Lia Sandilos
Biographic Data
| ID | 7519067 |
|---|---|
| NAME | Lia Sandilos |
| GIVEN NAMES | Lia |
| FAMILY NAME | Sandilos |
| SIGNATURE | SANDILOS L |
| AFFILIATIONS | Lehigh University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers’ gesture use in linguistically diverse classrooms: Semantic match and cultural mismatch
Purpose Research supports gesture as a highly effective and widely recommended strategy for multilingual students’ vocabulary. However, not all gestures are equally accessible. This study aims to examine teacher gesture use in linguistically diverse classrooms to better understand how teachers with different linguistic backgrounds from their students use gesture in ways that may facilitate or create unintended barriers to comprehending language a…
The Influence of Social-Emotional Learning Programs on Key Outcomes for Dual Language Learners in Head Start
Research Findings: Dual Language Learners (DLLs) in U.S. preschools increasingly experience social emotional learning (SEL) programs. Limited research has explored whether SEL programs benefit DLL development. This study takes an ecological systems and sociocultural approach to address this gap. Using data from a group-randomized controlled trial with Spanish-speaking DLLs in Head Start (N = 374; age: M = 53.2 months), we estimated multilevel mod…
Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary
The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career
Teacher language quality in preschool classrooms: Examining associations with DLLs' oral language skills
Burnout and Teacher–Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms
Research Findings: The present study explored the extent to which teachers’ participation in professional development focused on children’s social-emotional learning moderated the relation between self-reported burnout and teacher–child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized controlled trial, the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social sk…
Burnout and Teacher–Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms
Research Findings: The present study explored the extent to which teachers’ participation in professional development focused on children’s social-emotional learning moderated the relation between self-reported burnout and teacher–child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized controlled trial, the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social sk…
The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career
Teacher language quality in preschool classrooms: Examining associations with DLLs' oral language skills
Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary
The Influence of Social-Emotional Learning Programs on Key Outcomes for Dual Language Learners in Head Start
Research Findings: Dual Language Learners (DLLs) in U.S. preschools increasingly experience social emotional learning (SEL) programs. Limited research has explored whether SEL programs benefit DLL development. This study takes an ecological systems and sociocultural approach to address this gap. Using data from a group-randomized controlled trial with Spanish-speaking DLLs in Head Start (N = 374; age: M = 53.2 months), we estimated multilevel mod…
Teachers’ gesture use in linguistically diverse classrooms: Semantic match and cultural mismatch
Purpose Research supports gesture as a highly effective and widely recommended strategy for multilingual students’ vocabulary. However, not all gestures are equally accessible. This study aims to examine teacher gesture use in linguistically diverse classrooms to better understand how teachers with different linguistic backgrounds from their students use gesture in ways that may facilitate or create unintended barriers to comprehending language a…
Psychology (5 works) · Developmental psychology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Computer Science (2 works) · Dual language (2 works) · Early childhood education (2 works) · Early Childhood Education and Development (2 works) · Educational and Psychological Assessments (2 works) · Gesture (2 works)