Curriculum Vita
Updated September 2021
Academic Preparation
2015 - Ph. D., Developmental Psychology, Arizona State University, Tempe, AZ.
2012 - M.S., Developmental Psychology, Florida State University, Tallahassee, FL.
2010 - B.S., Human Development/Early Childhood Development and Education, Oregon State University, Corvallis, OR.
Professional Appointments
2/2022 to Present - Assistant Research Professor, School of Education/Center for Research in Educational and Social Policy, University of Delaware, Newark, DE.
8/2021 to 2/2022 - Assistant Research Professor, Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ.
7/2018 to 8/2021 - Assistant Research Professor, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
8/2015 to 6/2018 - Post-Doctoral Research Associate, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
1/2013 to 8/2015 - Graduate Research Assistant, Department of Psychology, Arizona State University, Tempe, AZ
8/2010 to 12/2012 - Graduate Research Assistant, Department of Psychology, Florida State University, Tallahassee, FL
Fellowships, Honors & Awards
03/2020 - Nominee: College of Liberal Arts and Sciences (CLAS) Teaching Award. Arizona State University, Tempe, AZ.
8/2010 to 12/2012 - Pre-Doctoral Interdisciplinary Research Training (PIRT) Fellowship. U.S. Department of Education, Institute of Education Sciences, Florida State University, Tallahassee, FL.
Research & Scholarship
Funded Grants
McLean, L. (PI), Youngs, P., Jones, N., & Kelcey, B. The Impacts of Preservice Supervised Field Experiences on Elementary Mathematics Teachers’ Retention and Effectiveness. National Science Foundation, EHR Core Research Program, Track 1/Level 2, 3 years, $1,500,000, July 2021 to June 2024.
McLean, L. (PI), Fabes, R.A., Ruzek, E., Grimm, K., Abry, T. & Jimenez, M. Exploring Elementary Teachers’ Feelings, Beliefs and Effectiveness across Mathematics, Science and Literacy. U.S. Department of Education, Institute of Education Sciences, Education Research Grants/Effective Teachers and Effective Teaching, Goal 1, 4 years, $1,400,000, July 2018 to June 2024 (timeline extended due to COVID).
Grant Proposals in Submission
McLean, L. (PI), Youngs, P., Jones, N., & Kelcey, B. (in submission). Preparing Elementary Mathematics Teachers for Culturally Responsive Teaching: Connections to Student and Teacher Outcomes. National Science Foundation, Robert Noyce Teacher Scholarship Program, Track 4: Noyce Research Projects, 4 years, $1,000,000, July 2022 to June 2026.
Publications
h-index: 11
McLean, M. E., McLean, L. E., McLean-Holden, A. C., Campbell, L., Horner, A., Kulkarni, M. L., Melville, L., Fernandez, E. A. (in press). Inter-Physician Weight Bias: A Cross-Sectional Observational Survey Study to Guide Implicit Bias Training in the Medical Workplace. Academic Emergency Medicine.
McLean, L., & Sandilos, L. (in press). Teachers’ Well-Being: Sources, Implications, and Directions for Future Research. In T. L. Good & M. McCaslin (Eds.), Educational Psychology Section: D. Fisher (Ed.), Routledge Encyclopedia of Education (Online). Taylor & Francis: New York.
McLean, L., Sparapani, N., Connor, C.M., & Day, S.L. (2020). Students’ Problem Behaviors and Teacher Warmth/Responsiveness as Factors Influencing First Graders’ Classroom Instructional Experiences. Contemporary Educational Psychology.
McLean, L., Abry, T. Taylor, M., & Gaias, L. M. (2020). The Influence of Adverse Classroom and School Experiences on First Year Teachers’ Mental Health and Career Optimism. Teaching and Teacher Education.
Taylor, M., McLean, L., Bryce, C., Abry, T., Granger, K. (2019). The Influence of Multiple Life Stressors in Teacher Training on Burnout and Career Optimism in the First Year of Teaching. Teaching and Teacher Education.
McLean, L., Taylor, M., & Jimenez, M. (2019). Career-Choice Motivations in Teacher Training as Predictors of Burnout and Career Optimism in the First Year of Teaching. Teaching and Teacher Education, 85, 204-214.
Sparapani, N.E., Connor, C.M., Day, S.L., Wood, T., Ingebrand, S.W., McLean, L. & Phillips, B. (2018). Profiles of Foundational Learning Skills among First Graders. Learning and Individual Differences, 70, 216-227.
McLean, L., Abry, T., Taylor, M., & Connor, C.M. (2018). Associations among Teachers’ Depressive Symptoms and Students’ Classroom Instructional Experiences in Third Grade. Journal of School Psychology, 69, 154-168.
Sparapani, N., Connor, C. M., McLean, L., Wood, T., Toste, J., & Day, S. (2018). Direct and Reciprocal Effects among Social Skills, Vocabulary, and Reading Comprehension in First Grade. Contemporary Educational Psychology, 53, 159-167.
McLean, L., & Connor, C. M. (2018). Challenges, Benefits, and Considerations When Conducting Classroom Video Observation Research. SAGE Publications Ltd.
McLean, L., & Connor, C. M. (2017). Relations between Third Grade Teachers’ Depressive Symptoms and their Feedback to Students, with Implications for Student Mathematics Achievement. School Psychology Quarterly, 33(2), 272.
McLean, L., Abry, T.A., Taylor, M., Jimenez, M. & Granger, K. (2017). Teachers’ Mental Health and Perceptions of School Climate across the Transition from Training to Teaching. Teaching and Teacher Education, 65, 230-240.
Connor, C. M., Day, S. L., Phillips, B., Sparapani, N., Ingebrand, S. W., McLean, L., Barrus, A. and Kaschak, M. P. (2016). Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School. Child Development, 87(6), 1813–1824.
McLean, L., Sparapani, N., Toste, J. & Connor, C.M. (2016). Classroom Quality as a Predictor of First Grader’s Time in Non-Instructional Activities and Literacy Achievement. Journal of School Psychology, 56(3), 45-58.
McLean, L., & Connor, C. M. (2015). Depressive Symptoms in Third‐Grade Teachers: Relations to Classroom Quality and Student Achievement. Child Development, 86(3), 945-954.
Connor, C. M., Radach, R., Vorstius, C., Day, S. L., McLean, L., & Morrison, F. (2015). J. Individual Differences in Fifth Graders’ Literacy and Academic Language predict Comprehension Monitoring dDevelopment: An Eye-Movement Study. Scientific Studies of Reading, 19(2), 114-134.
Connor, C.M., Spencer, M., Day, S.L., Giuliani, S., Ingebrand, S.W., McLean, L., & Morrison, F.J. (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology, 106(3), 762-778.
Papers in Submission/Preparation
Toste, J. R., McLean, L., Peng, P., Didion, L. A., Filderman, M. J., Sparapani, N., & Connor, C. M. (under review). Do teacher perceptions of students’ academic and behavioral skills influence time spent in small-group reading instruction? Contemporary Educational Psychology.
McLean, L. & Taylor, M. (in preparation). The Role of Resilience in Beginning Teachers’ Perceptions of Themselves and their Students.
McLean, L., Jimenez, M. & Bryce, C. (in preparation). Associations among Fourth-Grade Teachers’ Mental Health and Students’ Engagement across Learning Contexts.
McLean, L. (in preparation). Teachers’ Positive and Negative Emotions for Mathematics: Implications for Students’ Learning-Related Feelings and Beliefs.
Conference Activity
Papers Presented
2021 - Associations among Fourth-Grade Teachers’ Mental Health and Students’ Engagement across Learning Contexts (Presenting Author). Symposium: Teacher Wellbeing and Young Children’s Classroom Experiences: Exploring Evidence from the Early Grades. Society for Research in Child Development, Remote Conference, April 7-9, 2021.
2020 - Exploring Fourth Grade Teachers’ Feelings & Beliefs for Math as Predictors of Students’ Math Engagement (Presenting Author). Symposium: Can Teacher Knowledge, Attitudes, and Beliefs Explain Changes in Student Mathematics Learning and Engagement? American Educational Research Association, San Francisco, CA, April 17-21, 2020. *Conference cancelled due to COVID-19
2018 - Associations among Teachers’ Depressive Symptoms and Students’ Classroom Instructional Experiences in Third Grade (Presenting Author, Chair). Symposium: The Influence of Teachers’ Psychological Characteristics on Young Students’ Classroom Experiences and Outcomes. American Educational Research Association, New York, NY, April 13-17.
2018 - Teachers’ Mental Health and Perceptions of School Climate across the Transition from Training to Teaching (Presenting Author). Symposium: Teachers’ Mental Health and Psychological Well-Being Across Contexts. American Educational Research Association, New York, NY, April 13-17.
2014 - Effects and Feasibility of a Technological Literacy Intervention on Preschooler’s Literacy Skills (Presenting Author). Society for the Scientific Study of Reading, Santa Fe, NM, July 16-19.
Posters Presented
2020 - Poster presentation: Exploring Relations among Teachers’ and Students’ Feelings, Beliefs, and Experiences in Math, Science, and Literacy (Presenting Author). Poster, IES Principal Investigators Meeting, Washington, D.C., January 9-10, 2020.
2019 - Student Behavior and Teacher Warmth/Responsiveness as Factors Influencing First Graders’ Classroom Instructional Experiences (Presenting Author). Society for Research in Child Development, Baltimore, MD, March 21-23.
2015 - Classroom Quality as a Predictor of First Grader’s Time in Non-Instructional Activities and Literacy Achievement (Presenting Author). Society for the Scientific Study of Reading, Kona, HI, July 15-18.
2012 - The Influence of First Grade Students’ Internalizing and Externalizing Behaviors on their Classroom Instructional Experiences (Presenting Author). Society for the Scientific Study of Reading, St. Petersburg, FL., July 11-14.
2011 - Differences in Types/Amounts of Instruction applied to Students with Problematic Behavior vs. their Typically and Exceptionally-Behaved Peers (Presenting Author). Society for Research on Educational Effectiveness, Washington, D.C., March 3-5.
Technical Reports & Products
Taylor, M., McLean, L. (2018). The Readiness Basket: Strengthening Families and Supporting Caregivers; Year 2 Report. The LINK Enterprise, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
Taylor, M., McLean, L. (2017). The Readiness Basket: Strengthening Families and Supporting Caregivers; Year 1 Report. The LINK Enterprise, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
Jimenez, M, McLean, L., Taylor, M., & Alexander, B. (2017). Creating Connected Classrooms: An Online Professional Development Course for the Support of Social/Emotional Competencies in Early Education Classrooms. T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
Consulting Work
1/2019 to present - Study Design, Methodology, and Psychometric Consultant. The Physician Weight Bias Project, St. Johns Riverside Hospital, Yonkers, NY.
Teaching Experience
Online courses
Research Methods (Spring 2021, Summer 2021)
In-person courses
Introduction to Parenting (Spring 2017, Spring 2019, Fall 2019, Fall 2020, Spring 2021)
Supervised Undergraduate Research Experience (Fall 2018, Spring 2019, Fall 2019, Spring 2020, Fall 2020, Spring 2021, Fall 2021)
Developmental Psychology (Spring 2015)
Invited Talks
06/16/2021 - SSFD Funded Project Showcase Panel. Summer Undergraduate Program for Engaging with Research. School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
05/19/2021 - Conducting Research in Early and Middle Childhood Panel. Summer Undergraduate Program for Engaging with Research. School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
04/21/2021 - A Positive Psychology Approach to Fostering Real-World Connections in the Classroom. Collegial Conversations Series, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
Media Coverage
2021 - Podcast Episode: Doctors are Doctors So Why Would It Be, You and I Should Get Along So Awfully, The Skeptics’ Guide to EM. August 31st.
2021 - Journal Press Release: Inter-physician weight bias: A cross-sectional observational survey study to guide implicit bias training in the medical workplace, Academic Emergency Medicine. August 15th.
2021 - Blog Post: Copy, Paste, Transpose: Math Anxiety is More Common than You Think, Inside IES Research; Notes from NCER & NCSER. May 25th, https://ies.ed.gov/blogs/research/post/copy-paste-transpose-math-anxiety-is-more-common-than-you-think
2018 - Article: Teachers with Depressive Symptoms May Spend Less Time Directing Students, Education Week, June 13th, http://blogs.edweek.org/teachers/teaching_now/2018/06/
2015 - News Segment Teachers and Depression, The Today Show, February 11th
2015 - Article: Teacher Depression May Affect Child Learning, Reuters Health News, February 11th, http://reut.rs/1Ea6r5J
2015 - Article: Depression in Teachers Impacts Classroom Learning, LiveScience, February 11th, https://shar.es/1Qm75v
2015 - Journal Press Release: Depressive Symptoms in Third‐Grade Teachers: Relations to Classroom Quality and Student Achievement, Child Development, February 11th
Professional Development & Training
2021 - What Works Clearinghouse Group Design Standards Online Training, https://ies.ed.gov/ncee/wwc/onlinetraining
2021 - Inclusive Teaching Strategies Webinar Series, Arizona State University, Tempe, AZ.
2020 - National Center for Faculty Development & Diversity 14-day Writing Challenge, Online Academic Writing Workshop.
2018 - Master Class for Teaching Online, Arizona State University, Tempe, AZ.
2017 - Virginia Education Science Training Workshop: Unpacking Teacher Effectiveness in the Context of IES Funded Proposals, University of Virginia, Charlottesville, VA.
2016 - American Psychological Association Advanced Training Institute on Structural Equation Modeling in Longitudinal Research, Arizona State University, Tempe, AZ.
Service
Service to Department/University
02/2020 to 06/2020 - Research Advancement Best Practices Committee, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
08/2020 to 08/2021 - Non-Tenure-Track Personnel Committee, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
1/2020 to 3/2020 - SSFD Director Search, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
10/2019 - SSFD Visioning Exercises, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
Peer Review Activities
American Educational Research Journal, 2016 to present
Child Development, 2015 to present
Educational Researcher, 2017 to present
Journal of Educational Psychology, 2015 to present
Learning and Individual Differences, 2016 to present
Review of Educational Research, 2016 to present
Teaching and Teacher Education, 2018 to present
Curriculum Vita
Updated November 2021
Academic Preparation
2015 - Ph. D., Developmental Psychology, Arizona State University, Tempe, AZ.
2012 - M.S., Developmental Psychology, Florida State University, Tallahassee, FL.
2010 - B.S., Human Development/Early Childhood Development and Education, Oregon State University, Corvallis, OR.
Professional Appointments
8/2021 to present - Assistant Research Professor, Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ.
7/2018 to 8/2021 - Assistant Research Professor, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
8/2015 to 6/2018 - Post-Doctoral Research Associate, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
1/2013 to 8/2015 - Graduate Research Assistant, Department of Psychology, Arizona State University, Tempe, AZ
8/2010 to 12/2012 - Graduate Research Assistant, Department of Psychology, Florida State University, Tallahassee, FL
Fellowships, Honors & Awards
03/2020 - Nominee: College of Liberal Arts and Sciences (CLAS) Teaching Award. Arizona State University, Tempe, AZ.
8/2010 to 12/2012 - Pre-Doctoral Interdisciplinary Research Training (PIRT) Fellowship. U.S. Department of Education, Institute of Education Sciences, Florida State University, Tallahassee, FL.
Research & Scholarship
Funded Grants
McLean, L. (PI), Youngs, P., Jones, N., & Kelcey, B. The Impacts of Preservice Supervised Field Experiences on Elementary Mathematics Teachers’ Retention and Effectiveness. National Science Foundation, EHR Core Research Program, Track 1/Level 2, 3 years, $1,500,000, July 2021 to June 2024.
McLean, L. (PI), Fabes, R.A., Ruzek, E., Grimm, K., Abry, T. & Jimenez, M. Exploring Elementary Teachers’ Feelings, Beliefs and Effectiveness across Mathematics, Science and Literacy. U.S. Department of Education, Institute of Education Sciences, Education Research Grants/Effective Teachers and Effective Teaching, Goal 1, 4 years, $1,400,000, July 2018 to June 2024 (timeline extended due to COVID).
Grant Proposals in Submission
McLean, L. (PI), Youngs, P., Jones, N., & Kelcey, B. (in submission). Preparing Elementary Mathematics Teachers for Culturally Responsive Teaching: Connections to Student and Teacher Outcomes. National Science Foundation, Robert Noyce Teacher Scholarship Program, Track 4: Noyce Research Projects, 4 years, $1,000,000, July 2022 to June 2026.
Publications
h-index: 11
McLean, M. E., McLean, L. E., McLean-Holden, A. C., Campbell, L., Horner, A., Kulkarni, M. L., Melville, L., Fernandez, E. A. (in press). Inter-Physician Weight Bias: A Cross-Sectional Observational Survey Study to Guide Implicit Bias Training in the Medical Workplace. Academic Emergency Medicine.
McLean, L., & Sandilos, L. (in press). Teachers’ Well-Being: Sources, Implications, and Directions for Future Research. In T. L. Good & M. McCaslin (Eds.), Educational Psychology Section: D. Fisher (Ed.), Routledge Encyclopedia of Education (Online). Taylor & Francis: New York.
McLean, L., Sparapani, N., Connor, C.M., & Day, S.L. (2020). Students’ Problem Behaviors and Teacher Warmth/Responsiveness as Factors Influencing First Graders’ Classroom Instructional Experiences. Contemporary Educational Psychology.
McLean, L., Abry, T. Taylor, M., & Gaias, L. M. (2020). The Influence of Adverse Classroom and School Experiences on First Year Teachers’ Mental Health and Career Optimism. Teaching and Teacher Education.
Taylor, M., McLean, L., Bryce, C., Abry, T., Granger, K. (2019). The Influence of Multiple Life Stressors in Teacher Training on Burnout and Career Optimism in the First Year of Teaching. Teaching and Teacher Education.
McLean, L., Taylor, M., & Jimenez, M. (2019). Career-Choice Motivations in Teacher Training as Predictors of Burnout and Career Optimism in the First Year of Teaching. Teaching and Teacher Education, 85, 204-214.
Sparapani, N.E., Connor, C.M., Day, S.L., Wood, T., Ingebrand, S.W., McLean, L. & Phillips, B. (2018). Profiles of Foundational Learning Skills among First Graders. Learning and Individual Differences, 70, 216-227.
McLean, L., Abry, T., Taylor, M., & Connor, C.M. (2018). Associations among Teachers’ Depressive Symptoms and Students’ Classroom Instructional Experiences in Third Grade. Journal of School Psychology, 69, 154-168.
Sparapani, N., Connor, C. M., McLean, L., Wood, T., Toste, J., & Day, S. (2018). Direct and Reciprocal Effects among Social Skills, Vocabulary, and Reading Comprehension in First Grade. Contemporary Educational Psychology, 53, 159-167.
McLean, L., & Connor, C. M. (2018). Challenges, Benefits, and Considerations When Conducting Classroom Video Observation Research. SAGE Publications Ltd.
McLean, L., & Connor, C. M. (2017). Relations between Third Grade Teachers’ Depressive Symptoms and their Feedback to Students, with Implications for Student Mathematics Achievement. School Psychology Quarterly, 33(2), 272.
McLean, L., Abry, T.A., Taylor, M., Jimenez, M. & Granger, K. (2017). Teachers’ Mental Health and Perceptions of School Climate across the Transition from Training to Teaching. Teaching and Teacher Education, 65, 230-240.
Connor, C. M., Day, S. L., Phillips, B., Sparapani, N., Ingebrand, S. W., McLean, L., Barrus, A. and Kaschak, M. P. (2016). Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School. Child Development, 87(6), 1813–1824.
McLean, L., Sparapani, N., Toste, J. & Connor, C.M. (2016). Classroom Quality as a Predictor of First Grader’s Time in Non-Instructional Activities and Literacy Achievement. Journal of School Psychology, 56(3), 45-58.
McLean, L., & Connor, C. M. (2015). Depressive Symptoms in Third‐Grade Teachers: Relations to Classroom Quality and Student Achievement. Child Development, 86(3), 945-954.
Connor, C. M., Radach, R., Vorstius, C., Day, S. L., McLean, L., & Morrison, F. (2015). J. Individual Differences in Fifth Graders’ Literacy and Academic Language predict Comprehension Monitoring Development: An Eye-Movement Study. Scientific Studies of Reading, 19(2), 114-134.
Connor, C.M., Spencer, M., Day, S.L., Giuliani, S., Ingebrand, S.W., McLean, L., & Morrison, F.J. (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology, 106(3), 762-778.
Papers in Submission/Preparation
McLean, L., Espinoza, P., Janssen, J., Jimenez, M. & Lindstrom-Johnson, S. (under review). Relations Between Fourth Grade Teachers’ Content-Area Enjoyment and Students’ Engagement in Literacy, Mathematics, and Science. American Educational Research Journal.
McLean, L. & Taylor, M. (under review). The Role of Resilience in Beginning Teachers’ Perceptions of Themselves and their Students. Teaching and Teacher Education.
Toste, J. R., McLean, L., Peng, P., Didion, L. A., Filderman, M. J., Sparapani, N., & Connor, C. M. (under review). Do teacher perceptions of students’ academic and behavioral skills influence time spent in small-group reading instruction? Elementary School Journal.
McLean, L., Espinoza, P., Janssen, J., Jimenez, M. & Lindstrom-Johnson, S. (in preparation) Differential Effects of Teacher Anxiety on Student Anxiety across Content Areas and Student Groups in Fourth Grade.
Bryce, C., McLean, L., Granger, K., Fraser, A. & Espinoza, P. (in preparation). Preliminary Investigation of Teachers’ Work-related Well-being, Hope, and Colleague Support during the COVID-19 Pandemic.
Conference Activity
Papers Presented
2021 - Associations among Fourth-Grade Teachers’ Mental Health and Students’ Engagement across Learning Contexts (Presenting Author). Symposium: Teacher Wellbeing and Young Children’s Classroom Experiences: Exploring Evidence from the Early Grades. Society for Research in Child Development, Remote Conference, April 7-9, 2021.
2020 - Exploring Fourth Grade Teachers’ Feelings & Beliefs for Math as Predictors of Students’ Math Engagement (Presenting Author). Symposium: Can Teacher Knowledge, Attitudes, and Beliefs Explain Changes in Student Mathematics Learning and Engagement? American Educational Research Association, San Francisco, CA, April 17-21, 2020. *Conference cancelled due to COVID-19
2018 - Associations among Teachers’ Depressive Symptoms and Students’ Classroom Instructional Experiences in Third Grade (Presenting Author, Chair). Symposium: The Influence of Teachers’ Psychological Characteristics on Young Students’ Classroom Experiences and Outcomes. American Educational Research Association, New York, NY, April 13-17.
2018 - Teachers’ Mental Health and Perceptions of School Climate across the Transition from Training to Teaching (Presenting Author). Symposium: Teachers’ Mental Health and Psychological Well-Being Across Contexts. American Educational Research Association, New York, NY, April 13-17.
2014 - Effects and Feasibility of a Technological Literacy Intervention on Preschooler’s Literacy Skills (Presenting Author). Society for the Scientific Study of Reading, Santa Fe, NM, July 16-19.
Posters Presented
2020 - Poster presentation: Exploring Relations among Teachers’ and Students’ Feelings, Beliefs, and Experiences in Math, Science, and Literacy (Presenting Author). Poster, IES Principal Investigators Meeting, Washington, D.C., January 9-10, 2020.
2019 - Student Behavior and Teacher Warmth/Responsiveness as Factors Influencing First Graders’ Classroom Instructional Experiences (Presenting Author). Society for Research in Child Development, Baltimore, MD, March 21-23.
2015 - Classroom Quality as a Predictor of First Grader’s Time in Non-Instructional Activities and Literacy Achievement (Presenting Author). Society for the Scientific Study of Reading, Kona, HI, July 15-18.
2012 - The Influence of First Grade Students’ Internalizing and Externalizing Behaviors on their Classroom Instructional Experiences (Presenting Author). Society for the Scientific Study of Reading, St. Petersburg, FL., July 11-14.
2011 - Differences in Types/Amounts of Instruction applied to Students with Problematic Behavior vs. their Typically and Exceptionally-Behaved Peers (Presenting Author). Society for Research on Educational Effectiveness, Washington, D.C., March 3-5.
Technical Reports & Products
Taylor, M., McLean, L. (2018). The Readiness Basket: Strengthening Families and Supporting Caregivers; Year 2 Report. The LINK Enterprise, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
Taylor, M., McLean, L. (2017). The Readiness Basket: Strengthening Families and Supporting Caregivers; Year 1 Report. The LINK Enterprise, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
Jimenez, M, McLean, L., Taylor, M., & Alexander, B. (2017). Creating Connected Classrooms: An Online Professional Development Course for the Support of Social/Emotional Competencies in Early Education Classrooms. T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
Consulting Work
1/2019 to present - Study Design, Methodology, and Psychometric Consultant. The Physician Weight Bias Project, St. Johns Riverside Hospital, Yonkers, NY.
Teaching Experience
Online courses
Research Methods (Spring 2021, Summer 2021)
In-person courses
Introduction to Parenting (Spring 2017, Spring 2019, Fall 2019, Fall 2020, Spring 2021)
Supervised Undergraduate Research Experience (Fall 2018, Spring 2019, Fall 2019, Spring 2020, Fall 2020, Spring 2021, Fall 2021)
Developmental Psychology (Spring 2015)
Invited Talks
06/16/2021 - SSFD Funded Project Showcase Panel. Summer Undergraduate Program for Engaging with Research. School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
05/19/2021 - Conducting Research in Early and Middle Childhood Panel. Summer Undergraduate Program for Engaging with Research. School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
04/21/2021 - A Positive Psychology Approach to Fostering Real-World Connections in the Classroom. Collegial Conversations Series, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
Media Coverage
2021 - Podcast Episode: Doctors are Doctors So Why Would It Be, You and I Should Get Along So Awfully, The Skeptics’ Guide to EM. August 31st.
2021 - Journal Press Release: Inter-physician weight bias: A cross-sectional observational survey study to guide implicit bias training in the medical workplace, Academic Emergency Medicine. August 15th.
2021 - Blog Post: Copy, Paste, Transpose: Math Anxiety is More Common than You Think, Inside IES Research; Notes from NCER & NCSER. May 25th, https://ies.ed.gov/blogs/research/post/copy-paste-transpose-math-anxiety-is-more-common-than-you-think
2018 - Article: Teachers with Depressive Symptoms May Spend Less Time Directing Students, Education Week, June 13th, http://blogs.edweek.org/teachers/teaching_now/2018/06/
2015 - News Segment Teachers and Depression, The Today Show, February 11th
2015 - Article: Teacher Depression May Affect Child Learning, Reuters Health News, February 11th, http://reut.rs/1Ea6r5J
2015 - Article: Depression in Teachers Impacts Classroom Learning, LiveScience, February 11th, https://shar.es/1Qm75v
2015 - Journal Press Release: Depressive Symptoms in Third‐Grade Teachers: Relations to Classroom Quality and Student Achievement, Child Development, February 11th
Professional Development & Training
2021 - What Works Clearinghouse Group Design Standards Online Training, https://ies.ed.gov/ncee/wwc/onlinetraining
2021 - Inclusive Teaching Strategies Webinar Series, Arizona State University, Tempe, AZ.
2020 - National Center for Faculty Development & Diversity 14-day Writing Challenge, Online Academic Writing Workshop.
2018 - Master Class for Teaching Online, Arizona State University, Tempe, AZ.
2017 - Virginia Education Science Training Workshop: Unpacking Teacher Effectiveness in the Context of IES Funded Proposals, University of Virginia, Charlottesville, VA.
2016 - American Psychological Association Advanced Training Institute on Structural Equation Modeling in Longitudinal Research, Arizona State University, Tempe, AZ.
Service
Service to Department/University
02/2020 to 06/2020 - Research Advancement Best Practices Committee, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
08/2020 to 08/2021 - Non-Tenure-Track Personnel Committee, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
1/2020 to 3/2020 - SSFD Director Search, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
10/2019 - SSFD Visioning Exercises, School of Social and Family Dynamics, Arizona State University, Tempe, AZ.
Peer Review Activities
American Educational Research Journal, 2016 to present
Child Development, 2015 to present
Educational Researcher, 2017 to present
Journal of Educational Psychology, 2015 to present
Learning and Individual Differences, 2016 to present
Review of Educational Research, 2016 to present
Teaching and Teacher Education, 2018 to present