Jaime Puccioni, Assistant Professor
Ph.D., Michigan State University
Education Building-Room 330; (518) 442-5133
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 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. She is a recipient of the King-Chavez-Parks Future Faculty Fellowship, used to support her dissertation research.
Dr. Puccioni is currently working on several research studies involving analyses of data from the Early Childhood Longitudinal Study – Birth cohort. One project is examining the relationship between parental shared book reading and children’s literacy and mathematics performance in preschool and kindergarten. The other project examines parents’ and teachers’ beliefs about school readiness.
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.
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.
FRAP B (2,679). Kindergarten Teachers’ Beliefs and Transition Practices in the Era of Common Core Standards.
Selected Conference Presentations:
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.