Kelley Durkin
Biographic Data
| ID | 3656648 |
|---|---|
| NAME | Kelley Durkin |
| GIVEN NAMES | Kelley |
| FAMILY NAME | Durkin |
| SIGNATURE | DURKIN K |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0002-9439-5386 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 65 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Special Education Outcomes for Students Attending a State-Funded Pre-K Program
While early studies found participation in public prekindergarten reduced the need for later special education services, recent studies of large-scale programs yield mixed results. Using a randomized controlled trial of the Tennessee Voluntary Pre-Kindergarten (TN-VPK) program, we find that TN-VPK students were more likely to have an individualized education program at all timepoints through sixth grade. These differences were driven by increased…
Emc-Pk2
This article explores the development of a new observation research tool called the EMC-PK2, designed to capture coherent mathematics teaching and learning practices in preschool through second-grade classrooms. There is widespread interest in improving early math instruction and moving from traditional didactic instructional methods to a more problem-solving approach. However, there are few observational tools appropriate for research supporting…
He’s Probably the Only Teacher I’ve Actually Learned From”
Understanding how marginalized students experience and perceive mathematics is critical to achieving the goal of inclusive and equitable math pedagogy. We report on 67 focus groups with 251 predominantly Black high schoolers experiencing economic marginalization in the Southern United States and attended to their achievement level and race-gender identities. Students often shared concerns about their teacher’s math knowledge for teaching and effe…
Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade
As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short- and long-term effects. This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income families who applied to oversubscribed pre-K program sites across the state and were randomly assigned to o…
Teaching spanish‐speaking caregivers to implement EMT en Español
Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade
This report presents results of a randomized trial of a state prekindergarten program. Low-income children (N = 2990) applying to oversubscribed programs were randomly assigned to receive offers of admission or remain on a waiting list. Data from pre-k through 3rd grade were obtained from state education records; additional data were collected for a subset of children with parental consent (N = 1076). At the end of pre-k, pre-k participants in th…
Is self‐explanation worth the time? A comparison to additional practice
BACKGROUND: Self-explanation, or generating explanations to oneself in an attempt to make sense of new information, can promote learning. However, self-explaining takes time, and the learning benefits of this activity need to be rigorously evaluated against alternative uses of this time. AIMS: In the current study, we compared the effectiveness of self-explanation prompts to the effectiveness of solving additional practice problems (to equate for…
Developing procedural flexibility
Background. A key learning outcome in problem-solving domains is the development of procedural flexibility, where learners know multiple procedures and use them appropriately to solve a range of problems (e.g., Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009). However, students often fail to become flexible problem solvers in mathematics. To support flexibility, teaching standards in many countries recommend that students be exposed to multiple …
Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade
This report presents results of a randomized trial of a state prekindergarten program. Low-income children (N = 2990) applying to oversubscribed programs were randomly assigned to receive offers of admission or remain on a waiting list. Data from pre-k through 3rd grade were obtained from state education records; additional data were collected for a subset of children with parental consent (N = 1076). At the end of pre-k, pre-k participants in th…
Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade
As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short- and long-term effects. This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income families who applied to oversubscribed pre-K program sites across the state and were randomly assigned to o…
He’s Probably the Only Teacher I’ve Actually Learned From”
Understanding how marginalized students experience and perceive mathematics is critical to achieving the goal of inclusive and equitable math pedagogy. We report on 67 focus groups with 251 predominantly Black high schoolers experiencing economic marginalization in the Southern United States and attended to their achievement level and race-gender identities. Students often shared concerns about their teacher’s math knowledge for teaching and effe…
Developing procedural flexibility
Background. A key learning outcome in problem-solving domains is the development of procedural flexibility, where learners know multiple procedures and use them appropriately to solve a range of problems (e.g., Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009). However, students often fail to become flexible problem solvers in mathematics. To support flexibility, teaching standards in many countries recommend that students be exposed to multiple …
Developing procedural flexibility
Background. A key learning outcome in problem-solving domains is the development of procedural flexibility, where learners know multiple procedures and use them appropriately to solve a range of problems (e.g., Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009). However, students often fail to become flexible problem solvers in mathematics. To support flexibility, teaching standards in many countries recommend that students be exposed to multiple …
Is self‐explanation worth the time? A comparison to additional practice
BACKGROUND: Self-explanation, or generating explanations to oneself in an attempt to make sense of new information, can promote learning. However, self-explaining takes time, and the learning benefits of this activity need to be rigorously evaluated against alternative uses of this time. AIMS: In the current study, we compared the effectiveness of self-explanation prompts to the effectiveness of solving additional practice problems (to equate for…
Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade
This report presents results of a randomized trial of a state prekindergarten program. Low-income children (N = 2990) applying to oversubscribed programs were randomly assigned to receive offers of admission or remain on a waiting list. Data from pre-k through 3rd grade were obtained from state education records; additional data were collected for a subset of children with parental consent (N = 1076). At the end of pre-k, pre-k participants in th…
Teaching spanish‐speaking caregivers to implement EMT en Español
Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade
As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short- and long-term effects. This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income families who applied to oversubscribed pre-K program sites across the state and were randomly assigned to o…
Emc-Pk2
This article explores the development of a new observation research tool called the EMC-PK2, designed to capture coherent mathematics teaching and learning practices in preschool through second-grade classrooms. There is widespread interest in improving early math instruction and moving from traditional didactic instructional methods to a more problem-solving approach. However, there are few observational tools appropriate for research supporting…
He’s Probably the Only Teacher I’ve Actually Learned From”
Understanding how marginalized students experience and perceive mathematics is critical to achieving the goal of inclusive and equitable math pedagogy. We report on 67 focus groups with 251 predominantly Black high schoolers experiencing economic marginalization in the Southern United States and attended to their achievement level and race-gender identities. Students often shared concerns about their teacher’s math knowledge for teaching and effe…
Special Education Outcomes for Students Attending a State-Funded Pre-K Program
While early studies found participation in public prekindergarten reduced the need for later special education services, recent studies of large-scale programs yield mixed results. Using a randomized controlled trial of the Tennessee Voluntary Pre-Kindergarten (TN-VPK) program, we find that TN-VPK students were more likely to have an individualized education program at all timepoints through sixth grade. These differences were driven by increased…
Psychology (7 works) · Mathematics education (4 works) · Academic achievement (3 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Family and Disability Support Research (3 works) · Mathematics Education and Teaching Techniques (3 works) · Parental Involvement in Education (3 works) · Pedagogy (3 works) · Attendance (2 works)