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Lynch School of Education

Eric Dearing

professor
counseling, developmental and educational psychology department


Dr. Eric Dearing

Email

Campion Hall
Room 201B

617.552.1477

Curriculum Vitae (PDF)

EDUCATION

2001 Ph.D. in Psychology, University of New Hampshire
1998 MA in Psychology, University of New Hampshire
1994 BA in Psychology, University of Colorado at Colorado Springs

EXPERTISE/INTERESTS

The roles of family, early child care, school, and community for promoting the cognitive, language, and social-emotional development of children growing up facing economic and social disadvantages.

CURRENT GRANT-FUNDED RESEARCH PROJECTS

2014-2018

Development and Research on Early Math Education (DREME) Network on Early Math Learning, funded by the Heising-Simons Foundation. 

2014-2016

Mothers' and Fathers' Engagement in Early Numerical and Spatial Learning:  Analyses of Parent Engagement in Early Math Learning in the NICHD Study of Early Child Care, funded by the Heising-Simons Foundation.  (Co-PI: Beth Casey)

 

SELECTED PUBLICATIONS

Casey, B., Lombardi, C., Thomson, D., Nguyen, H., Theriault, C., Paz, M., & Dearing, E. (in press). Maternal support of children's early numerical concept learning predicts preschool and first grade math achievement.  Child Development

Dearing, E., Sibley, E., Lee-St. John, T., Rsczek, A., & Walsh, M. (2016). Can community and school-based supports improve the achievement of first-generation immigrant children attending high-poverty schools?  Child Development, 87, 883-897. 

Dearing, E., Zachrisson, H.D., & Naerde, A. (2015).  Age of entry into early childhood education and care and aggresion:  Faint and fading associations for young Norwegian children. Psychological Science, 26,1595-1607, DOI: 10.1177/0956797615595011

Casey, B., Pezaris, E., Fineman, B., Pollock, A., Demers, L. & Dearing, E. (2015). A longitudinal analysis of early spatial skills compared to arithmetic and verbal skills as predictors of fifth grade girls math reasoning. Learning and Individual Differences, 40, 90-100.

Sibley, E., Dearing, E., Toppelberg, C.O., Mykletun, A., & Zachrisson, H.D. (2015).  Does increased availability and reduced cost of early childhood care and education narrow social inequality gaps in utilization? Evidence from Norway.  International Journal of Child Care and Education Policy, 9, 1-20. 

Zachrisson, H.D. & Dearing, E. (2015). Family income dynamics, early childhood education and care, and early childhood behavior problems in Norway.  Child Development, 86, 425-440.

Sibley, E. & Dearing, E. (2014). Family educational involvement and child achievement in early elementary school for American-born & immigrant families.  Psychology in the Schools, 51, 814-831.

Walsh, ME., Madaus, G.F., Raczek, A.E., Dearing E., Foley, C., An, C., Lee-St. John, T., & Beaton, A. (2014). A new model for student support in high-poverty urban elementary schools:  Effects on elementary and middle school academic outcomes.  American Educational Research Journal, 51, 704-737. 

Lund, T.E. & Dearing, E. (2013). Is growing up affluent risky or is the problem growing up in an affluent neighborhood?  Journal of Research on Adolescence, 23, 274-282.  DOI:  10.1111/j.1532-7795.2012.00829.x

Zacchrisson, H.D., Dearing, E., Toppelbert, C., & Lekhal, R. (2013).  Little evidence that time in child care causes externalizing problems during early childhood in Norway.  Child Development, 84, 1152-1170.   

 

 

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