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The title of CEED Fellow is granted to University of Minnesota faculty who are making significant contributions to CEED and to research and practice in the field of early childhood.

Lesley Craig-Unkefer
Educational Psychology

Byron Egeland
Institute of Child Development

Joe Reichle
Speech Language Hearing Sciences

Arthur Reynolds
Institute of Child Development

Michael Rodriguez
Educational Psychology

Jodi Sandfort
Humphrey Institute

Judy Temple
Humphrey Institute
Department of Applied Economics

Lesley Craig Unkefer, Ed.D.

Assistant Professor, CEED Fellow

Department of Educational Psychology

Phone: 612-624-5547
Email: craig039@umn.edu

Dr. Craig-Unkefer is an Assistant Professor in the Special Education Program in Education in the College of Education and Human Development at the University of Minnesota. She received her  Ed.D. in Special Education with a focus on Early Childhood Special Education from Vanderbilt University and an M.Ed. from the University of Memphis.  Dr. Craig-Unkefer's research interest focuses on the promotion of social competency skills and language and literacy development with Early Childhood Special Education populations. The work she has done to date is on the development of child focused, peer-mediated interventions. She
has worked in various capacities, including classroom teacher, disability consultant for Chicago Area Head Start and Early Head Start, and investigator in the area of early childhood.  Dr. Craig Unkefer is currently a Fellow at the Institute for Advanced Study at the University of Minnesota. Dr. Craig-Unkefer has also conducted research that focuses on the development of theory and practices needed for effective teaching in the technology-enhanced learning classroom of the present and future. She is specifically interested in encouraging the effective integration of technology resources and systems with teacher training and curriculum development to establish research-based instructional methods that can be implemented as best practices standards set by State and local educational agencies.

Selected Publications

Loncola, J. & Craig-Unkefer, L. (2005). Teaching Social Communication Skills to Young Urban Children with Autism. Education and Training in Developmental Disabilities, 40(3), 243-263.

Craig-Unkefer, L.A., & Kaiser, A.P. (2003). Effects of social
communication intervention with Head Start children with social
communication delays. Journal of Early Intervention, 25(4), 229-247.

Craig-Unkefer, L.A., & Kaiser, A.P. (2002). Improving the social
communication skills of at-risk preschool children in a play context. Topics in Early Childhood Special Education, 22(1), 3-14.

Frea, W.D., Craig, L. A., Odom, S. L., Johnson, D. (1999).
Differential effects of structured social integration and group
friendship activities for promoting social interaction with peers.
Journal of Early Intervention, 22(3), 230-242.

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Byron Egeland, Ph.D.

Irving B. Harris Professor, CEED Fellow

Institute of Child Development
230 Child Development
51 East River Road
Minneapolis, MN 55455

Phone: 612-624-5273
E-mail: egela001@umn.edu

Byron Egeland is the Irving B. Harris Professor of Child Development at the University of Minnesota.  He is the Principal Investigator of the Minnesota Longitudinal Study of Parents and Children, a 30-year longitudinal study of high-risk children and their families.  The risk factor was poverty and the aims are to identify the antecedents and pathways leading to behavior problems and psychopathology as well as competence and resilience.  He was the Principal Investigator of Project STEEP, an NIMH funded prevention program for high-risk parents and their infants. He was one of the Co-investigators involved in the national evaluation and study of the JOBS and New Chance Demonstration Programs for families on welfare.  His current research interests involve the study of antecedents and pathways leading to psychopathology as well as competence and resilience, particularly across the period adolescence to young adulthood.  He is a fellow in the American Psychological Association, the American Psychological Society, and the American Association of Applied and Preventive Psychology.  In 1995 he received the Brandt Steele Distinguished Award in the field of child abuse and neglect, and in 1996 he received the Distinguished Research Career Award from the American Professional Society on Abuse of Children.  He has served on a number of national boards including the Board of Directors of Prevent Child Abuse America.  He served on the National Academy of Science Study Panel on Child Abuse.  He has published articles and book chapters in the areas of child maltreatment, the development of high risk children, developmental psychopathology, and intervention with high risk families.

Selected Publications

Egeland, B., & Erickson, M. (2004). Lessons from STEEP: Linking theory, research and practice or the well-being of infants and parents. In A. Sameroff, S. McDonough, & K. Rosenblum (Eds.), Treating Parent-Infant Relationship Problems (pp. 213-242). New York, NY: Guilford Publications, Inc.

Sroufe, L. A., Egeland, B., Carlson, E., & Collins, W. A. (2005) The Development of the Person: The Minnesota Study of Risk and Adaptation from Birth to Adulthood. New York: Guilford Publications.

Siebenbruner, J., Englund, M., Egeland, B., Hudson, K., Whaley, G. (2006).  Developmental Antecedents of Late Adolescence Substance Use Patterns. Development and Psychopathology, 18,  551-571.

Bosquet, M. & Egeland, B. (2006).  The Development and Maintenance of Anxiety Symptoms from Infancy through Adolescence in a Longitudinal Sample.  Development and Psychopathology 18, 517-550.

Egeland, B. (in press).  Understanding Developmental Process and Mechanisms of Resilience and Psychopathology: Implications for Policy and Practice.  In A. Masten (Vol. Ed.),  The Minnesota Symposium on Child Psychology: Vol. 33.  Multi-Level Dynamics in Developmental Psychopathology:  Pathways to the future.   Hillside, NJ:  Lawrence Erlbaum and Associates.

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Joe Reichle, Ph.D.

Professor, CEED Fellow

Speech Language Hearing Sciences
115 Shevlin Hall
164 Pillsbury Drive SE
Minneapolis, MN 55455

Phone: 612-625-6542
E-mail: reich001@umn.edu

Joe E. Reichle, Ph.D. is Professor of the Department of Speech-Language-Hearing Sciences at the University of Minnesota and is a Fellow of the American Speech-Language and Hearing Association. In addition to his interest in communication intervention, he is a recognized expert in the area of communicative approaches to the management of challenging behavior with preschool children who experience emotional disturbances and behavior disorders. He has worked for 25 years in regular and special education programs serving school-aged children with moderate to severe developmental disabilities and children with behavior disorders. He has extensive experience providing technical assistance to families, teachers, related therapies, and paraprofessionals. Dr. Reichle has served as the-Principal Investigator of model in-service projects and outreach projects designed to develop technical assistance teams in local school districts to serve children who experience behavior disorders in inclusive classroom environments. He has published over 50 articles and has co-edited 10 books in the area of augmentative and alternative communication and/or challenging behavior. Currently he serves as an Associate Editor for the Journal of Speech Language and Hearing Research.  

Vita and Recent Publications

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Arthur Reynolds, Ph.D.

Professor, CEED Fellow

Institute of Child Development
Room 202
51 East River Parkway
Minneapolis, MN 55455
Phone: 612-625-4321
Email: ajr@umn.edu

I study the effects of early childhood intervention on children's development from school entry to early adulthood. I also investigate the family and school influences on children's educational success. Evaluation research and prevention science are key aspects of my projects.

The focal point of my current work is as Director of the Chicago Longitudinal Study, one of the largest and most extensive studies of the effects of early childhood intervention. The project tracks the life-course development of 1,500 children who attended early childhood programs in inner-city Chicago. The main focus is on the effects of the Child-Parent Center program, a school-based intervention from preschool to the early school grades.

This ongoing, 21-year project is now in the adult phase. In addition to examining the effects of intervention on education, economic well-being, health, mental health, and family outcomes, our project team is documenting the determinants of child maltreatment, delinquency and crime, educational attainment, and economic well-being. A major aspect of these explanatory studies is understanding the processes by which early childhood experiences affect development into adulthood. With economist Judy Temple, we also conduct cost-benefit analyses. A cost-benefit analysis of the Child-Parent Center program has been published up to age 21.

I am interested more broadly in school and family influences on children's development, the evaluation of social programs, prevention science, intervention research, and the determinants of economic and social well-being in early adulthood. I also study how child development and evaluation research affect social policy.

Recent publications

Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2002). Age 21 cost-benefit analysis of the Title I Chicago Child-Parent Centers. Educational Evaluation and Policy Analysis, 24(4) 267-303.

Reynolds, A. J., Wang, M. C., & Walberg, H. J. (Eds.). (2003). Early childhood programs for a new century. Washington, DC: Child Welfare League of America.

Reynolds, A. J., Ou, S., & Topitzes, J. W. (2004). Paths of effects of early childhood intervention on educational attainment and juvenile arrest. A confirmatory analysis of the Chicago Child-Parent Centers. Child Development, 75, 1299-1328.

Reynolds, A. J. (Ed.). (2004). Promoting well being in children and youth. Findings from the Chicago Longitudinal Study. Children and Youth Services Review, 26 (1). Whole issue.

Reynolds, A. J. (2005). Confirmatory program evaluation: Examples from early childhood programs. Teachers College Record, 107, 2401-2425.

Reynolds, A. J., & Temple, J. A. (in press). Economic returns of investments in preschool. In E. Zigler W. Gilliam, & S. Jones (Eds.), A vision for universal prekindergarten. New York: Cambridge University Press.

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Michael Rodriguez, Ph.D.

Associate Professor, CEED Fellow

Educational Psychology

Phone: 612-624-4324
Email: mcrdz@umn.edu

Dr. Rodriguez is an Associate Professor of Quantitative Methods in Education in the College of Education & Human Development at the U of M (since 1999), director of the Office of Research Consultation, and chair of the college Diversity Committee. He received his Ph.D. in Educational Measurement & Quantitative Methods from Michigan State University in 1999 and MA in Public Affairs from the Hubert H. Humphrey Institute, University of Minnesota in 1995. He is a member of the American Educational Research Association and the National Council on Measurement in Education and chairs their committee on Diversity Issues in Testing. He is an advisory editor of the Journal of Educational Measurement and participates in manuscript review for Applied Psychological Measurement, Computers in Human Behavior, Journal of Educational & Behavioral Statistics, and Psychological Methods; and currently chairs the Graduate Record Exam (GRE) Technical Advisory Committee through ETS.

Dr. Rodriguez is the recipient of the 2005 Albert J. Harris Award of the International Reading Association for the article Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. He focuses his research on reliability theory, item writing, classroom assessment, meta-analysis, and multilevel modeling. He is currently engaged in several large-scale research projects involving early literacy and reading development in high-poverty child-care centers, pre-schools, and elementary schools; participating in the evaluation of the Minnesota Migrant Education Program; developing meta-analytic methods for psychometric indices, and writing on topics related to Latino youth development, educational and psychological test design, and reading development. He conducts workshops on survey design, sampling, and multilevel modeling. He also is providing psychometric and instrument design support for the first international Teacher Education and Development Study in Mathematics (TEDS-M) through Michigan State University and the Australian Council on Education Research.

Recent Publications

Rodriguez, M.C. (2005). Three options are optimal for multiple-choice items: A meta-analysis of 80 years of research. Educational Measurement: Issues and Practice, 24(2), 3-13.

Taylor, B.M., Pearson, P.D., Peterson, D., & Rodriguez, M.C. (2005). The CIERA school change framework: An evidence-based approach professional development and school reading improvement. Reading Research Quarterly, 40(1), 40-69.

Rodriguez, M.C., & Morrobel, D. (2004). A Review of Latino Youth Development Research and a Call for an Asset Orientation. Hispanic Journal of Behavioral Sciences, 26(2), 107-127.

Rodriguez, M.C. (2004). The role of classroom assessment in student performance on TIMSS. Applied Measurement in Education, 17(1), 1-24.

Taylor, B.M., Pearson, P.D., Peterson, D.S., & Rodriguez, M.C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, 104(1), 3-28.

Rodriguez, M.C., Morrobel, D., & Villaruel, F.A. (2003). Research realities and a vision of success for Latino youth development. In F. A. Villarruel, D.F. Perkins, L.M Borden, & J.G. Keith (Eds.), Community youth development: Programs, policies, and practices (pp. 47-78). Thousand Oaks, CA: Sage.

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Jodi Sandfort, Ph.D.

Associate Professor, CEED Fellow

Humphrey Institute of Public Affairs
University of Minnesota
160 Humphrey Center
301 19th Avenue South
Minneapolis, MN 55455

Phone: 612-625-3536
Email: sandf002@umn.edu
 

Jodi Sandfort's research, teaching, and practice focus on improving the implementation of social policy, particularly those policies designed to support low-income children and their families. Sandfort came to the Institute from the McKnight Foundation, where she managed a portfolio of $20 million in annual giving directed to the human service system in Minnesota. Sandfort is the author of numerous reports for policymakers and practitioners on low-income childcare and preschool education, welfare reform, and policy implementation. Her dissertation was an in-depth examination of how front-line organizations in Michigan's welfare system implemented public policy. This study was followed by research about the local implementation of welfare reform and, in another study, of early childhood programs that blend childcare, Head Start, and state-sponsored preschool programs. Sandfort has published articles in numerous academic journals, including the Nonprofit and Voluntary Sector Quarterly, Journal of Policy Analysis and Management, Nonprofit Management & Leadership, Social Services Review, Journal of Marriage and the Family, and Administration & Society. She has contributed chapters to books on public management and research methodology. She also has written for direct service practitioners and policymakers in articles published in Young Children, Policy & Practice, and policy reports and briefings published by the Children's Defense Fund and Urban Institute.

Sandfort has worked as a case manager for the AIDS Care Connection in Detroit, as a program assistant at the Children's Defense Fund in Washington, D.C., and as an assistant professor of public administration at the Maxwell School at Syracuse University. She has worked as a consultant with the Urban Institute in Washington, D.C., the Charles Stewart Mott Foundation, and other nonprofit human service organizations. Sandfort also has experience training mid-level public managers, nonprofit organizations, and master's-level and doctoral-level students.

Sandfort received a Ph.D. in political science and social work in 1997 from the University of Michigan. She also holds a master's degree in social work from the University of Michigan and a B.A. from Vassar College (magna cum laude). She is a member of Phi Beta Kappa. Originally from Menomonie, Wisconsin, Sandfort lives with her husband and sons in Minneapolis.

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Judy Temple, Ph.D.

Associate Professor, CEED Fellow

Humphrey Institute of Public Affairs
149 Humphrey Center
301 19th Avenue South
Minneapolis, MN 55455
Phone: 612-625-6693
Department of Applied Economics
217d Classroom Office Building, 1994 Buford Avenue
St. Paul, MN 55108
Phone: 612-625-2286

Email: jtemple@umn.edu

Judy Temple has a joint appointment in the Humphrey Institute and in the Department of Applied Economics. Her recent research focuses on evaluation of the longer terms of effects of early educational interventions. She is a co-principal investigator on a project involving the Chicago Longitudinal Study, which has followed over 1,200 students from low-income neighborhoods from kindergarten into adulthood. Temple also is an adjunct professor in the Institute of Child Development.

Before arriving at the Humphrey Institute in 2006, Temple was an associate professor of economics at Northern Illinois University, where she taught and conducted research in public economics including state and local finance and policy evaluation. Temple also has taught at the LaFollette Institute of Public Affairs at UW-Madison.

Judy Temple has a doctorate in economics from Michigan State University and an undergraduate degree from UW-Madison. She has been a National Academy of Education/ Spencer Foundation postdoctoral fellow.

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