Margaret Burchinal
Adjunct Professor
School of Education
School of Education
B.S., Iowa State University, 1976, Psychology
M.A., University of North Carolina, 1978, Special Education
Ph.D., L.L.Thurstone Psychometric Laboratory, 1986, Quantitative Psychology
M.A., University of North Carolina, 1978, Special Education
Ph.D., L.L.Thurstone Psychometric Laboratory, 1986, Quantitative Psychology
University of California, Irvine
2048 Education
Mail Code: 5500
Irvine, CA 92697
2048 Education
Mail Code: 5500
Irvine, CA 92697
Research Interests
Meta-analysis, Fixed-effect Modeling, Hierarchical Linear Modeling, Piecewise Regression
Research Abstract
Margaret R. Burchinal earned her B.S. in Psychology at Iowa State University in 1976, M.A. in Special Education at the University of North Carolina in 1978, and Ph.D. in Quantitative Psychology from L.L.Thurstone Psychometric Laboratory at the University of North Carolina in 1986.
Prior to joining the faculty at UC Irvine, Burchinal was a Senior Scientist and the Director of the Design and Statistical Computing Unit at the FPG Child Development Institute and a Research Professor in the Psychology Department at the University of North Carolina. She has served as the primary statistician for many educational studies of early childhood, including the 11-state Pre-Kindergarten Evaluation for the National Center for Early Learning and Development, the longitudinal study of 1300 children in NICHD Study of Early Child Care; the 4 state evaluation of child care in the Cost, Quality, and Child Outcomes Study; the 3 site study of family child care homes in the Family Child Care and Relative Care Study, and the Abecedarian and CARE Projects.
As an applied methodologist, Dr. Burchinal has helped to demonstrate that sophisticated methods such as meta-analysis, fixed-effect modeling, hierarchical linear modeling, piecewise regression, and generalized estimating equations that provide educational researchers with advanced techniques to address important educational issues, such as whether child care quality measures are biased. In addition, Dr. Burchinal has pursued her substantive interest in early education as a means to improve school readiness for at-risk children, and is a leading contributor to this literature.
Prof. Burchinal currently serves as a member of the National Academy of Science’s Committee on Developmental Outcomes and Assessments for Young Children. She either has been or is serving on the Advisory Board for the National Center for Educational Statistics, Advisory Council for Head Start Research, Advisory Board for Research Bureau of the Maternal and Child Health, Technical Work Group for Early Reading First Evaluation, Advisory Board for the Los Angeles Universal Pre-Kindergarten Program, and Technical Work Group for Early Reading First Evaluation. She also currently serves on the Editorial Board for the Child Development and Early Childhood Research Quarterly.
Prior to joining the faculty at UC Irvine, Burchinal was a Senior Scientist and the Director of the Design and Statistical Computing Unit at the FPG Child Development Institute and a Research Professor in the Psychology Department at the University of North Carolina. She has served as the primary statistician for many educational studies of early childhood, including the 11-state Pre-Kindergarten Evaluation for the National Center for Early Learning and Development, the longitudinal study of 1300 children in NICHD Study of Early Child Care; the 4 state evaluation of child care in the Cost, Quality, and Child Outcomes Study; the 3 site study of family child care homes in the Family Child Care and Relative Care Study, and the Abecedarian and CARE Projects.
As an applied methodologist, Dr. Burchinal has helped to demonstrate that sophisticated methods such as meta-analysis, fixed-effect modeling, hierarchical linear modeling, piecewise regression, and generalized estimating equations that provide educational researchers with advanced techniques to address important educational issues, such as whether child care quality measures are biased. In addition, Dr. Burchinal has pursued her substantive interest in early education as a means to improve school readiness for at-risk children, and is a leading contributor to this literature.
Prof. Burchinal currently serves as a member of the National Academy of Science’s Committee on Developmental Outcomes and Assessments for Young Children. She either has been or is serving on the Advisory Board for the National Center for Educational Statistics, Advisory Council for Head Start Research, Advisory Board for Research Bureau of the Maternal and Child Health, Technical Work Group for Early Reading First Evaluation, Advisory Board for the Los Angeles Universal Pre-Kindergarten Program, and Technical Work Group for Early Reading First Evaluation. She also currently serves on the Editorial Board for the Child Development and Early Childhood Research Quarterly.
Publications
Burchinal, M., Skinner, D., & Reznick, S., (2010). European American and African American mothers' beliefs about parenting and disciplining infants: A mixed-method analysis. Parenting: Science and Practice, 10, 79-96.
Campbell, S. B., Spieker, S., Vandergrift, N., Belsky, J., Burchinal, M., & NICHD ECCRN. (2010). Predictors and sequelae of trajectories of physical aggression in school-age boys and girls. Development and Psychopathology, 22, 133-150.
Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S., Clarke-Stewart, K., & the NICHD ECCRN (2010). Instruction, teacher-student relations, and math achievement trajectories in elementary school. Journal of Educational Psychology, 102, 407-417.
Iruka, I. U., Burchinal, M., & Cai, K. (2010). Long-term effect of early relationships for African American children’s academic and social development: An examination from kindergarten to fifth grade. Journal of Black Psychology, 36, 144-171.
McCartney, K., Burchinal, M., Clarke-Stewart, A., Bub, K. L., Owen, M. T., Belsky, J., & NICHD ECCRN. (2010). Testing a series of causal propositions relating time in child care to children’s externalizing behavior. Developmental Psychology, 46, 1-17.
Powell, D.R., Diamond, K.E., Burchinal, M.R., & Koehler, M.J. (2010). Effects of an early literacy Professional development intervention on Head Start teachers and children. Journal of Educational Psychology, 102, 299-312.
Pungello, E. P., Kainz, K., Burchinal, M., Wasik, B. H., Sparling, J., Ramey, C. T., & Campbell, F. (2010). Early educational intervention, early cumulative risk, and the early home environment as predictors of young adult outcomes within a high-risk sample. Child Development, 81, 410-426.
Vandell, D.L., Belsky, U., Burchinal, M., Steinberg, L., Vandergift, N., & NICHD ECCRN (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81, 737-756.
Burchinal, P., Kainz, K., Cai, K., Tout, K., Zaslow, M., Martinez-Beck, I. & Rathgeb, C. (May 2009). Early care and education quality and child outcomes. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US DHHS, and Child Trends.
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A., (2009). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly. 25, 166-176.
Curby, T. W., Locasale-Crouch, J., Konold, T. R., Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2009). The relations of observed pre-k classroom quality profiles to children’s achievement and social competence. Early Education & Development, 20, 346-372.
Early, D. M., Iruka, I. U., Ritchie, S., Barbarin, O. A., Winn, D. C., Crawford, G. M., Frome, P. M., Clifford, R. M., Burchinal, M., Howes, C., Bryant, D. M., & Pianta, R. C. (2009). How do pre-kindergarteners spend their time? Gender, ethnicity and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly, 25, 177-193.
La Paro, K. M., Hamre, B. K., Locasale-Crouch, J., Pianta, R. C., Bryant, D., Early, D., Clifford, R., Barbarin, O., Howes, C., & Burchinal, M. (2009). Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms. Early Education & Development, 20, 657-692.
Penn, D. L., Meyer, P. S., Evans, E., Wirth, R. J., Cai, K., & Burchinal, M. (2009). A randomized controlled trial of group Cognitive-Behavioral Therapy versus Enhanced Supportive Therapy for auditory hallucinations. Schizophrenia Research, 109, 52 – 59.
Campbell, S. B., Spieker, S., Vandergrift, N., Belsky, J., Burchinal, M., & NICHD ECCRN. (2010). Predictors and sequelae of trajectories of physical aggression in school-age boys and girls. Development and Psychopathology, 22, 133-150.
Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S., Clarke-Stewart, K., & the NICHD ECCRN (2010). Instruction, teacher-student relations, and math achievement trajectories in elementary school. Journal of Educational Psychology, 102, 407-417.
Iruka, I. U., Burchinal, M., & Cai, K. (2010). Long-term effect of early relationships for African American children’s academic and social development: An examination from kindergarten to fifth grade. Journal of Black Psychology, 36, 144-171.
McCartney, K., Burchinal, M., Clarke-Stewart, A., Bub, K. L., Owen, M. T., Belsky, J., & NICHD ECCRN. (2010). Testing a series of causal propositions relating time in child care to children’s externalizing behavior. Developmental Psychology, 46, 1-17.
Powell, D.R., Diamond, K.E., Burchinal, M.R., & Koehler, M.J. (2010). Effects of an early literacy Professional development intervention on Head Start teachers and children. Journal of Educational Psychology, 102, 299-312.
Pungello, E. P., Kainz, K., Burchinal, M., Wasik, B. H., Sparling, J., Ramey, C. T., & Campbell, F. (2010). Early educational intervention, early cumulative risk, and the early home environment as predictors of young adult outcomes within a high-risk sample. Child Development, 81, 410-426.
Vandell, D.L., Belsky, U., Burchinal, M., Steinberg, L., Vandergift, N., & NICHD ECCRN (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81, 737-756.
Burchinal, P., Kainz, K., Cai, K., Tout, K., Zaslow, M., Martinez-Beck, I. & Rathgeb, C. (May 2009). Early care and education quality and child outcomes. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US DHHS, and Child Trends.
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A., (2009). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly. 25, 166-176.
Curby, T. W., Locasale-Crouch, J., Konold, T. R., Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2009). The relations of observed pre-k classroom quality profiles to children’s achievement and social competence. Early Education & Development, 20, 346-372.
Early, D. M., Iruka, I. U., Ritchie, S., Barbarin, O. A., Winn, D. C., Crawford, G. M., Frome, P. M., Clifford, R. M., Burchinal, M., Howes, C., Bryant, D. M., & Pianta, R. C. (2009). How do pre-kindergarteners spend their time? Gender, ethnicity and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly, 25, 177-193.
La Paro, K. M., Hamre, B. K., Locasale-Crouch, J., Pianta, R. C., Bryant, D., Early, D., Clifford, R., Barbarin, O., Howes, C., & Burchinal, M. (2009). Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms. Early Education & Development, 20, 657-692.
Penn, D. L., Meyer, P. S., Evans, E., Wirth, R. J., Cai, K., & Burchinal, M. (2009). A randomized controlled trial of group Cognitive-Behavioral Therapy versus Enhanced Supportive Therapy for auditory hallucinations. Schizophrenia Research, 109, 52 – 59.
Burchinal, M. R., Roberts, J. E., Zeisel, S. A., & Rowley, S. J. (2008). Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school. Developmental Psychology, 44, 286-292 .
Burchinal, M. R., Vernon-Feagans, L., & Cox, M. (2008). Cumulative social risk and infant development in rural low-income communities. Parenting: Science and Practice, 8, 41-82.
Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early D. M., & Clifford, R. (2008). Ready to learn? Children's pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23, 27-50.
Powell, D. R., Burchinal, M., File, N., & Kontos, N. (2008). An eco-behavioral analysis of children's engagement in urban public school preschool. Early Childhood Research Quarterly, 23, 108-123.
Link to this profile
https://faculty.uci.edu/profile/?facultyId=5686
https://faculty.uci.edu/profile/?facultyId=5686
Last updated
10/18/2011
10/18/2011