Biography
Areas of Professional Interest:
Early literacy among children in poverty
School-family-community partnerships
Literacy & Learners
Cognitive development
Research Interests
- Early Childhood
- Literacy
- Teacher Education/Development
Courses Taught
Number | Name | Level |
|---|---|---|
ECED 4802 | Senior Seminar I in Early Childhood Education | Undergraduate |
ECED 4803 | Senior Seminar II in Early Childhood Education | Undergraduate |
EDUC 9185 | Applied Research and Evaluation Internship | Graduate |
EPSY 8960 | Seminar Series: Problems in Educational Psychology | Graduate |
Selected Publications
Recent
Aram, D., Skibbe, L., Hindman, A., Bindman, S., Atlas, Y., & Morrison, F. (2020). Parents’ early writing support and its associations with parenting practices in the United States and Israel. Merrill-Palmer Quarterly, 66(4), 392-420. doi: 10.13110/merrpalmquar1982.66.4.0392.
Hindman, A., Morrison, F., Connor, C., & Connor, J. (2020). Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice. Reading Research Quarterly, 55(S1), S197-S206. doi: 10.1002/rrq.345.
Bustamante, A. & Hindman, A. (2020). Construyendo en la Fuerza: Approaches to learning and school readiness gains in Latino children served by head start. Early Childhood Research Quarterly, 52, 124-137. doi: 10.1016/j.ecresq.2018.06.003.
Snell, E., Wasik, B., & Hindman, A. (2020). Using Texting to Help Families Build Their Children’s Vocabulary at Home. Reading Teacher, 74(1), 49-57. doi: 10.1002/trtr.1906.
Farrow, J., Wasik, B., & Hindman, A. (2020). Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning. Early Childhood Research Quarterly, 51, 178-190. doi: 10.1016/j.ecresq.2019.08.005.
Snell, E., Hindman, A., & Wasik, B. (2020). Exploring the use of texting to support family-school engagement in early childhood settings: teacher and family perspectives. Early Child Development and Care, 190(4), 447-460. doi: 10.1080/03004430.2018.1479401.
Wasik, B. & Hindman, A. (2020). Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention. Early Childhood Research Quarterly, 50, 101-113. doi: 10.1016/j.ecresq.2018.11.001.
Hindman, A., Wasik, B., & Bradley, D. (2019). How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading. Early Education and Development, 30(4), 478-495. doi: 10.1080/10409289.2018.1556009.
Hindman, A. & Bustamante, A. (2019). Understanding Well-Being among Teachers in Early Childhood Settings: Challenges, Supports, and Implications for Children's Development. Journal of Applied Developmental Psychology, 61, 1-3. doi: 10.1016/j.appdev.2019.03.005.
Hindman, A. & Bustamante, A. (2019). Teacher depression as a dynamic variable: Exploring the nature and predictors of change over the head start year. Journal of Applied Developmental Psychology, 61, 43-55. doi: 10.1016/j.appdev.2018.09.004.
Bustamante, A. & Hindman, A. (2019). Classroom Quality and Academic School Readiness Outcomes in Head Start: The Indirect Effect of Approaches to Learning. Early Education and Development, 30(1), 19-35. doi: 10.1080/10409289.2018.1540249.
Snell, E., Hindman, A., & Wasik, B. (2019). A review of research on technology-mediated language and literacy professional development models. Journal of Early Childhood Teacher Education, 40(3), 205-220. doi: 10.1080/10901027.2018.1539794.
Wasik, B. & Hindman, A. (2018). Why Wait? The Importance of Wait Time in Developing Young Students’ Language and Vocabulary Skills. Reading Teacher, 72(3), 369-378. doi: 10.1002/trtr.1730.
Bustamante, A., Hindman, A., Champagne, C., & Wasik, B. (2018). Circle time revisited: How do preschool classrooms use this part of the day? Elementary School Journal, 118(4), 610-631. doi: 10.1086/697473.
Hindman, A., Snell, E., & Wasik, B. (2017). Developing vocabulary in the early grades: Research-to-practice strategies to support standards-based curricula at school and home. In Implementing a Standards-Based Curriculum in the Early Childhood Classroom (pp. 86-105). doi: 10.4324/9781315296173.
Hindman, A. & Wasik, B. (2017). Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL. Early Child Development and Care, 187(3-4), 342-357. doi: 10.1080/03004430.2016.1236256.