, March). The Relationship Between Having a Sibling with a

Developmental Disability and Indicators of the Typically Developing Sibling’s Psychosocial Well-

Being. Annual Meeting of the Council for Exceptional Children, Boston, MA.

Scherr, J. & Crowe, C. (2016, March). An investigation of the protective function of classroom context on student-teacher relationships and student behaviors during early adolescence. Research presented as part of a symposium for the Annual Meeting of the Society for Research in Adolescence, Baltimore, MD. Scherr, J., Crowe, C., & Torrente, C. (2014, September). How can we best utilize three-level nested design to model the impact of school climate on student outcomes? Research presented at the Society for Research in Child Development Developmental Methodologies Meeting, San Diego, CA. Cassidy, F. & Crowe, C. (2012). White Weddings and Maternity Leave: Uncovering How Contemporary Adolescent Girls Construct Happiness in Their Future Livelihoods, Research Presented at the Research, Innovation and Scholarship Expo, Boston, MA. INVITED TALKS July 2017 Jack Kent Cooke Foundation Invited Key Note Address, Find What You’re

Afraid of Most and Go Live There. September 2016 University of Delaware, Teacher-Paraeducator Interactions in Early

Education Classroom Environments Serving Students with Special Education Needs.

October 2015 Yale University, Center for Emotional Intelligence, Are inter-and intra-

classroom transitions a source of instability in the EBD classroom? September 2015 University of Massachusetts Dartmouth, Psychology Brown Bag, An

Investigation of School Connectedness and Indicators of Academic and Psychological Adjustment Among Early Adolescents

March 2014 William T. Grant Foundation Invited Mixed Methods Meeting, Coding and

Reliability in Educational Contexts April 2013 Northeastern University, Keynote Faculty Address for Peace Through

Play Initiative, The Role of Play in Promoting Positive Social Relationships Across Development

March 2012 Wheelock College, The First Day of School Starts at Home: An Longitudinal

Investigation of Parent Educational Involvement and Student Achievement October 2011 Northeastern University, Social Networking and Student Responsibility


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March 2011 Northeastern University, Psychology Brownbag, Friend Request Accepted: The Psychology of Facebook

October 2007 Hofstra University, Board of Trustees

TEACHING EXPERIENCE University of Massachusetts Dartmouth Lifespan Developmental Psychology;

Statistics for Psychology; Research Methods in Developmental Psychology; Development in the Self and New Media

Northeastern University Lifespan Developmental Psychology;

Statistics for Psychological Research; Seminar in Social Psychology; Advanced Readings in Developmental Psychology

Quincy College Introductory Statistics;

Introductory Psychology; Child Development; Human Growth and Development

Wheelock College Memory, Identity and Development Boston College Psychology of Learning

SERVICE INSTITUTIONAL Spring 2017 University of Massachusetts Dartmouth Multiseed Research Competition

Application Reviewer Fall 2016- University of Massachusetts Dartmouth Community Engaged Research Academy Spring 2016 Judge, Psy Chi Graduate Student Research Expo Spring 2016- Co-Chair (Appointed), Psychology Department Ph.D. Committee Spring 2016- Member, Psychology Department Student Professional Development Committee Fall 2015- Member, Undergraduate Curriculum Committee Fall 2015 Faculty Grant Reviewer, Office of Undergraduate Research FIELD Conference Reviewer: American Educational Research Association (Fall 2017)

Society for Research in Child Development (Fall 2016) Society for Research of Education Effectiveness (Fall 2015; Fall 2016) Society for Prevention Research (Fall 2015) Ad Hoc Journal Reviewer:

Contemporary Educational Psychology Journal of Early Education and Development Journal of Educational and Developmental Psychology Journal of Applied Developmental Psychology


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Journal of Educational Research and Policy Studies Psychology of Popular Media Culture

Ad Hoc Publisher Reviewer:

Cengage Pearson

PROFESSIONAL CREDENTIALS

MEMBERSHIP IN ORGANIZATIONS American Educational Research Association American Psychological Association

Division 7 (Developmental Psychology) Division 15 (Educational Psychology)

Council for Exceptional Children Society for Research in Child Development Society for Research in Adolescence CERTIFICATIONS Nonviolent Crisis Prevention© Certified, 2008 American Red Cross CPR/AED Certified, 2004

ADDITIONAL APPLIED EXPERIENCE 2017- Educational Consultant, Rethink Education, New York, NY 2017- Statistical Consultant, iThrive, Nashville, TN 2015- 2016 Willet Early Childhood Center School Committee Representative, Norwood, MA 2012 Consultant, Health, Emotion and Behavior Laboratory, Yale University, CT 2011- 2012 Psychology and Statistics Consultant, Boundless Learning, Boston, MA 2010- 2011 Interim School Adjustment Counselor, Bi County Collaborative, Franklin, MA 2009- 2010 Data Analyst and Educational Consultant, Bi County Collaborative, Franklin, MA 2008- 2010 Consulting Educational Psychologist, Bi County Collaborative, Franklin, MA 2007- 2008 Educational Consultant, Mind Lab New England, Newton, MA 2007- 2008 Applied Learning Consultant, Liz Vizza Consulting, Milton, MA 2006- 2009 Educator, Project DEEP Dorchester Educational Enrichment Program Boston, MA 2006- 2007 Educational Consultant, Vanguard Education, Boston, MA 2005- 2006 Educational Consultant, Youthbuild USA, Somerville, MA

Curriculum Vitae Christina Cipriano (Crowe), Ph.D ... · Curriculum Vitae Christina Cipriano...

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