Jordan E. Greenburg

Jordan E. Greenburg

Jordan E. Greenburg

Graduate Teaching Assistant

grade retention; delayed kindergarten entry; high-stakes, standardized testing; early childhood education; academic achievement

Jordan is a fourth-year PhD student in Dr. Winsler’s lab. She graduated from Emory & Henry College in 2017 with B.A.s in Psychology and French, and received her M.A. in Applied Developmental Psychology from George Mason in 2019. During her time at Emory, she conducted a variety of research projects that ranged from understanding prejudicial attitudes toward the LGBTQ community to assessing how developmental variables affected children’s responses to psychological measures. Her current research interests include the long-term academic outcomes associated with grade retention in elementary school, high-stakes testing and retention, delayed kindergarten entry, and early childhood experiences associated with later achievement. Active research projects include the predictors and outcomes of delaying kindergarten entry within a predominantly low-income, ethnically diverse community, the predictors and outcomes of being retained multiple times during elementary school, and whether the timing of retention is associated with later academic outcomes.

Selected Publications

Greenburg, J. E., & Winsler, A. (in press). Early school outcomes for children who delay kindergarten entry. In S. T. Vorkapić & J. LoCasale-Crouch (Eds.), Supporting children’s well-being during the early childhood transition to school. Hershey, PA: IGI Global.

Greenburg, J. E., & Winsler, A. (2020). Delayed kindergarten entry among low-income, ethnically diverse students: Prevalence, predictors, and selection patterns. Early Childhood Research Quarterly, 53(4), 496-506. doi: 10.1016/j.ecresq.2020.06.007

Greenburg, J. E., Carlson, A. G., Kim, H., Curby, T. W., & Winsler, A. (2020). Early visual-spatial integration skills predict elementary school achievement among low-income, ethnically diverse children. Early Education and Development. doi: 10.1080/10409289.2019.1636353

Greenburg, J. E., & Gaia, A. C. (2019). Interpersonal contact, stereotype acceptance, gender role beliefs, causal attribution, and religiosity as predictors of attitudes toward transgender individuals. Psi Chi Journal of Psychological Research, 24, 18-32. (Undergraduate Honors Thesis)

American Psychological Association, Coalition for Psychology in Schools and Education. (2019). Top 20 principles from psychology for early childhood teaching and learning. Contributing author.

Pfund, R. A., Whelan, J. P., Greenburg, J. E., Peter, S. C., Wilson, K. K., & Meyers, A. W. (2017). Psychological distress as an indicator of co-occurring psychopathology among treatment-seeking disordered gamblers. Journal of Gambling Studies, 33, 907-918. 

Courses Taught

PSYC 211 Lifespan Development
PSYC 301 Research Methods Lecture
PSYC 301 Research Methods Lab
PSYC 314 Adolescent Development
PSYC 414 Behavior Disorders of Childhood

Education

M.A., Applied Developmental Psychology, 2019

George Mason University, Fairfax, VA

 

B.A., Psychology & French, 2017

Emory & Henry College, Emory, VA

Recent Presentations

Greenburg, J. E., & Winsler, A. (2020). Emergent literacy and later outcomes for preschool children with disabilities. Poster to be presented at the National Research Conference on Early Childhood, Washington, D.C. Cancelled due to COVID-19.

Qualls, R. C., & Greenburg, J. E. (2020). Influence of children’s social desirability on child/caretaker agreement for children’s emotional functioning. Paper to be presented at the Southeastern Psychological Association’s Annual Conference, New Orleans, LA. Cancelled due to COVID-19.

Greenburg, J. E., Thompson, B. N., & Winsler, A. (2019). “Catch Them While They’re Young”? : Academic Outcomes for Students Retained Early Rather Than Later in 3rd Grade. Poster presented at the Association for Psychological Science’s Annual Conference, Washington, D.C.

Greenburg, J. E. & Winsler, A. W. (2019). Delayed kindergarten entry among low-income, ethnically diverse students: Prevalence, predictors, and selection patterns. Poster presented at the Society for Research in Child Development’s Annual Conference, Baltimore, M.D.

Qualls, R. C., & Greenburg, J. E. (2018). Level of agreement between objective and projective measures of emotional functioning in clinic-referred children. Presentation at Southeastern Psychological Association’s Annual Conference, Charleston, SC.