Timothy W Curby

Timothy W Curby

Timothy W Curby

Associate Professor

Classrooms as a context for student learning and development; Teacher–student interactions; Classroom quality and variability; Social-emotional teaching, Quantitative Methods.

Dr. Curby’s work focuses on early childhood classroom experiences and applying advanced statistical models to school-based research. Specifically, he focuses on the interactions that teachers have with children as a mechanism for children’s development. Dr. Curby is also interested in measurement of classrooms and development of observational measures of the classroom environment. More information about his work is available on the Development In School Contexts (DISC) lab website 

Current Research

Development and Preliminary Validation of the Emotional Teacher Rating Scale (EMOTERS) for Preschool Classrooms

Children aren't just learning social-emotional skills when the class is doing a social-emotional lesson. Teachers are constantly modeling, teaching, responding, and creating an environment which teaches children social-emotional skills. In conjunction with Dr. Katherine Zinsser's Social-Emotional Teaching and Learning Lab at the University of Illinois at Chicago, we are conducting an IES-funded study to develop an observational measure of social-emotional teaching. The four-year study will result in a measure for use in preschool classrooms that ranks the various interactions from the least difficult to the most difficult making it clear what teachers can do to improve.

Improving Social and Emotional Teaching in Preschool

With support from the Department of Education, we are working with a group of residents taking part in the University of Illinois at Chicago's Alternative Licensure Program. We aim to support teachers in their supports for (a) children's developing emotional competence, (b) STEM learning, and (c) diverse learners. In particular, we plan to use the EMOTERS measure in the context of coaching and professional learning communities to assist in the professional development of residents.

Selected Publications

Curby, T. W. (in press). Creating successful early learning environments. In V. C. Alfonso and G. J. DuPaul's (Eds.) Healthy development in young children: Evidence-based interventions for early education. Washington, DC: American Psychological Association.

Gordon, R., Peng, F., Curby, T. W., & Zinsser, K. M. (in press). Using the many-facet Rasch model to improve observational quality measures: An introduction and application to measuring the teaching of emotion skills. Manuscript prepared for a special Issue on Measuring Quality In Early Childhood Education: Past, Present, and Future, Early Childhood Research Quarterly.

Curby, T. W., McKnight, P., Alexander, L., Erchov, S. (2019). Sources of variance in end-of-course student evaluations. Assessment and Evaluation in Higher Education. doi:10.1080/02602938.2019.1607249

Curby, T. W., Berke, E., Alfonso, V., Blake, J. J., DeMarie, D., DuPaul, G. J., Flores, R., Hess, R. S., Howard, K. A. S., Lepore, J. C. C., Subotnik, R. F.  (2018). Transition practices into kindergarten and the barriers teachers encounter. In A. Mashburn, J. LoCasale-Crouch, and K. Pears' (Eds.) Kindergarten Transition and Readiness:  Promoting Cognitive, Social-Emotional, and Self-Regulatory Development. Springer.

Curby, T. W., Johnson, P., Mashburn, A. J., & Carlis, L. (2016). Live versus video observations: Comparing the reliability and validity of two methods of assessing classroom quality. Journal of Psychoeducational Assessment. doi: 10.1177/0734282915627115.

Curby, T. W., Brown, C. A.*, Bassett, H. H., & Denham, S. A. (2015). Associations between preschoolers' social-emotional competence and preliteracy skills. Infant and Child Development, 24, 549-570. doi:10.1002/icd.1899

Expanded Publication List

Gordon, R., Peng, F., Curby, T. W., & Zinsser, K. M. (in press).  Using the many-facet Rasch model to improve observational quality measures: An introduction and application to measuring the teaching of emotion skills. Manuscript prepared for a special Issue on Measuring Quality In Early Childhood Education: Past, Present, and Future, Early Childhood Research Quarterly.

Cattaneo, L. B., Stylianou, A. M., Hargrove, S., Goodman, L. A., Gebhard, K., & Curby, T. W. (2020). Survivor-centered practice and survivor empowerment: Evidence from a research-practitioner partnership. Violence Against Women. https://doi.org/10.1177/1077801220935196

De Feyter, J. J., Parada, M.D., Hartman, S., Curby, T. W., & Winsler, A. (2020). The early academic resilience of children from low-income, immigrant families. Early Childhood Research Quarterly, 51, 446-461. doi:10.1016/j.ecresq.2020.01.001

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, 31(2), 234-252. doi:10.1080/10409289.2019.1636353

Stokes, L. R. E., Suh, J. M., & Curby, T. W. (2020). Examining the nature of teacher support during different iterations and modalities of Lesson Study implementation. Professional Development in Education, 46(1), 97-111. doi:10.1080/19415257.2019.1634623

Wang, S., Hu, B., Curby, T. W., & Fan, X. (2020). Multiple approaches for assessing within-day stability in teacher-child interactions. Early Education and Development. https://doi.org/10.1080/10409289.2020.1760040

An, X.*, Ullrich R. S., & Curby. T. W. (2019). Teacher-student relationships and child problem behaviors: Comparing children with and without disabilities. Perspectives on Early Childhood Psychology and Education, 4(2), 5-37.

Carter, S. P.*, Renshaw, K. D., Curby, T. W., Allen, E. S., Markman, H. J., & Stanley, S. M. (2020). Protective buffering by service members during military deployments: Associations with psychological distress and relationship functioning. Family Process, 59(2), 525-536. doi:10.1111/famp.12426

Curby, T. W., McKnight, P., Alexander, L., Erchov, S. (2019). Sources of variance in end-of-course student evaluations. Assessment and Evaluation in Higher Education. doi:10.1080/02602938.2019.1607249

Goncalves, S. F.*, Chaplin, T. M., Turpyn, C. C., Niehaus, C. E.*, Curby, T. W., Sinha, R., & Ansell, E. B. (2019). Difficulties in emotion regulation predict depressive symptom trajectory from early to middle adolescence.  Child Psychiatry and Human Development. doi:10.1007/s10578-019-00867-8

Rowe, E., Curby, T. W., & Kim, H.* (2019). Variance in teacher ratings of children's adjustment. Journal of Psychoeducational Assessment, 37, 26-39. doi:10.1177/0734282917728235

Stillerova, L.*, Troxler, J. R.*, Curby, T. W., & Roth, A.* (2019). Teachers' perceptions of children's Kindergarten readiness in Slovakia.  International Journal of School and Educational Psychology. https://doi.org/10.1080/21683603.2019.1700859

An, X.*, Curby, T. W., & Brock, L. L. (2018). Is the child really what's being rated? Sources of variance in teacher-rated of socioemotional skills. Journal of Psychoeducational Assessment. doi:10.1177/0734282918808618

5 An, X.*, Curby, T. W., & Xie, Q*. (2018). Chinese teachers' perceptions of early school readiness. School Psychology International, 39(5), 454-469. doi:10.1177/0143034318790635

Byrne, C.E.*, Wonderlich, J.A.*, Curby, T. W., Fischer, S., Lock, J., & Le Grange, D. (2018). Using bivariate latent basis growth curve analysis to better understand treatment outcome in youth with anorexia nervosa. European Eating Disorders Review. doi:10.1002/erv.2596

Banse, H., Curby, T. W., Palacios, N., & Rimm-Kaufman, S. E. (2018). How should fifth-grade mathematics teachers start the school year? Longitudinal relations between teacher-student interactions and mathematics instruction. Teachers College Record, 120(6), 1-36.

Hu, B. Y., Wu, Z., Curby, T. W., Wu, H., &  Zhang (2018).  Teacher-child interaction quality, attitudes toward reading, and literacy achievement of Chinese preschool children: Mediation and moderation analysis.  Learning and Individual Differences, 68, 1-11. doi:10.1016/j.lindif.2018.09.004

Shaw, T., Curby, T., Satterfield, K., Monfort, S., & Ramirez, R. (2018).  Transcranial Doppler Sonography reveals sustained attention deficits in young adults diagnosed with ADHD.  Experimental Brain Research. doi:10.1007/s00221-018-5432-y

Zinsser, K. M., Denham, S. A., & Curby, T. W. (2018). Being a social-emotional teacher: The heart of good guidance. Young Children, 73(4), 77-83.

Abry, T. W., Rimm-Kaufman, S. E., & Curby, T. W. (2017). Are all program components created equal? Relations between specific social and emotional learning program practices and teacher-student classroom interaction quality. Prevention Science, 18, 193-203.

Bassett, H. H., Denham, S. A., Fettig, N. B., Curby, T. W., Mohtasham, M. & Austin, N. (2017). Temperament in the classroom: Children low in surgency are more sensitive to the teachers' reactions to emotions. International Journal of Behavioral Development, 41, 4-14. doi:10.1177/0165025416644077

Campbell, S. B.*, Renshaw, K. D., Kashdan, T.B., Curby, T. W., & Carter, S. P. (2017). A daily diary study of posttraumatic stress disorder and romantic partner accommodation. Behavior Therapy, 48, 222-234. doi:10.1016/j.beth.2016.04.006

Curby, T. W., Berke, E., Alfonso, V. C., Blake, J., DeMarie, D., DuPaul, G. J., Flores, R., Hess, R. S., Howard., K., Lepore, J. C. C., & Subotnik, R. F. (2017). Kindergarten teacher perceptions of kindergarten readiness: The importance of social-emotional skills. Perspectives on Early Childhood Psychology and Education, 2(2), 115-137.

Esposito-Smythers, C., Curby, T., Hadley, W., & Brown, L. K. (2017). Randomized pilot trial of a cognitive-behavioral alcohol, self-harm, and HIV prevention program for teens in mental health treatment. Behaviour Research and Therapy, 89, 49-56. doi: 10.1016/j.brat.2016.11.005

Bailey, C. S.*, Denham, S. A., Curby, T. W., & Bassett, H. H., (2016). Emotional and organizational supports for preschoolers' emotion regulation: Relations with school adjustment. Emotion, 16, 263-279. doi:10.1037/a0039772

Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. A., & Curby, T. W. (2016). A multi-method approach for describing the contributions of student engagement on fifth grade students' social competence and achievement in mathematics. Learning and Individual Differences, 48, 54-60. doi:10.1016/j.lindif.2016.02.01242.

Brock, L. L., & Curby, T. W. (2016). The role of children's adaptability in classrooms characterized by low or high teacher emotional consistency. School Psychology Review, 45, 209-225. doi: 10.17105/SPR45-2.209-225

Carter, S.*, DiMauro, J.*, Renshaw, K. D., Curby, T. W., Babson, K., & Bonn-Miller, M. (2016). Longitudinal associations of friend-based social support and PTSD symptomatology during a cannabis cessation attempt. Journal of Anxiety Disorders, 38, 62-67. doi:10.1016/j.janxdis.2016.01.008

Curby, T. W., Johnson, P., Mashburn, A. J., & Carlis, L. (2016). Live versus video observations: Comparing the reliability and validity of two methods of assessing classroom quality. Journal of Psychoeducational Assessment, 34(8), 765-781. https://doi.org/10.1177/0734282915627115

Flores, R. L., Curby, T. W., Coleman, H., & Melo, K. (2016). Using early learning standards to provide high quality education for all children: The Early Learning Guidelines Toolkit. In Lucariello, J. M., & Subotnik, R. F. (Guest Editors) Psychological Science at Work in Schools, Theory into Practice, 55, 145-152. doi:10.1080/00405841.2016.1157422

Howarth, G. Z.*, Fettig, N. B.*, Curby, T. W. & Bell, M. A. (2016). Frontal electroencephalogram asymmetry and temperament across infancy and early childhood: An exploration of stability and bidirectional relations.  Child Development, 82, 465-476. doi:10.1111/cdev.12466.

Kim, H.*, Carlson, A. G.*, Curby, T. W., & Winsler, A. (2016). Relations between motor, social, and cognitive skills in young children with developmental disabilities. Research in Developmental Disabilities, 53-54, 43-60. doi:10.1016/j.ridd.2016.01.016

Klein, S. R.*, Renshaw, K. D., & Curby, T. W. (2016). Emotion regulation and perceptions of hostile and constructive criticism in romantic relationships. Behavior Therapy, 47, 143-154. doi:10.1016/j.beth.2015.10.007

Zinsser, K. M., Denham, S.A., Curby, T. W., & Chazan-Cohen, R. (2016). Early childhood directors as socializers of emotional climate. Learning Environments Research. doi:10.1007/s10984-016-9208-7

An, X.*, Rojahn, J., Curby, T. W., & Ding, Y. (2015). Psychometric properties of the Chinese Behavior Problems Inventory-01 in children and adolescents with or at risk for intellectual disabilities. Research in Developmental Disabilities, 36, 256-263. doi:10.1016/j.ridd.2014.10.006

Curby, T. W., Brown, C. A.*, Bassett, H. H., & Denham, S. A. (2015). Associations between preschoolers' social-emotional competence and preliteracy skills. Infant and Child Development, 24, 549-570. doi:10.1002/icd.1899

Rimm-Kaufman, S. E., Baroody, A., Larsen, R., Curby, T. W., & Abry, T. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders' engagement in mathematics instruction. Journal of Educational Psychology, 107, 170-185. doi:10.1037/a0037252

Zinsser, K. M., Denham, S. A., Curby, T. W., & Shewark, E. (2015). "Practice what you preach": Teachers' perceptions of emotional competence and emotionally supportive classroom practices. Early Education & Development, 26(7), 899-919. https://doi.org/10.1080/10409289.2015.1009320

Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. A., & Curby, T. W. (2014). The link between Responsive Classroom training and student-teacher relationship quality in the fifth grade: A study of fidelity of implementation. School Psychology Review, 43, 69-85.

Brock, L. B., & Curby, T. W. (2014). Emotional support consistency and teacher-child relationships forecast social competence and problem behaviors in pre-kindergarten and kindergarten. Early Education and Development, 25, pp. 661-680. doi:10.1080/10409289.2014.866020

Curby, T. W., Downer, J. T., & Booren, L. (2014). Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bi-directional associations. Early Childhood Research Quarterly, 29, 193-204. doi:10.1016/j.ecresq.2014.01.002

Kim, Y. K.*, Curby, T. W., & Winsler, A. (2014). Child, family, and school characteristics related to English proficiency development among low-income dual language learners (DLLs). Developmental Psychology, 50, 2600-2613. doi:10.1037/a0038050

Perloe, A.*, Esposito-Smythers, C., Curby, T. W., & Renshaw, K. (2014). Concurrent trajectories of change in adolescent and maternal depression in the TORDIA study. Journal of Youth and Adolescence, 43, 612-628. doi:10.1007/s10964-013-9999-0

Rimm-Kaufman, S. E., Larsen, R., Baroody, A., Curby, T. W., Ko, M., Thomas, J., Merritt, E., Abry, T., & DeCoster, J. (2014). Efficacy of the Responsive Classroom approach: Results from a three year, longitudinal randomized control trial. American Educational Research Journal. doi:10.3102/0002831214523821

Zinsser, K.*, Shewark, E., Denham, S. A., & Curby, T. W. (2014). A mixed-method examination of preschool teacher beliefs about social emotional learning and relations to observed emotional support. Infant and Child Development, 23, 471-493. doi:10.1002/icd.1843

Zinsser, K., & Curby, T. W. (2014). Understanding preschool teachers' emotional support as a function of center climate. SAGE Open, 4(4), 1-9. doi:10.1177/2158244014560728

Bailey, C. S.*, Denham, S., & Curby, T. W. (2013). Questioning as a component of scaffolding in predicting emotion knowledge in preschoolers. Early Child Development and Care, 183, 265-279. doi:10.1080/03004430.2012.671815

Bailey, C. S.*, Zinsser, K. M.*, Curby, T. W., Denham, S. A., & Bassett, H. H. (2013). Becoming a consistently emotionally supportive preschool teacher: Implications for center directors and teachers. [Research-To-Practice Summary to accompany Zinsser, Bailey, Curby, Denham, Bassett, & Morris research article in same issue.] NHSA Dialog: A Research to Practice Journal, 16(2), 131-137.

Carlson, A.*, Rowe, E., & Curby, T. W. (2013). Disentangling fine motor skills' relation to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. Journal of Genetic Psychology, 174, 514-533. doi:10.1080/00221325.2012.717122

Curby, T. W., Brock, L., & Hamre, B. (2013). Teachers' emotional support consistency predicts children's achievement gains and social skills. Early Education and Development, 24, 292-309. doi:10.1080/10409289.2012.665760

Curby, T. W., & Chavez, C.* (2013). Examining CLASS dimensions as predictors of pre-k children's development of language, literacy, and mathematics. NHSA Dialog: A Research to Practice Journal, 16(2), 1-17.

Curby, T. W., & Chavez, C.* (2013). Prioritizing interactions to support children's academic achievement. [Research-To-Practice Summary to accompany Curby & Chavez research article in same issue.] NHSA Dialog: A Research to Practice Journal, 16(2), 109-112.

Curby, T. W., Rimm-Kaufman, S. E., & Abry, T. (2013). Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology, 51, 557-569. doi:10.1016/j.jsp.2013.06.001

Medeiros, K.*, Curby, T. W., Bernstein, A.*, Rojahn, J., & Schroeder, S. R. (2013). The progression of severe behavior disorder in young children with intellectual and developmental disabilities. Research in Developmental Disabilities, 34, 3639-3647. doi:10.1016/j.ridd.2013.08.002

Morris, C. A. S.*, Denham, S. A., Bassett, H. H., & Curby, T. W. (2013). Relations among teachers' emotion socialization beliefs and practices and preschoolers' emotional competence. Early Education and Development, 24, 979-999.

Ottmar, E., Decker, L., Cameron, C., Curby, T. W., & Rimm-Kaufman, S. E. (2013). Classroom instructional quality, exposure to mathematics instruction, and mathematics achievement in fifth grade. Learning Environments Research. doi:10.1007/s10984-013-9146-6

Zinsser, K.*, Bailey, C.*, Curby, T. W., Denham, S., & Bassett, H. (2013). Exploring the predictable classroom: Preschool teacher stress, emotional supportiveness, and students' social-emotional behavior in private and Head Start centers. NHSA Dialog: A Research to Practice Journal, 16(2), 90-108.

Curby, T. W., Boyer, C.*, Edwards, T.*, & Chavez, C*. (2012). Assistant teachers in Head Start classrooms: Comparing to and working with lead teachers. Early Education and Development, 23(5), 623-636. doi:10.1080/10409289.2011.607361

Kidd, J. K., Curby, T. W., Boyer, C. E.,* Gadzichowski, K. M.*, Gallington, D. A, Machado, J. A.*, & Pasnak, R. (2012). Benefits of an intervention focused on oddity and seriation. Early Education and Development, 23, 900-918. doi:10.1080/10409289.2011.621877

Curby, T. W., Rudasill, K., Edwards, T.*, & Perez-Edgar, K. (2011). The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament. School Psychology Quarterly. 26(2), 175-188 doi:10.1037/a0023042

Curby, T. W., Stuhlman, M., Grimm, K., Mashburn, A., Chomat-Mooney, L., Downer, J., Hamre, B.K., & Pianta, R.C. (2011). Within-day variability in the quality of classroom interactions during third and fifth grade: Implications for children's experiences and conducting classroom observations. Elementary School Journal, 112(1), 16-37. doi:10.1086/660682

Perez-Edgar, K., McDermott, J. M., Korelitz, K., Degnan, K. E., Curby, T. W., Pine, D. S., & Fox, N. A. (2010). Patterns of sustained attention in infancy shape the developmental trajectory of social behavior from toddlerhood through adolescence. Developmental Psychology, 46, 1723-1730. doi:10.1037/a0021064

Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and change in early childhood classroom interactions during the first two hours of a day. Early Childhood Research Quarterly. 25, 373-384. doi:10.1016/j.ecresq.2010.02.004

Curby, T. W., Rimm-Kaufman. S. E., & Ponitz, C. C. (2009). Teacher-child interactions and children's achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101(4), 912-925. doi:10.1037/a0016647

Rimm-Kaufman, S. E., Curby, T. W., Grimm, K., Nathanson, L., & Brock, L. L. (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958-972. doi:10.1037/a0015861

Curby, T. W., LoCasale-Crouch, J., Konold, T.R., Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2009). The relations of observed pre-k classroom quality profiles to children's academic achievement and social competence. Early Education and Development, 20(2), 346-372. doi:10.1080/10409280802581284

Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W. (2009). Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review, 38(1), 102-120.

Curby, T. W., Rudasill, K.M., Rimm-Kaufman, S.E., & Konold, T.R. (2008). The role of social competence in predicting gifted enrollment. Psychology in the Schools, 45(8). 729-744. doi:10.1002/pits.20338

Grants and Fellowships

In Progress

Institute of Education Sciences, US Dept. of Education. Development and preliminary validation of the emotional teacher rating scale (EMOTERS) for preschool classrooms. (R305A160010) PI: Zinsser. Role: Co-Principal Investigator. 2016-2021. Total Costs (GMU): $428,213.

US Department of Education (University of Illinois at Chicago).  The Chicago Early Childhood Preparation and Pathway (CECPP) Partnership.  PI: Main.  Role: Co-Principal Investigator.  2019-2024.  GMU Costs: $412,179.

National Institutes of Health.  Parent-adolescent interactions, gender, and substance use: Brain mechanisms.  (R01 DA033431-06A1).  PI Chaplin.  Role: Statistician.  2018-2023.  $2,578,998.

 

Courses Taught

PSYC 211 Developmental Psychology

PSYC 313 Child Development

PSYC 461/566 Cognitive and Perceptual Development

PSYC 646 Longitudinal Data Analysis

PSYC 704 Lifespan Development

PSYC 756 Multivariate Statistics

Education

PhD in Educational Psychology—Learning and Development, University of Virginia, Charlottesville, May 2008. Emphases: Educational Research, Quantitative Methodology, Child Development

Master of Arts in Teaching, University of Michigan, Dearborn,  December 2003. Major: Biology

Bachelor of Science, University of Michigan, Ann Arbor, December 1997. Major: General Biology

 

 

Dissertations Supervised

Laura Rose Elizabeth Stokes, Coaching: Professional Development and Its Relation to Changes in Student–teacher Interactions in Preschools (2020)

Elpiniki Marchesini, Relationships Between Group-administered Ability Tests and Individual Academic Achievement (2020)

J. Reba Troxler, Emotional Competence in Preschool: Connecting Assessment, Programming, and Emotional Support (2019)

Alexa Roth, Changes in Emotion Teaching Practices in Preschool: Implications for Children’s Social–emotional and Academic Success (2019)

Xiaozhu An, Can the Consistency of Emotional Support from Teachers Predict Child Outcomes? (2019)

Andrea N. Mascitelli, Parent Mindfulness Training Reduces Severity of Problem Behavior in Children with Autism in Addition to Caregiver Stress (2018)

Lucia Stillerova, Bidirectional Associations Between Classroom Climate and Children’s Social–emotional Skills and Problem Behaviors in Preschool (2018)

Elizabeth Berke, The Importance of Student–Teacher Relationships Characterized by High Levels of Closeness for Children with Early Externalizing Behaviors and Later Risk-Taking Behaviors (2016)

Abby G. Carlson, Fine Motor Skills and Executive Function: Two Non-academic Predictors of Academic Achievement (2013)