Annemarie Hindman, Ph.D.
See Current CV: Hindman_CV_090919
Dr. Hindman is Associate Professor of Early Childhood Education and Educational Psychology at Temple University. She also coordinates the Early and Elementary Teacher Education program (PreK-4th grade certification) at Temple, and she is the director of the Center for Assessment, Evaluation, and Education Policy Analysis. She has authored more than 70 publications and currently serves as PI or Co-PI on more than $10 million dollars in grant-funded projects.
Dr. Hindman studies how young children build foundational skills, including language, literacy, and social competence, throughout the first years of life and the transition to formal schooling. Much of her work focuses on communities in poverty, including participants in Head Start programs. Her work is characterized by three strands:
- Professional development interventions: Dr. Hindman studies how to support pre-service and practicing teachers in preschool, kindergarten, and first grade as they teach children about vocabulary and other language skills. Much of this work is conducted with Dr. Barbara Wasik and Dr. Emily Snell.
- Classroom-aligned family interventions: Because families are children’s first and most enduring teachers, another strand of research aims to help teachers and families forge meaningful connections that bridge the home-school gap and provide aligned, individualized learning experiences for young children.
- Secondary data analysis: Dr. Hindman uses large-scale datasets such as the Family and Child Experiences Survey, the Head Start Impact Study, and the Early Childhood Longitudinal Study – Birth and Kindergarten cohorts to understand the nature, variability, and predictors of early learning and development among young children growing up in poverty in the United States.
Dr. Hindman earned a bachelor’s degree in history from Yale University, as well as a master’s degree in developmental psychology and a Ph.D. in education and psychology from the University of Michigan.
Johnson Ho, B.S.
Johnson received his bachelor’s degree from the University of North Florida in Psychology with a concentration in Child Psychology. During his undergraduate studies, he completed an internship with Head Start, wrote an honors thesis, and participated in a preschool-aged lab as a research assistant. After graduating, he served a year in AmeriCorps’ City Year, where he supported 3rd-grade students in an high-needs elementary school. Before starting his Ph.D. in School Psychology at Temple University, he worked as an elementary school teacher and Pre-K classroom evaluator. In one of these experiences, he worked in a school that serves twice-exceptional students. He is interested in researching best practices that support culturally & linguistically diverse students and early identification of students that have exceptionalities, particularly those with Selective Mutism.
Samantha Schwartz, M.Ed.
Samantha received her bachelor’s degree from Grinnell College with a major in psychology and a minor in education. She then taught kindergarten for two years as part of Teach For America. Following that, she worked as a research assistant at both the University of Pennsylvania’s Positive Psychology Center and the Consortium for Policy Research in Education. Now, she is a second-year PhD student at Temple University in the School Psychology program. Her research interests include early childhood education, teacher training and well-being, executive functioning, and social-emotional development.
Alumni of the Lab
Andres S. Bustamante, Ph.D. Dr. Bustamante worked as a Postdoctoral Research Fellow at Temple University under the Institute of Education Sciences “Network for Integrating Cognitive and Educational Sciences (NICE) Postdoctoral Research Training Grant Program.” He held a dual appointment in the Department of Psychology and the College of Education under the mentorship of Dr. Annemarie Hindman and Dr. Kathryn Hirsh-Pasek. The overarching goal of Dr. Bustamante’s research is to utilize principles of child development to generate innovative early childhood interventions that promote adaptive domain-general learning skills among children from low-income families. More specifically, Dr. Bustamante aims to measure, intervene upon, and provide professional development around mastery motivation, approaches to learning, and executive functioning in the Head Start and Early Head Start settings. Dr. Bustamante earned a bachelor’s degree in developmental psychology from Emmanuel College, as well as a master’s degree and Ph.D. in developmental psychology from the University of Miami. He is an Assistant Professor at the University of California, Irvine.
Donald Bradley, Ph.D. Don received his bachelor’s degree in Asian Studies from Temple University and his master’s degree in Teaching and Learning from West Chester University. He completed his Ph.D. in Temple’s Educational Psychology program in 2019. He is currently a full-time English teacher in the School District of Philadelphia. Drawing on his extensive expertise in yoga, meditation, and other mindfulness-related practices, his research interests center on the intersection of mindfulness and motivation, both for students in K-12 classrooms and for their teachers. His dissertation explored the effectiveness of a mindfulness intervention on pre-service elementary teachers’ well-being.
Carly Champagne, Ph.D. Carly received her bachelor’s degree from the University of New Hampshire in psychology with a minor in education. She completed her master’s degree in educational psychology at the University of Nebraska-Lincoln and completed her Ph.D. in educational psychology at Temple. Carly studies early childhood, and particularly the development of low-achieving students’ academic identity. She considers academic failure to be a critical aspect of academic identity, given that children’s early experiences in this area can shape their later self-perceptions specific to school and learning. Her dissertation focused on Head Start teachers’ approaches to handling students’ errors in the classroom. She is currently a postdoctoral fellow at the University of Oregon.
JeanMarie Farrow, Ph.D. JeanMarie received her bachelor’s degree from Rowan University with a major in English and a major in Elementary Education. While working towards her master’s, she was a Remedial Reading and Writing Instructor at Atlantic Cape Community College where she researched male motivation to write in college. She completed her master’s degree in Literature and Writing from Union University. She finished her Ph.D. in Education with a concentration on literacy and learners at Temple University, writing a dissertation on classroom writing practices in early childhood settings. JeanMarie is currently a postdoctoral fellow at the University of Pennsylvania.
Leigh McCormack, Ph.D. Leigh received her bachelor’s degree from the Pennsylvania State University in special education. She completed her master’s degree in education at Villanova University and then earned her Ph.D. in the literacy program in the College of Education. She has taught in the elementary setting for 11 years. Leigh is interested in early childhood, specifically the areas of family involvement and vocabulary development. She considers families a unique resource in the development of literacy skills. Her dissertation involved a qualitative case study exploring how libraries support children and families through book-reading-focused story hours. She is currently a teacher in the Lower Merion school district.
Danielle Roberts, Ph.D. Danielle earned her bachelor’s in psychology and sociology as well as her master’s in family counseling from The College of William and Mary. Most recently, she completed her Ph.D. in Education, with a focus in Educational Psychology, at Temple in 2017. Her research primarily examines early childhood education teachers’ knowledge and practices regarding emotion socialization and developing emotionally competence in the classroom, as well as how the student teaching experience might change this knowledge and skill set. She held a postdoctoral fellowship at Montclair State University and currently works with the Standards and Review Office at the Institute of Education Sciences.