Kathleen Rudasill

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Website:Temperament, Affect, and Behavior in Schools (TABS) Lab

Kathleen Rudasill

Susan J. Rosowski Professor

2006 Ph.D., Curry School of Education, University of Virginia
1993 M.A.Ed., College of William and Mary
1991 B.A., Washington and Lee University

Philosophy Statement:

My research is directed toward understanding how children’s individual differences (particularly in temperament) are related to academic and social success, and how this relationship is moderated and mediated by classroom processes. This research is designed to gain insight into how specific classroom processes (such as student-teacher interactions) may facilitate or hinder success for students with particular temperamental characteristics. Much is known about risk factors related to demographic data (e.g., poverty), but little is known about other reasons (such as the match between child temperament and classroom processes) children fail academically or socially. My research is focused on unpacking this “unknown” risk to ultimately understand how classroom processes work, and for whom and why. This is particularly important with preschool and early elementary aged children who are facing some of their first academic and social challenges. But it is also critical to continue investigating the role of mechanisms, such as student-teacher relationships, on outcomes for students in middle and high school grades.

Courses Taught

  • EDPS 450/850 - Child Psychology
  • EDPS 499H - Honors Thesis
  • EDPS 991 - Lifespan Development
  • EDPS 995 - Doctoral Seminar

Professional Highlights

Honors and Recognition
Emerging Scholar Research/Creative Activity Award, CEHS, 20152012, Honorable Mention for Article of the Year, Journal of School Psychology, (Niehaus, Rudasill, & Rakes)2010, Article of the Year, Journal of School Psychology (Rudasill, Reio, Stipanovic, & Taylor)2009, Outstanding Dissertation, American Educational Research Association (AERA), Division E (Human Development)2007, Faculty Favorite, Delphi Center of Teaching and Learning, University of Louisville2004-2005 and 2005-2006, Doctoral Training Fellow, Institute of Education Sciences (IES), University of Virginia2005, AERA/IES Dissertation Grant Finalist, American Educational Research Association (AERA)2003-2004, Virginia Governor’s Fellow1993, Kappa Delta Pi Member, International Education Honor Society
2011-present, Associate Professor, Educational Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska2006-2011, Assistant Professor, Educational Psychology, University of Louisville, Louisville, Kentucky
Society for Research in Child DevelopmentAmerican Educational Research AssociationAPA Division 15