Annemarie Hindman

Annemarie H. Hindman, Ph.D.

Associate Professor
Psychological Studies in Education

Ritter Hall 435 
1301 Cecil B. Moore Avenue
Philadelphia, PA 19122-6091
phone: (215) 204-5589
annemarie.hindman@temple.edu

Education
  • PhD in Education and Psychology, University of Michigan
  • MS in Developmental Psychology, University of Michigan
  • BA in History, Yale University
Areas of Professional Interest
  • Early literacy among children in poverty
  • School-family-community partnerships
  • Literacy & Learners
  • Cognitive development
Recent Scholarship
Publications
 
Wasik, B. A., Hindman, A, H., & Snell, E. (in press). Book reading interventions that increase children’s vocabulary: A review of the research. Early Childhood Research Quarterly. As above, this research journal has an impact factor of 3.97 (past year = 2.24) and accepts fewer than 10%
of submissions.
 
Hindman, A. H., Pendergast, L., & Gooze, R. (2016). Using bifactor models to measure teacher-child interaction quality in early childhood: Evidence from the Caregiver Interaction Scale. Early Childhood Resarch Quarterly, 36, 366-378. This journal serves primarily researchers in the fields of psychology and education. The journal has an impact factor of 3.97 (past year = 2.24) and accepts fewer than 10% of submissions. The journal is indexed in a variety of databases including ERIC and PsychInfo, as well as 11 other databases.
 
Hindman, A. H., Wasik, B. A., & Snell, E. K. (2016). Closing the thirty million word gap: Next steps in designing research to inform practice. Child Development Perspectives,10(2), 134-139 This research-oriented journal is published by the Society for Research in Child Development, which serves the fields of psychology and education. This journal represents the Society’s premier review- oriented publication, accepting papers only by invitation. The journal has an impact factor of 3.26. The journal is widely indexed, including in PsychInfo.
 
Boyle, J. R., & Hindman, A. H. (2015). Scaffolding the persuasive writing of middle school  Hindman Curriculum Vitae 3 students: Scaffolding the persuasive writing of middle school students: An exploratory study of the DECIDE graphic organizer. Middle Grades Research Journal, 10(2). This research-oriented journal serves the field of education. The acceptance rate of this journal is approximately 25%. The journal is indexed in ERIC, as well as other databases.
 
Snell, E. K., Hindman, A. H., & Belsky, J. (2015). Child effects and child care. Development and Psychopathology, 27, 1059–1076. This research-oriented journal serves the field of psychology. The journal has an impact factor of 4.89 and accepts fewer than 10% of submissions. The journal is widely indexed, including in PsychInfo.
 
Hindman, A. H., Snell, E. K., Wasik, B. A., Lewis, K. A., Hammer, C. J., & Iannone-Campbell, C. (2015). Research and practice partnerships for professional development in early childhood: Lessons from ExCELL-e. Journal for the Education of Students Placed at Risk. DOI: 10.1080/10824669.2014.984036
This journal serves primarily researchers in the fields of psychology and education. The journal is indexed in 17 databases, including ERIC and PsychInfo.
 
Hindman, A. H., & Wasik, B. A. (2015). Building vocabulary in two languages: An examination of Spanish-speaking dual language learners in Head Start. Early Childhood Research Quarterly, 31, 19-33. DOI: 10.1016/j.ecresq.2014.12.006
 
This journal serves primarily researchers in the fields of psychology and education. The journal has an impact factor of 3.97 (past year = 2.24) and accepts fewer than 10% of submissions. The journal is indexed in a variety of databases including ERIC and PsychInfo, as well as 11 other databases.
 
Snell, E. K., Hindman, A. H., & Wasik. B. A. (2015). How can book reading close the word gap? Five key practices from research. The Reading Teacher, 68(7), 560–571. DOI:10.1002/trtr.1347 This practitioner-oriented journal is published by the International Reading Association as the primary vehicle to inform teachers of younger children about best practices in literacy with children aged preschool through 12 years. The journal has an impact factor of 0.77 and is indexed in a variety of databases including ERIC.
 
Wasik, B. A., & Hindman, A. H. (2015). Closing the thirty million word gap: Why talking
more is not enough. Phi Delta Kappan, 96, 50-54. This journal, oriented toward educational practitioners and policymakers, is the primary publication of the
Phi Delta Kappa professional organization for educators. The journal has a circulation of 33,000 readers and accepts approximately 10% of submissions. It is indexed in a variety of databases, including ERIC.
 
Bindman, S. L. W., Skibbe, L. E., Hindman, A. H., Aram, D., & Morrison, F. J. (2014). Parental writing support and preschoolers' early language, literacy, and fine motor skills. Early Childhood Research Quarterly, 29(4), 614–624. DOI:10.1016/j.ecresq.2014.07.002
 

Hindman, A. H., & Morrison, F. J. (in press). School-family partnership and its associations with early literacy and social skills among Head Start preschoolers. Elementary School Journal.

Hindman, A. H., Skibbe, L. E., Miller, A. L., & Zimmerman, M. (2010). Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start to literacy and mathematics growth through first grade. Early Childhood Research Quarterly, 25, 235-205.

Hindman, A. H., & Wasik, B. A. (2008). Head Start teachers’ beliefs about language and literacy instruction. Early Childhood Research Quarterly, 23, 479-492.