Faculty Directory

Eric Dearing

Program Director, Ph.D. Program in Applied Developmental & Educational Psychology; Professor, Applied Developmental & Educational Psychology

Department

CDEP Counseling, Developmental & Educational Psychology

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.