P. Youli Mantzicopoulos-James

• Ph.D. — Human Development-Educational Psychology, University of California at Berkeley (1989)
• M.S. — Educational Psychology, California State University, Hayward (1981)
• B.A. — Psychology, Deree College, The American College of Greece (1979)

• 1999 - Present Professor Educational Psychology, College of Education Purdue University, Lafayette, West University, Purdue
• 1994 - 1999 Associate Professor Educational Psychology, School of Education, Purdue University
• 1990 - 1994 Assistant Professor Educational Psychology, School of Education, Purdue University
• 1989 - 1990 Lecturer University of California, Berkeley, Division of Educational Psychology
• 1989 - 1990 Lecturer Department of Teacher Education, Psychological Foundations of Education California State University, San Jose
• 1988 - 1989 Senior Teaching Associate-IV University of California, Berkeley, Division of Educational Psychology
• 1987 - 1989 Lecturer Department of Educational Psychology, California State University, Hayward
• 1986 - 1987 Graduate Student Instructor-I,II University of California, Berkeley, Division of Educational Psychology
• 1986 - 1990 Research Psychologist The Child Center, Kentfield, CA.
• 1985 Graduate Assistant School of Education, University of California, Berkeley
• 1984 - 1987 Adjunct Faculty The National Hispanic University, Oakland, CA. Division of Early Childhood Education.
• 1984 - 1986 Teacher/Counselor LaCheim School for Emotionally Disturbed Adolescents
• 1984 - 1986 Research Assistant School of Education, University of California, Berkeley

• Outstanding Research Award, Department of Educational Studies, College of Education, Purdue University (2014)
• Outstanding Service Award, College of Education, Purdue University (2013)
• Outstanding Teaching Award, Department of Educational Studies, College of Education, Purdue University (2013)
• National Association for Research in Science Teaching Award for most significant publishing during 2009 in the Journal for Research in Science Teaching (2010)
• Named as one of the top 50 most productive authors in school psychology (1996-2005)
• Graduate Dean's Dissertation Fellowship, University of California, Berkeley (1988-1989)
• Outstanding Graduate Student Instructor Award, School of Education, University of California, Berkeley (1986-1988)

Refereed Journal Articles

• Mantzicopoulos, P., French, B. F., & Patrick, H. (2018). The Mathematical Quality of Instruction (MQI) in kindergarten: An Evaluation of the stability of the MQI using generalizability theory. Early Education and Development, 29, 893-908. https://doi.org/10.1080/10409289.2018.1477903
• Mantzicopoulos, P., French, B. F., Patrick H., Watson, J. S., & Ahn, I. (2018). The stability of kindergarten teachers' effectiveness: A generalizability study comparing the Framework for Teaching and the Classroom Assessment Scoring System. Educational Assessment, 23, 24-46. https://doi.org/10.1080/10627197.2017.1408407
• Mantzicopoulos, P., Patrick, H., Strati, A., & Watson, J. S. (2018). Predicting young children's achievement and motivation from observational measures of teaching effectiveness. Journal of Experimental Education, 86, 214-232. https://doi.org/10.1080/00220973.2016.1277338
• Patrick, H., & Mantzicopoulos, P. (2016). Is effective teaching stable? Journal of Experimental Education, 84, 23-47.
• Patrick, H., & Mantzicopoulos, P. (2015). The role of meaning systems in the development of motivation. In C. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), The Routledge international handbook of social psychology of the classroom. Routledge (pp. 67-79).
• Patrick, H. & Mantzicopoulos, P. (2015). Young children's motivation for learning science. In K. Trundle, & M. Sackes (Eds.), Research in early childhood science education (pp. 2-34). Springer.
• Patrick, H., Mantzicopoulos, P., & Samarapungavan. (2013). Reading, writing, and conducting inquiry science in kindergarten. In NAEYC (Ed.) Spotlight on young children: Exploring science (pp. 443-469). National Association for the Education of Young Children.
• Mantzicopoulos, P., & Patrick, H. (2013). Do caterpillars eat cake? Selecting and using informational books in the early grades. Educational Leadership, 71(3). Retrieved from http://www.ascd.org/publications/educational-leadership/nov13/vol71/num03/Do-Caterpillars-Eat-Cake%C2%A2.aspx
• Patrick, H., Mantzicopoulos, P., & Sears, D. (2012). Effective classrooms. In H. Harris, S. Graham & T. Urdan (Eds.). APA educational psychology handbook. Volume 2: Individual differences and cultural and contextual Factors (pp. 443-469). American Psychological Association.
• Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2013). Science literacy in school and home contexts: Kindergarteners’ science achievement and motivation. Cognition and Instruction, 31, 62-119.
• Mantzicopoulos, P., & Patrick, H., (2011). Reading picture books and learning science: Engaging young children with informational text. Theory into Practice, 50, 269-276.
• Spilt, J. L., Koomen, H. M. Y., & Mantzicopoulos, P. (2010). Young children’s perceptions of teacher-child relationships. Journal of Applied Developmental Psychology, 31, 428-438.
• Mantzicopoulos, P., & Patrick, H. (2010) “The seesaw is a machine that goes up and down:” Young children’s narrative responses to science-related informational text.”Early Education and Development, 21, 412-444.
• Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Reading, writing, and conducting inquiry about science in kindergarten. Young Children, 64(6), 32-38.
• Mantzicopoulos, P., Samarapungavan, A., & Patrick, H. (2009). “We learn how to predict and be a scientist:” Early science experiences and kindergarten children’s social meanings about science. Cognition and Instruction. 27, 312-369.
• Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference? Journal of Research in Science Teaching, 46, .166-191
• Samarapungavan, A., Mantzicopoulos, P., Patrick, H., & French, B. F. (2009). The development and validation of the Science Learning Assessment (SLA): A Measure of kindergarten science learning. Journal of Advanced Academics, 20, 502-535.
• Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2008). Young children’s motivational beliefs about learning science. Early Childhood Research Quarterly, 23, 378-394.
• Patrick, H., Mantzicopoulos, P., Samarapungavan, A., & French, B. F. (2008). Patterns of young children’s motivation for science and teacher-child relationships. Journal of Experimental Education, 76, 121-144.
• Samarapungavan, A., Mantzicopoulos, P., & Patrick, H., (2008). Learning science through inquiry in kindergarten. Science Education, 92, 868-908.
• French, B. F., & Mantzicopoulos, P. (2007) A first- to second- grade examination of the factor structure and stability of the Pictorial Scale of Perceived Competence and Social Acceptance with a group of economically disadvantaged children. Journal of School Psychology, 45, 311-331.
• Mantzicopoulos, P. (2006). Younger children’s changing self-concepts: Boys and girls from preschool through second grade. The Journal of Genetic Psychology, 167, 289-308.
• Mantzicopoulos, P. (2005). Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables. Journal of School Psychology, 43, 425-442.
• Mantzicopoulos, P., French, B. F., & Maller, S. J., (2004). Factor Structure of the Pictorial Scale of Perceived Competence and Social Acceptance with two Pre-Elementary Samples.Child Development, 75,1214-1228.
• Mantzicopoulos, P. (2004). The effects of participation in a Head Start-public school transition program on kindergarten children’s social competence. Perspectives in Education, 22, 51-66.
• Mantzicopoulos, P. (2004). “I am really good at puzzles” but “I don’t get asked to play with others:” Age, sex, and ethnic differences in Head Start Children’s self-perceptions of competence. The Journal of Genetic Psychology, 165, 51-65.
• Mantzicopoulos, P. (2003). Academic and school adjustment outcomes following placement in a developmental first grade program. The Journal of Educational Research, 97, 90-102.
• Mantzicopoulos, P., & Neuharth-Pritchett, S. (2003). Development and validation of a measure to assess Head Start children’s appraisals of teacher support. Journal of School Psychology, 41, 431-451.
• Mantzicopoulos, P. (2003). Flunking kindergarten after Head Start: An inquiry into the contribution of contextual and individual variables. Journal of Educational Psychology, 95, 268–278.
• Mantzicopoulos, P., & Maller, S. J. (2002).The Brigance K&1 screen: Factor composition with a Head Start sample. Journal of Psychoeducational Assessment, 26, 164-182.
• Mantzicopoulos, P. (2001). Ask NHSA Dialog: Response on definitions of school readiness. National Head Start Dialog,4(2), 323-326.
• Mantzicopoulos, P. Y., & Knutson, D. J. (2000). Head Start children on the move: Relationship of School Mobility to Achievement in the Early Grades. The Journal of Educational Research, 93(5), 305-311.
• Mantzicopoulos, P. (2000). Can the Brigance K&1 screen detect cognitive/academic giftedness when used with preschoolers from economically disadvantaged backgrounds? Roeper Review, 22 (3), 185-191.
• Mantzicopoulos, P. (1999). Risk Assessment of Head Start Children with the Brigance K&1 Screen: Differential Performance by Sex and Age and Predictive Accuracy for Early School Achievement and Special Education Placement. Early Childhood Research Quarterly, 14(3), 383-408.
• Mantzicopoulos, P. (1999). Reliability and validity estimates of the Brigance K&1 screen based on a sample of disadvantaged preschoolers. Psychology in the Schools, 36(1), 1-9.
• Mantzicopoulos, P. & Neuharth-Pritchett, S. (1998). Transitional first grade referrals: An analysis of school-related factors and children’s characteristics. Journal of Educational Psychology, 90(1), 122-133.
• Mantzicopoulos, P. Y, & Oh-Hwang, Y. (1998). The relationship of parenting quality and intellectual ability on the psychosocial maturity of Korean and American Adolescents. Contemporary Educational Psychology, 23(2), 195-206.
• Mastropieri, M.A., Scruggs, T.E., Mantzicopoulos, P., Sturgeon, A., Goodwin, L., & Chung, S. (1998). A place where living things affect and depend on each other: Qualitative and quantitative outcomes associated with inclusive science teaching. Science Education, 82(2), 163-179.
• Mantzicopoulos, P. (1997). The relationship of family variables to Head Start children’s preacademic competence. Early Education and Development, 8(4), 357-375.
• Mantzicopoulos, P. (1997). Do certain groups of children profit from early retention? A follow-up study of kindergartners with attention problems. Psychology in the Schools, 34(2), 115-127.
• Mantzicopoulos, P. (1997). Children coping with school failure: Socioemotional correlates. Psychology in the Schools, 34(3). 229-237.
• Mantzicopoulos, P., & Fulk, B. M. (1995). Readiness rooms: Why are they still around? Educational Forum, 50(3), 298-304.
• Mantzicopoulos, P., & Morrison, D. (1994). A comparison of boys and girls with attention problems: Kindergarten through second grade. American Journal of Orthopsychiatry, 64(4), 522-533.
• Mantzicopoulos, P., & Morrison, D. (1994). Early prediction of reading achievement: Exploring the relationship of cognitive and noncognitive measures to inaccurate classifications of at risk status. Remedial and Special Education, 15(4), 244-251.
• Fulk, B. M., Mantzicopoulos, P., & Hirth, M. A. (1994). Arguments against setting nationwide performance standards. Educational Forum, 58 (4), 365-373.
• Mantzicopoulos, P., Morrison, D., Stone, E., & Setrakian, W. (1992). Use of the SEARCH/TEACH tutoring approach with middle-class students at risk for reading failure.The Elementary School Journal, 92(5), 573-586.
• Mantzicopoulos, P., & Morrison, D. (1992). Kindergarten retention: Academic and behavioral outcomes through the end of second grade. American Educational Research Journal, 29(1), 182-198.
• Mantzicopoulos, P. (1990). Coping with school failure: Characteristics of students employing successful and unsuccessful coping strategies. Psychology in the Schools, 27, 138-143.
• Mantzicopoulos, P., & Morrison, D. (1990). Characteristics of at-risk children in transitional and regular kindergarten programs. Psychology in the Schools, 27, 325-332.
• Morrison, D., & Mantzicopoulos, P. (1990). Predicting reading problems at kindergarten for children in second grade: SEARCH as a screen. Remedial and Special Education, 11(4), 29-36.
• Mantzicopoulos, P., Morrison, D., Hinshaw, S., & Carte, E. (1989). Non­promo­tion in kinder­garten: The role of cognitive, perceptual, visual-motor, behavioral, achievement, and demographic characteristics. American Educational Research Journal, 26(1), 107-121.
• Morrison, D., Mantzicopoulos, P., & Carte, E. (1989). Preacademic screening for learning and behavior problems. Journal of the American Academy of Child and Adolescent Psychiatry, 28(1), 101-106.
• Morrison, D., Mantzicopoulos, P., & Stone, E. (1988). Screening for reading ­problems: The utility of SEARCH. Annals of Dyslexia, 38, 181-192.

Book Chapters

• Patrick, H. & Mantzicopoulos, P. (2013). Engaging young children with informational text. Corwin Press.
• Patrick, H. & Mantzicopoulos, P. (in press). The role of children’s motivation in learning science concepts. In K. Trundle, & M. Sackes (Eds.), Research in early childhood science education. Spring Science.
• Patrick, H., Mantzicopoulos, P., & Samarapungavan. (2013). Reading, writing, and conducting inquiry science in kindergarten. In NAEYC (Ed.) Spotlight on young children: Exploring science (pp. 443-469). National Association for the Education of Young Children. (D)
• Patrick, H., Mantzicopoulos, P., & Sears, D. (2012). Effective classrooms. In H. Harris, S. Graham & T. Urdan (Eds.). APA educational psychology handbook. Volume 2: Individual differences and cultural and contextual Factors (pp. 443-469). American Psychological Association.
• Mantzicopoulos, P. (2005). Early problem behaviors and the teacher-child relationship. In T. E. Scruggs & M. A. Mastropieri (Eds.). Advances in learning and behavioral disabilities (Vol. 18, pp. 119-146).
• Mantzicopoulos, P., & Neuharth-Pritchett, S. (2001). Transitional first grade referrals: An analysis of school-related factors and children’s characteristics. In E. McCay (Ed.). Moving beyond retention and social promotion (pp. 99-110). Phi Delta Kappa International.
• Mantzicopoulos, P., & Morrison, D. (1998). Does one-to-one tutoring with the TEACH intervention model improve at risk children’s behavior problems? In T. E. Scruggs & M. A. Mastropieri (Eds.) Advances in learning and behavioral disabilities (Vol. 13, pp. 167-181). Greenwich, CN: JAI press.
• Neuharth-Pritchett S., & Mantzicopoulos, P. (1998). A bumpy transition from Head Start to public school: Issues of philosophical and managerial continuity within the administrative structure of one school system. In J. Ellsworth & L. Ames (Eds.). Critical issues on project Head Start (pp. 291-317). New York: State University of New York Press.