Publicaciones

Richmond, J., Stipek, D., & Zigler, E. (1979). Head Start: The first decade. In E. Zigler & J. Valentine (Eds.), Project Head Start: A legacy of the war on poverty. New York: Free Press, 1979. Excerpts reprinted in M. Bloom, Life span development. New York: MacMillan Publishing Company.

Stipek, D., Valentine, J., & Zigler, E. (1979). Project Head Start: A critique of theory and practice. In E. Zigler & J. Valentine (Eds.), Project Head Start: A legacy of the war on poverty. New York: Free Press.

Stipek, D. (1980). A causal analysis of the relationship between locus of control and academic achievement in first grade. Contemporary Educational Psychology, 5, 90-99.

Stipek, D., & Hoffman, J. (1980). Children's achievement-related expectancies as a function of academic performance histories and sex. Journal of Educational Psychology, 72, 861-865.

Stipek, D., & Hoffman, J. (1980). Development of children's performance-related judgments. Child Development, 51, 912-914.

Stipek, D., & Nelson, K. (1980). Communication efficiency of middle- and lower-SES dyads. Human Communication Research, 6, 168-177.

Stipek, D. (1981). Adolescents--Too young to earn, too old to learn? Compulsory school attendance and intellectual development. Journal of Youth and Adolescence, 10, 113-139.

Stipek, D. (1981). Children's perceptions of their own and their classmates' ability. Journal of Educational Psychology, 73, 404-410.

Stipek, D. (1981). Social-motivational development in first grade. Contemporary Educational Psychology, 6, 33-45.

Stipek, D., Lamb, M., & Zigler, E. (1981). OPTI: A measure of children's optimism. Educational and Psychological Measurement, 41, 131-143.

Stipek, D., & Simon, J. (1981). Work vs. school: Reconsidering compulsory education for adolescents. The Networker, 2, 5.

Stipek, D., & Weisz, J. (1981). Perceived personal control and academic achievement. Review of Educational Research, 51, 101-137.

Stipek, D. (1982). Motivating children to learn: A life-long perspective. National Institute of Education, National Commission on Excellence in Education. Washington, DC: Government Printing Office.

Good, T., & Stipek, D. (1983). Individual differences in the classroom: A psychological perspective. In G. Fenstermacher & J. Goodlad (Eds.), N.S.S.E. Yearbook: Individual differences and the common curriculum (pp. 9-43). Chicago: National Society for the Study of Education.

Stipek, D. (1983). A developmental analysis of pride and shame. Human Development, 26, 42-54.

Stipek, D. (1983). Work habits begin in preschool. Young Children, 38, 25-32. Reprinted in J. Brown (Ed.), Curriculum planning for young children. Washington, D.C.: National Association for the Education of Young Children.

Stipek, D. (1984). The development of achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. I): Student motivation (p. 145-174). New York: Academic Press.

Stipek, D. (1984). Sex differences in children's attributions for success and failure on math and spelling tests. Sex Roles, 11, 969-981.

Stipek, D. (1984). Young children's performance expectations: Logical analysis or wishful thinking? In J. Nicholls (Ed.), Advances in motivation and achievement (Vol. 3): The development of achievement motivation (pp. 33-56). Greenwich, CT: JAI Press.

Stipek, D., Roberts, T., & Sanborn, M. (1984). Preschool-age children's performance expectations for themselves and another child as a function of the incentive value of success and the salience of past performance. Child Development, 55, 1983-1989.

Stipek, D., & Tannatt, L. (1984). Children's judgments of their own and their peers' academic competence. Journal of Educational Psychology, 76, 75-84.

Stipek, D., & Sanborn, M. (1985). Teachers’ task-related interactions with handicapped and nonhandicapped preschool children. Merrill-Palmer Quarterly, 31, 285-300.

Stipek, D. (1986). Children's motivation to learn. In T. Tomlinson & H. Walberg (Eds.), Academic work and educational excellence (pp. 197-221). Berkeley, CA: McCutchan.

Stallings, J., & Stipek, D. (1986). Research on early childhood and elementary school programs. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 727-753). American Educational Research Association.

Stipek, D. (1987). Emotional responses to objective and normative performance feedback. Journal of Applied Developmental Psychology, 8, 183-195.

Stipek, D., & Mason, T. (1987). Attributions, emotions, and behavior in the elementary school classroom. Journal of Classroom Interaction, 22, 1-5.

Stipek, D., & Daniels, D. (1988). Declining perceptions of competence: A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80, 352-356.

Stipek, D., & DeCotis, K. (1988). Children's understanding of the implications of causal attributions for emotional experiences. Child Development, 59, 1601-1610.

Beizer Seidner, L., Stipek, D., & Feshbach, N. (1988). A developmental analysis of elementary school-aged children's concepts of pride and embarrassment. Child Development, 59, 367-377.

Stipek, D., & Kowalski, P. (1989). Learned helplessness in task-orienting versus performance-orienting testing conditions. Journal of Educational Psychology, 81, 384-391.

Stipek, D., & McCroskey, J. (1989). Investing in children: Government and workplace policies for parents. American Psychologist, 44, 416-423.

Stipek, D., & Mac Iver, D. (1989). Developmental change in children's assessment of intellectual competence. Child Development, 60, 521-538.

Stipek, D., Weiner, B., & Li, K. (1989). Testing some attribution-emotion relations in the People's Republic of China. Journal of Personality and Social Psychology, 56, 109-116.

Mason, T., & Stipek, D. (1989). The stability of students’ achievement-related thoughts and school performance from one grade to the next. Elementary School Journal, 90, 57-67.

Stipek, D., & Daniels, D. (1990). Children's use of dispositional attributions in predicting the performance and behavior of classmates. Journal of Applied Developmental Psychology, 11, 13-28.

Stipek, D., Gralinski, H., & Kopp, C. (1990). Self-concept development in the toddler years. Developmental Psychology, 26, 972-977.

Stipek, D. (1991). Characterizing early childhood education programs. In L. Rescorla, M. Hyson, & K. Hirsh-Pasek (Eds.), Academic instruction in early childhood: Challenge or pressure? New Directions for Child Development, 53. San Francisco: Jossey-Bass.

Stipek, D. (1991). Help your child succeed in school. Parents' Magazine, November, 130-134.

Stipek, D., & Gralinski, H. (1991). Gender differences in children's achievement-related beliefs and emotional responses to success and failure in mathematics. Journal of Educational Psychology, 83, 361-371.

Mac Iver, D., Stipek, D., & Daniels, D. (1991). Explaining within semester changes in student effort in junior high school and senior high school courses. Journal of Educational Psychology, 83, 201-211.

Stipek, D. (1992). The child at school. In M. Bornstein & M. Lamb (Eds.), Developmental psychology: An advanced textbook (3rd edition). Hillsdale, NJ: Erlbaum.

Stipek, D., Daniels, D., Galluzzo, D., & Milburn, S. (1992). Characterizing early childhood education programs for poor and middle-class children. Early Childhood Research Quarterly, 7, 1-19.

Stipek, D., Milburn, S., Galluzzo, D., & Daniels, D. (1992). Parents' beliefs about appropriate education for young children. Journal of Applied Development Psychology, 13, 293-310.

Stipek, D. (1993). Motivating Underachievers. Learning, 21(8), 32-33.

Droege, K., & Stipek, D. (1993). Children’s use of dispositions to predict classmates' behavior. Developmental Psychology, 29, 646-654.

Kasari, C., Sigman, M., Baumgartner, P., & Stipek, D. (1993). Pride and mastery in children with autism. Journal of Child Psychology and Psychiatry & Allied Disciplines, 34, 353-362.

Stipek, D. (1993). Is child-centered early childhood education really better? In S. Reifel (Ed.), Advances in early education and day care, 5, 29-32. Greenwich, CT: JAI Press.

Phillips, D., & Stipek, D. (1993). Early formal schooling: Are we promoting achievement or anxiety? Applied and Preventive Psychology: Current Scientific Directions, 2, 141-150.

Stipek, D., Rosenblatt, L., & Di Rocco, L. (1994). Making parents your allies. Young Children, 49, 4-9.

Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children's achievement and motivation. Child Development, 66, 209-223.

Stipek, D. & Gralinski, H. (1996). Children’s beliefs about intelligence and school performance. Journal of Educational Psychology, 88, 397-407.

Stipek, D. (1996). Motivation and instruction. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 85-113): Macmillan: New York.

Stipek, D. (1997). Success in school--for a Head Start in life. In S. Luthar, J. Burack, D. Cicchetti, & J. Weisz (Eds.). Developmental psychopathology: Perspectives on risk and disorder (75-92). New York: Cambridge University Press.

Stipek, D., & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12, 305-325.

Stipek, D., Gearhart, M., & Denham, W. (1997). Improving teachers’ practices in K-8 mathematics education: What works? Thrust for Educational Leadership.22-25.

Stipek, D. & Ryan R. (1997). Economically disadvantaged preschoolers: Ready to learn but further to go. Developmental Psychology, 33, 711-723.

Stipek, D. (1998). Differences between Americans and Chinese in the circumstances evoking pride, shame, and guilt. Journal of Cross-Cultural Psychology, 29, 616-629.

Stipek, D., Feiler, R., Byler, P., Ryan, R., Milburn, S. & Salmon, J. (1998). Good Beginnings: What difference does the program make in preparing young children for school? Journal of Applied Developmental Psychology, 19, 41-66.

Stipek, D., Givvin, K., Salmon, J., & MacGyvers, V. (1998). Can a teacher intervention improve classroom practices and student motivation in mathematics? Journal of Experimental Education, 66, 319-337.

Stipek, D., Salmon, J., Givvin, K., Kazemi, E., Saxe, G., & MacGyvers, V. (1998). The value (and convergence) of practices suggested by motivation researchers and mathematics education reformers. Journal for Research in Mathematics Education, 29, 465-488.

Stipek, D. (1999). The logic and meaning of declining perceptions of academic competence. In F. Weinert & W. Schneider (Eds). Individual development from 3 to 12: Findings from a longitudinal study (pp. 222-226). Cambridge: Cambridge University Press.

Stipek, D., De la Sota, A., Weishaupt, L. (1999). Life Lessons: An embedded classroom approach to preventing high-risk behavior among preadolescents. Elementary School Journal, 99, 433-451.

Stipek, D. & Ogawa, T. (2000). Early Childhood Education. Los Angeles: UCLA Center for Healthier Children, Families and Communities.

Stipek, D. (2001). Classroom context effects on young children’s motivation. In F. Salili, C. Chiu, & Y. Hong (Eds.) Student motivation: The culture and context of learning (pp. 273-292). New York: Kluwer Academic.

Stipek, D. (2001). Pathways to constructive behavior: Importance of academic achievement in the early elementary grades. In A. Bohart & D. Stipek (Eds.), Constructive and destructive behavior: Implications for family, school, and society (pp. 291-315). Washington DC: American Psychological Association.

Stipek, D., & Byler, P. (2001). Academic Achievement and Social Behaviors Associated with Age of Entry into Kindergarten. Journal of Applied Developmental Psychology, 22, 175-189.

Stipek, D., & Givvin, K., Salmon, J., & MacGyvers, V. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213-226.

Stipek, D., & Greene, J. (2001). Achievement motivation in early childhood: Cause for concern or celebration? In S. Golbeck (Ed.), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice (pp. 64-91). Mahwah, NJ: Erlbaum Associates.

Stipek, D., Ryan, R., & Alarcon, R. (2001). Bridging research and practice to develop a two-way bilingual program. Early Childhood Education Quarterly, 16, 133-149.

Stipek, D., & Seal, K. (2001; 9/18). The joy of learning: Secrets to self-motivation. Family Circle, 105-107.

Bohart, A. & Stipek, D. (2001). What have we learned? In A. Bohart & D. Stipek (Eds.), Constructive and destructive behavior: Implications for family, school, and society (pp. 367-397). Washington DC: American Psychological Association.

Givvin, K., Stipek, D., Salmon, J., & MacGyvers, V. (2001). In the eyes of the beholder: How students and teachers judge students’ motivation in mathematics. Teaching and Teacher Education.

Kazemi, E., & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Elementary School Journal, 102, 59-80. Reprinted in the Journal of Education, 189, pp. 123- 137, 2008/9

Valeski, T., & Stipek, D. (2001). Young children’s attitudes toward school: Causes and consequences. Child Development, 72, 1198-1213.

Stipek, D. (2002). Good instruction is motivating. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 309-332). San Diego: Academic Press.

Stipek, D. (2002). At what age should children enter kindergarten? A question for policy makers and parents. SRCD Social Policy Report, Vol. 15, #2.

Stipek, D. & Seal, K. (2002). Motivating minds: Nurturing your child’s desire to learn. Our Children, 27(5), 7-8.

Kazemi, E., & Stipek, D. (2002). Motivating students by teaching for understanding. In J. Sowder & B. Schappelle (Eds.). Lessons learned from research (pp. 17-22). Reston, VA: National Council of Teachers of Mathematics.

Hauser-Cram, P., Sirin, S., & Stipek, D. (2003). When teachers’ and parents’ values differ: Teachers’ ratings of academic competence in children from low-income families. Journal of Educational Psychology, 95, 813-820.

Stipek, D. (2004). Head Start: Can’t we have our cake and eat it too? Education Week, May 5.

Stipek, D. (2004). School entry age. In Encyclopedia on Early Childhood Development. Centre of Excellence for Early Childhood Development Web site, www.excellence-earlychildhood.ca

Stipek, D. (2004). Teaching practices in kindergarten and first grade: Different strokes for different folks. Early Childhood Research Quarterly, 19, 548-568.

Stipek, D. & Byler, P. (2004). The early childhood classroom observation measure. Early Childhood Research Quarterly.19, 375-397.

Drummond, K., & Stipek, D. (2004). Parents’ beliefs about their role in young children’s academic learning. Elementary School Journal. 104, 197-213.

Herbert, J. & Stipek, D. (2004). The emergence of gender difference in children’s perceptions of their academic competence. Journal of Applied Developmental Psychology, 26, 276-295.

Stipek, D. (2005). Children as unwitting agents in their developmental pathways. In Cooper, C., Garcia Coll, C., Bartko, W., Davis, H., & Chatman, C. (Eds.). Developmental Pathways through Middle Childhood: Rethinking Context and Diversity as Resources (pp. 99-120). Hillsdale, NJ: Erlbaum.

Stipek, D. (2005). Early childhood education at a crossroads. Harvard Education Letter, 21(4), 1-3,7.

Stipek, D. (2005). School entry age. Instructional Leader, 18 (3), 6-10.

Stipek, D. (2005). Scientifically based practice: It’s about more than improving the quality of research. Education Week, March 23,

Bassok, D., & Stipek, D., Inkelas, M., & Kuo, A. (2005). Building community systems for young children: Early Childhood Education. National Center for Infant and Early Childhood Policy: Building State Early Childhood Comprehensive Systems Series, No. 11. UCLA Center for Healthier Children, Families and Communities.

Stipek, D. (2006). Accountability Comes to Preschool: Can We Make it Work for Young Children? Phi Delta Kappan, 87 (10), 740-744, 747.

Stipek, D. (2006). Bridging policy, research and practice: Lessons of Ed Zigler. Child and Family Policy and Practice Review, 2(1), 6-9.

Stipek, D. (2006). No child left behind comes to preschool. Elementary School Journal, 106(5), 455-465.

Stipek, D. (2006). Relationships matter. Educational Leadership, 64, 46-49.

Stipek, D., & Hakuta, K. (2006). Policies to ensure that no child starts from behind. In Child Development and Social Policy: Knowledge for Action: Essays in honor of Edward Zigler (pp. 129-145). Washington DC: American Psychological Association Press.

Miles, S., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in low-Income elementary school children. Child Development, 77, 103-117.

Stipek, D., & Miles, S. (2008). Effects of aggression on achievement: Does conflict with the teacher make it worse? Child Development, 79, 1721-1735.

Bransford, J. Stipek, D., Vye, N., Gomez, L., & Lam, D. (2009). Equity, excellence, elephants, and evidence. In J Bransford, D. Stipek, N. Vye, L. Gomez & D. Lam (Eds.). The role of research in educational improvement (pp. 1-17). Cambridge MA: Harvard Education Press.

Gomez, L., Weiss, J., Stipek, D., Bransford, J. (2009). Toward a deeper understanding of the educational elephant: Concluding thoughts. In J. Bransford, D. Stipek, N. Vye, L. Gomez & D. Lam (Eds.). The role of research in educational improvement (pp. 209-227). Cambridge MA: Harvard Education Press.

Stipek, D. (2010). Motivation to learn. In H. Weiss, H. Kreider, M. Lopez & C. Chatman-Nelson (Eds.). Preparing educators to engage families (2nd edition, pp. 2-7). Thousand Oaks CA: Sage Publications.

Stipek, D., Newton, S. Chudgar, A. (2010). Learning-related behaviors and literacy achievement in elementary school-aged children. Early Childhood Research Quarterly, 25, 385-396.

Brenneman, K., Boller, K., Atkins-Burnett, S., Stipek, D., Forry, N., Ertle, B., French, L., Ginsburg, H., Frede, E. & Schultz T. (2011). Measuring the Quality of Early Childhood Math and Science Curricula and Teaching. In M Zaslow, I. Martinez-Beck, K. Tout & T. Halle (Eds.), Quality Measurement in Early Childhood Settings (pp. 77-103). Baltimore Maryland: Paul H. Brookes Publishing Co.

Stipek, D. (2011). Classroom practices and children’s motivation to learn. In E. Zigler, S., W. Gilliam, & Barnett, The pre-K debates: Current controversies & issues (pp. 98-103). Baltimore, Maryland: Paul H. Brookes Publishing.

Stipek, D. (2012). Context Matters: Effects of student characteristics and perceived support from administrators and parents on teacher self-efficacy. The Elementary School Journal, 112 (4), 590-606.

Stipek, D., Schoenfeld, A., Gomby, D., (2012). Math matters: Even for little kids. Education Week, March 21.

Stipek, D., & Schoenfeld, A. (2012). Early Math in California. Conference report, www.earlylearning.org

Schoenfeld, A., & Stipek, D. (2012). Math Matters: Children’s Mathematical Journeys Start Early. Conference Report, www.earlylearning.org

Stipek, D. (2012). What we have learned about learning. In Committee on From Neurons to Neighborhoods, From Neurons to Neighborhoods: An Update (pp. 19-24) Washington D.C.: The National Academies Press.

Stipek, D. (2013). Mathematics in Early Childhood Education: Revolution or Evolution. Early Education and Development, 24(4), 431-435.

Stipek, D. (2013). Evaluating Pre-K-3 Programs. Report to the Foundation for Child Development.

Stipek, D. (2013, October 16). Using accountability to promote rather than undermine teacher motivation. Education Week.

Stipek, D. (2013). Playful Math for Preschoolers. Parents Magazine.

Stipek, D. (2014). 3 Reasons Universal Preschool is Valuable. Parents Magazine. www.parents.com

Stipek, D. (2014). Achievement Motivation. In D. Phillips (Ed.). Encyclopedia of Educational Theory and Philosophy. Thousand Oaks, CA: Sage.

Stipek, D., & Lombardo, M. (2014, May 21). Retention may cause more problems than it solves. Education Week.

Stipek, D. (in press). Secure America’s economic future by investing in young children. In Understanding Complex Public-Private Systems: Perspectives on Challenges in Education, Energy, Healthcare, and Security. E. Paté-Cornell, W. Rouse & C. Vest (Eds.). John Wiley.

Stipek, D., & Valentino, R. (in press). Early childhood memory and attention as predictors of academic growth trajectories. Journal of Educational Psychology.