Research Associate, University Center for Teaching and Learning
My research applies a psychological, ecological systems theory perspective to math and science achievement. I aim to understand the associations among antecedent factors (e.g. SES, race) and opportunities (e.g., classroom instruction, home and child care experiences,) factors that shape children’s readiness in math and science. As a result, my research focuses on two strands. The first strand focuses on determining early predictors of student readiness in math and science. The second strand focuses on evaluating classroom instructional practices based on learning principles in cognitive psychology and how they can promote or inhibit math and science learning. I use experimental, longitudinal, and meta-analytic approaches to examine these two strands.
Byrnes, J.P., Miller-Cotto, D., & Wang, A. (2018). Children as mediators of their own cognitive development: the case of learning science in kindergarten and first grade. Journal of Cognition and Development.
Booth, J. L., McGinn, K. M., Barbieri, C., Begolli, K., Chang, B., Miller-Cotto, D., Young, L. K., & Davenport, J. L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D. C. Geary & D. Berch, (Eds.), Mathematical cognition and learning: Vol. 3.
Byrnes, J. P., & Miller-Cotto, D. (2016). The growth of mathematics and reading skills in segregated and diverse schools: An opportunity-propensity analysis of a national database. Contemporary Educational Psychology, 46, 34-51.
Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review, 41, 51-70. ?