EDUCATION
University of Washington, B.S., summa cum laude, 1972 (Psychology)
Universite d'Aix-en-Provence, Avignon, France, 1969-1970 (French literature, philosophy, political science)
University de Geneve, Ecole de Psychologie et des Sciences de l'Education, Geneva, Switzerland, Autumn 1972 (Psychology/Epistemology)
Yale University, New Haven, Connecticut, 1973-1977, Ph.D., 1977 (Developmental Psychology)
PROFESSIONAL EXPERIENCE
Research Associate, Département des Sciences Sociales, Institut Battelle, Geneva, Switzerland, 1972-1973
Special Assistant to the Deputy Director of the Office of Child Development, DHEW, Washington, D.C., Summer 1976
Research Associate, Yale Law School, 1976-1977
Congressional Science Fellow, Society for Research in Child Development, Office of Senator Bill Bradley, 1983-1984
Professor, Graduate School of Education, University of California, Los Angeles, 1977-2000
Co-Director: NIMH Training Program in Applied Human Development
Director: Corinne Seeds University Elementary School (UCLA Laboratory School)
Director: Urban Education Studies Center
Dean: School of Education, Stanford University, 2001 – 2011
Professor of Education, 2011 - present
AWARDS, HONORS, BOARDS
- AERA Review of Research Award, 1983
- SRCD Congressional Science Fellowship, 1983-84
- Haytin Award for Outstanding Research on Learning and Achievement, 1988
- National Academy of Science: Board on Children, Youth, and Families
- Member, MacArthur Foundation: Network on Pathways Through Middle Childhood
- Chair, MacArthur Foundation Network on Teaching and Learning, 2002-2005
- Chair, National Research Council Committee on Increasing High School Students’ engagement and Motivation to Learn
- Chair, National Institute for Early Education Research
- National Academy of Education
- Fellow, American Educational Research Association
- 2012 Silicon Valley Women of Influence
- Parents Magazine Board of Advisors
- Chair, Society for Research in Child Development, Chair, Finance Committee
- Chair National Academy of Education, Spencer Post Doc selection committee
- Clinton Foundation “Too Young to Fail” initiative, advisory committee
- Center on Enhancing Early Learning Outcomes, Advisory Board Member
MEMBERSHIP IN PROFESSIONAL AND HONORARY SOCIETIES
- Phi Beta Kappa
- Society for Research in Child Development
- American Educational Research Association
- National Academy of Education
- National Associate of the National Academy of Sciences
BOARD MEMBERSHIPS
- CK-12
- High Scope
- ALearn
- Bring me a Book
- Common Sense Media
- Jumpstart Early Education Council
- Coaching Corps
- National Institute for Early Education Research
- Ameson Foundation
GRANTS
1984-85, $4,500, Spencer Foundation: Children’s Reactions to Evaluative Feedback.
1985-86, $1,200, UCLA International Studies and Overseas Program. Comparative Study of Pride and Shame.
1986-1987, $50,000, Hilton Foundation: Closing the Gap. To develop a cooperative relationship between child development researchers and elementary school teachers, Co-P.I.
1986-1991, $658,856, National Institute of Mental Health:Training Grant in Applied Human Development. MH18372.
1987-1989, $95,672, National Institute of Mental Health: Development of Achievement-Related Emotions. MH41786.
1987-1989, $40,000, Southern California Gas Company: To implement a cooperative program with child development researchers and elementary school teachers.
1990-1992, $112,510, Smith Richardson Foundation: To study effects of early childhood education curricula on motivation and learning.
1991-1994, $144,869, National Institute of Mental Health: Children's Motivation in Different Educational Contexts. MH46427.
1991-1996, $570,651, National Institute of Mental Health:Training Grant in Applied Human Development, MH18372,
1992-1995, $1,035,369, National Science Foundation:Portfolio in Practice: Integrating Assessment and Instruction in Elementary Mathematics, MDR-9154512, Co-P.I.
1995-1997, $23,380, California Policy Center: Assessment of a two-way bilingual program for children ages 4-8.
1995-1997, $9,140, University of California: Early Childhood Education Community School Collaboration.
1995-1999, $40,274 (directed to UCLA), National Institute of Child Health & Human Development, Study of Early Child Care.
1996-2001, $1,194,135.82, MacArthur Foundation:Transition into Elementary School. DS96-MC03.
1997-2002, $339,310 (years 1 & 2), National Institute of Mental Health: Training Grant in Applied Human Development, MH18372.
1997-2001, $437, 005, William T. Grant Foundation: The Long-term Effects of Early Childhood Intervention: What Difference Does the School Make?
1998-1999, $160,000, Gluck Foundation: UES Literacy Program. 98.030
1999-2003, $685,692, Office of Educational Research & Improvement (OERI): Successful
Educational Pathways for Children Placed at Risk, R305T990283.
2000-2004, $3,400,000, MacArthur Foundation Research Network on Teaching and Learning
2003-2004, $200,000, MacArthur Foundation: Conference and Volume on Evidence-based Practice
2007-2008, $200,000, Spencer Foundation: Developing High Quality Education Researchers: Review of RTGs”
2013-2015, $855,297, Heising-Simons Foundation, Promoting Effective Math Instruction for Young Children
2013-2014, $500,000, Heising Simons Foundation, Planning grant for an Early Childhood Mathematics Education Research Network.
BOOKS
Stipek, D. (1988). Motivation to learn: From theory to practice. Englewood Cliffs, NJ: Prentice Hall. (Translated into Japanese)
Stipek, D. (1993). Motivation to learn: From theory to practice (2nd edition). Needham Heights, MA: Allyn & Bacon. (Translated into Italian)
Stipek, D. (1998). Motivation to learn: From theory to practice (3rd edition). Needham Heights, MA: Allyn & Bacon. (Translated into Japanese and Korean)
Stipek, D. (2002). Motivation to learn: Integrating theory and practice (4th edition). Needham Heights, MA: Allyn & Bacon. (Translated into Arabic and Chinese)
Stipek, D. & Seal, K. (2001). Motivated Minds: Raising children who love learning. New York: Henry Holt. (Translated into Chinese, Polish, Spanish, & Korean)
Bohart, A., & Stipek, D. (Eds.) (2001). Constructive and destructive behavior: Implications for family, school, and society. Washington DC: American Psychological Association.
Bransford, J., Stipek, D., Vye, N., Gomez, L., & Lam, D. (Eds.) (2009). The role of research in educational improvement. Cambridge MA: Harvard Education Press.
National Research Council (2004). Engaging Schools: Fostering high school students’ motivation to learn. Washington DC: National Academies Press (chaired committee)
MONOGRAPH
Stipek, D., Recchia, S., & McClintic, S. (1992). Self-evaluation in young children. Monographs of the Society for Research in Child Development, 57(1, Serial No. 226).
GUEST EDITED JOURNAL
Elementary School Journal, Special issues on motivation, 1984, 85.
ARTICLES AND CHAPTERS
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.
Weisz, J., & Stipek, D. (1982). Competence, contingency, and the development of perceived control. Human Development, 25, 250-281.
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, http://www.excellence-earlychildhood.ca/cex_info.asp?lang=EN&info=6
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. http://www.parents.com/toddlers-preschoolers/starting-preschool/preparing/universal-preschool/
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.
EDITORIALS
Stipek, D. (2002). When testing trumps learning: AP courses have come to be misused. Los Angeles Times, May 16, B15.
Ride, S., & Stipek, D. (2003). “Science is cool” – for girls, too. San Jose Mercury News, October 24, 7c.
Stipek, D. (2004). In praise of good teachers. San Francisco Chronicle, May 23, E4.
Stipek, D., & Mamlet, R. (2005). The culture of college pressure. San Jose Mercury News, February 20, 5P.
Stipek, D. (2006). Statewide preschool would help all, not just the poor. San Jose Mercury News, May 21, 4P.
Stipek, D. (2008). Investment in public education for state’s students pays off. San Jose Mercury News, June 2.
Willinsky, J. & Stipek, D (2008). Open access responds to public’s hunger for knowledge. San Jose Mercury News, August 10.
Stipek, D. (2008). Linda Darling-Hammond is an educator for reform. San Francisco Chronicle, December 12.
Stipek, D. (2011). Education Is Not a Race. Science. 24 June, 332 (6037): 1481.
Stipek, D. (2012). Transitional Kindergarten has real value, don’t give it up. San Jose Mercury News, January 16.
Stipek, D. (2013). Benefits of preschool are clearly documented. San Jose Mercury News, August 6, 2013.
Hanson, K. & Stipek, D. (2014, May 16). Schools v. prisons: Education's the way to cut prison population. Mercury News
BOOK REVIEWS
Stipek, D. (1980). The state of the child in America (Review of Child Advocacy, by Jack O. Westman). Contemporary Psychology, 25, 918-919.
Stipek, D. (1986). What girls and boys bring to the classroom. (Review of Gender Differences in Classroom Interaction, edited by Louise Cherry Wilkinson & Cora Marrett). Contemporary Psychology, 31, 964-965.
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