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Jamil, F., & Hamre, B. (in press). Teacher reflection in the context of an online professional development course: Applying principles of cognitive science to promote teacher learning. Action in Teacher Education.

Jamil, F. M. (2018). A reflection on the evolution of a replication study. Journal for Research in Mathematics Education, 49(1), 111-115.

Jamil, F., Larsen, R., & Hamre, B. (2018). Exploring longitudinal changes in teacher expectancy effects on children's mathematics achievement. Journal for Research in Mathematics Education, 49(1), 57-90.

Rapa, L., Diemer, M., & Banales, J. (2018). Critical action as a pathway to social mobility among marginalized youth. Developmental Psychology, 54(1), 127-137. 10.1037/dev0000414

Jamil, F. M., Linder, S. M., & Stegelin, D. A. (2017). Early childhood teacher beliefs about STEAM education after a professional development conference. Early Childhood Education Journal, 1-9. 10.1007/s10643-017-0875-5

Jamil, F. (2017). Math by the month: Spring showers bring many flowers. Teaching Children Mathematics. 23(7), 402-403.

Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a conceptual model of STEAM teaching practices. School Science and Mathematics, 117(1-2), 1-12.

Jamil, F. (2016). Math by the month: The power of pets. Teaching Children Mathematics, 23(1), 20-21.

Jamil, F., Sabol, T., Hamre, B., & Pianta, R. (2015). Assessing teachers’ skills in detecting and identifying effective interactions in the classroom: Theory and measurement. Elementary School Journal, 115(3), 407-432.

Jamil., F.M., & Pianta, R.C. (2015). Early childhood teacher assessment: Promising practices and challenges. In L. Couse & S. Recchia (Eds.), The Handbook of Early Childhood Teacher Education (pp. 333-347). New York: Rutledge.

Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain specific elements of teacher-child interactions: Associations with preschool children’s development. Child Development, 85(3), 1257-1274.

Pianta, R., Burchinal, M., Jamil, F., Sabol, T., Grimm, K., Hamre, B., Downer, J., LoCasale-Crouch, J., & Howes, C. (2014). A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior. Early Childhood Research Quarterly, 29(2), 144-154.

Jamil, F., Downer, J., & Pianta, R. (2012). Associations of pre-service teachers’ performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39(4), 119-138.

Downer, J., Jamil, F., Maier, M., & Pianta, R. (2012). Using video-based coursework and coaching to improve teacher-child interactions: The role of basic psychological processes. In C. Howes, R. Pianta, & B. Hamre (Eds.), Effective professional development in early childhood education (pp. 131-155). Baltimore, MD: Brookes Publishing.

Hamre, B., Downer, J., Jamil, F., & Pianta, R. (2012). Enhancing teachers’ intentional use of effective interactions with children. In R. C. Pianta, W. S. Barnett, L. M. Justice & S. M. Sheridan (Eds.), Handbook of early childhood education (pp. 507-532). New York: Guilford Press.