Jaime Puccioni, Assistant Professor

Ph.D., Michigan State University
Education Building-Room 330; (518) 442-5133
jpuccioni@albany.edu

Jaime Puccioni received a dual Ph.D. in Educational Policy and Curriculum, Instruction, and Teacher Education with an emphasis in language and literacy from Michigan State University in 2012. Prior to joining the faculty at University at Albany, she was a postdoctoral research associate at Michigan State, funded by the National Institutes of Health.

Dr. Puccioni’s research examines the ways in which family and classroom contexts influence children’s educational opportunities and development, with a particular focus on language and literacy. She is particularly interested in understanding how individual’s values and beliefs shape their behaviors. Her dissertation, which was supported by the King-Chavez-Parks Future Faculty Fellowship, drew on data from the Early Childhood Longitudinal Study – Kindergarten cohort to estimate latent growth curves to examine the associations among parents’ school readiness beliefs, practices, and children’s academic achievement from kindergarten through first grade.

Dr. Puccioni is currently working on several research studies involving analyses of data from the Early Childhood Longitudinal Study – Birth cohort. One project examines the relationship among beliefs about school readiness, home and school-based parental involvement, and children’s academic achievement during the transition to kindergarten. The other project, which is supported by a $180,000 3-year grant from the Foundation for Child Development, examines the direct and indirect effects of preschool teachers’ outreach efforts on children’s academic and social-emotional outcomes during the transition to elementary school, while simultaneously examining if children from economically disadvantaged backgrounds benefit more from preschool teachers’ outreach efforts by way of increased parental involvement.

Prior to completing her doctorate, Jaime was a middle school teacher in Los Angeles, a literacy content coach, and member of the school leadership team. She taught a variety of teacher education courses in the areas of content area literacy methods, social studies methods, and advanced instructional methods for elementary and secondary educators. She currently teaches
ERDG 677 Data Based Decision Making in Literacy Assessment, Policy, and Practice; and ERDG 657 Literacy for English Language Learners.

Recent Publications:

Puccioni, J. (accepted). Understanding how kindergarten teachers’ beliefs shape their transition practices. School Community Journal.

Barnes, E., & Puccioni, J. (2017). Shared book reading and preschool children's academic achievement: Evidence from the Early Childhood Longitudinal Study—Birth cohort. Infant and Child Development, e2035-n/a. doi:10.1002/icd.2035

Puccioni, J. (2015). Predictors of reading achievement: Time on instruction and approaches to learning. Literacy Research: Theory, Method, and Practice.

Puccioni, J. (2015). Parents’ conceptions of school readiness, transition practices, and children's academic achievement trajectories. The Journal of Educational Research, 108(2), 1-18. doi: 10.1080/00220671.2013.850399

Puccioni, J. & Michaels, L.* (2015). Mobile phone use and children’s literacy learning. In Z. Yan (Ed.), Encyclopedia of Mobile Phone Behavior (Volumes 1, 2, & 3). Hershey, PA: IGI Global.

Recent Grants:

Foundation for Child Development ($180,000). Estimating the differential impact of preschool teachers’ outreach efforts on measures of school readiness for children from economically disadvantaged backgrounds: The mediating role of parental involvement.

FRAP B (2,679). Kindergarten teachers’ beliefs and transition practices in the era of Common Core standards.

Selected Conference Presentations:

Barnes, E.M. & Puccioni, J. (2017, April). Shared Book Reading and Preschool Children’s Academic Achievement: Evidence from the Early Childhood Longitudinal Study – Birth Cohort. Poster presented at Society for Research in Child Development Biennial Conference, Austin, Texas.

Barnes, E.M. & Puccioni, J. (2016, December). Estimating the effects of book reading on children’s mathematics achievement using data from the ECLS-B. In. T.S. Wright (Chair), Language, Literacy, and the Disciplines in the Early Childhood and Elementary Years. Paper presented as part of a symposium at the Literacy Research Association Annual Conference, Nashville, TN

Puccioni, J. (2014, December). Time on reading instruction and children’s approaches toward learning as predictors of reading achievement. Paper presented at the Literacy Research Association conference, Marco Island, Florida.

Puccioni, J. & Michaels, L. (2014, December). Kindergarten teachers’ beliefs and transition practices in the era of common core standards. Paper presented at the Literacy Research Association conference, Marco Island, FL.

Covay, E. & Puccioni, J. (2013, August). Inequality in non-cognitive skills and cumulative disadvantage. Paper presented at the American Sociological Association annual conference, New York, NY.

Puccioni, J. (2013, May). Academic socialization and the transition to school: Parents’ conceptions of school readiness, practices, and children’s academic achievement. Paper presented at the American Educational Research Association conference, San Francisco, CA.