Dr. Sandilos' school-based research focuses on the quality of the classroom environment. Overarching goals of her research are to improve teachers’ relationships with students and their instructional effectiveness by (a) examining the influence of assessments of quality interactions and instruction on key educational outcomes, and (b) identifying ways to support teachers’ emotional well-being. Her work is also oriented toward better understanding the schooling experiences of young students who are likely to experience social inequities because of their ethnic group membership, family poverty status, or language proficiency status. Dr Sandilos is currently involved in research projects exploring the measurement of teacher well-being, effective instruction for English language learners, and instructional processes that facilitate the development of students’ character/social emotional skills in diverse school settings.

Research Interests

  • Classroom Research
  • School/Teacher Effectiveness
  • Stress/Coping

Courses Taught




SPSY 0828

The Meaning of Madness


SPSY 8621

Academic Assessment and Intervention


SPSY 9687

Clinical Supervision Seminar in School Psychology


SPSY 9688

Psychoeducational Clinic


Selected Publications

  • Styck, K.M., Anthony, C.J., Sandilos, L.E., & DiPerna, J.C. (2021). Examining Rater Effects on the Classroom Assessment Scoring System. Child Development, 92(3), pp. 976-993. doi: 10.1111/cdev.13460

  • Sandilos, L.E., Baroody, A.E., Rimm-Kaufman, S.E., & Merritt, E.G. (2020). English learners' achievement in mathematics and science: Examining the role of self-efficacy. Journal of School Psychology, 79, pp. 1-15. doi: 10.1016/j.jsp.2020.02.002

  • Sandilos, L.E., Sims, W.A., Norwalk, K.E., & Reddy, L.A. (2019). Converging on quality: Examining multiple measures of teaching effectiveness. Journal of School Psychology, 74, pp. 10-28. doi: 10.1016/j.jsp.2019.05.004

  • Sandilos, L.E., Whittaker, J.V., Vitiello, V.E., & Kinzie, M.B. (2019). Preschoolers’ school readiness profiles and the teacher-child relationship: A latent transition approach. Journal of Applied Developmental Psychology, 62, pp. 185-198. doi: 10.1016/j.appdev.2019.02.010

  • Goble, P., Sandilos, L.E., & Pianta, R.C. (2019). Gains in teacher-child interaction quality and children's school readiness skills: Does it matter where teachers start? Journal of School Psychology, 73, pp. 101-113. doi: 10.1016/j.jsp.2019.03.006

  • Sawyer, B.E., Cycyk, L.M., Sandilos, L.E., & Hammer, C.S. (2018). ‘So many books they don’t even all fit on the bookshelf’: An examination of low-income mothers’ home literacy practices, beliefs and influencing factors. Journal of Early Childhood Literacy, 18(3), pp. 338-372. doi: 10.1177/1468798416667542

  • Sawyer, B., Atkins-Burnett, S., Sandilos, L., Hammer, C.S., Lopez, L., & Blair, C. (2018). Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse. Early Education and Development, 29(3), pp. 398-416. doi: 10.1080/10409289.2017.1408373

  • Sandilos, L.E., Goble, P., Rimm-Kaufman, S.E., & Pianta, R.C. (2018). Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms? Early Childhood Research Quarterly, 42, pp. 280-290. doi: 10.1016/j.ecresq.2017.10.009

  • Cohen, J., Ruzek, E., & Sandilos, L. (2018). Does Teaching Quality Cross Subjects? Exploring Consistency in Elementary Teacher Practice Across Subjects. AERA OPEN, 4(3). doi: 10.1177/2332858418794492

  • Leis, M., Rimm-Kaufman, S.E., Paxton, C.L.C., & Sandilos, L.E. (2017). Leading Together. Journal of School Leadership, 27(6), pp. 831-859. SAGE Publications. doi: 10.1177/105268461702700603

  • Sandilos, L.E., Rimm-Kaufman, S.E., & Cohen, J.J. (2017). Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth. Child Development, 88(4), pp. 1321-1337. doi: 10.1111/cdev.12685

  • Sandilos, L.E., Shervey, S.W., DiPerna, J.C., Lei, P., & Cheng, W. (2017). Structural validity of CLASS K-3 in primary grades: Testing alternative models. School Psychology Quarterly, 32(2), pp. 226-239. doi: 10.1037/spq0000155

  • Shervey, S.W., Sandilos, L.E., DiPerna, J.C., & Lei, P.W. (2017). Social validity of the social skills improvement system-classwide intervention program (SSIS-CIP) in the primary grades. School Psychology Quarterly, 32(3), pp. 414-421. doi: 10.1037/spq0000203

  • Leis, M., Rimm-Kaufman, S.E., Paxton, C., & Sandilos, L.E. (2017). Leading together: Strengthening relational trust in the adult school community. Journal of School Leadership, 27, pp. 841-869.

  • Embse, N.P.v.d., Sandilos, L.E., Pendergast, L., & Mankin, A. (2016). Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, 50, pp. 308-317. doi: 10.1016/j.lindif.2016.08.001

  • Lewis, K., Sandilos, L.E., Hammer, C.S., Sawyer, B.E., & Méndez, L.I. (2016). Relations Among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers. Early Education and Development, 27(4), pp. 478-494. doi: 10.1080/10409289.2016.1082820

  • Sawyer, B.E., Hammer, C.S., Cycyk, L.M., López, L., Blair, C., Sandilos, L., & Komaroff, E. (2016). Preschool teachers’ language and literacy practices with dual language learners. Bilingual Research Journal, 39(1), pp. 35-49. doi: 10.1080/15235882.2016.1138904

  • Sandilos, L.E., Lewis, K., Komaroff, E., Hammer, C.S., Scarpino, S.E., Lopez, L., Rodriguez, B., & Goldstein, B. (2015). Analysis of Bilingual Childrens Performance on the English and Spanish Versions of the Woodcock-Muñoz Language Survey-R (WMLS-R). Language Assessment Quarterly, 12(4), pp. 386-408. doi: 10.1080/15434303.2015.1100198

  • Sandilos, L.E., Cycyk, L.M., Hammer, C.S., Sawyer, B.E., López, L., & Blair, C. (2015). Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms. Early Education and Development, 26(8), pp. 1111-1127. doi: 10.1080/10409289.2015.1027624

  • Hammer, C.S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D.C., & Sandilos, L.E. (2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), pp. 715-733. doi: 10.1016/j.ecresq.2014.05.008

  • Sandilos, L.E. & DiPerna, J.C. (2014). Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System (CLASS K-3). Early Education and Development, 25(6), pp. 894-914. doi: 10.1080/10409289.2014.883588

  • Sandilos, L.E. & DiPerna, J.C. (2013). A Review of Empirical Evidence and Practical Considerations For Early Childhood Classroom Observation Scales. NHSA Dialog, 17(2). Retrieved from

  • Sandilos, L.E. & DiPerna, J.C. (2011). Interrater reliability of the classroom assessment scoring system pre-k (CLASS Pre-K). Journal of Early Childhood and Infant Psychology, 7, pp. 65-85.