March 3, 2019

Publications and Presentations

Publications

Celume, M.-P., Goldstein, T.R., Besançon, M., & Zenasni, F. (in press). Developing children’s socio-emotional competencies through drama pedagogy training. An experimental study on theory of mind and collaborative behavior. Europe’s Journal of Psychology.

McDonald, B., Goldstein T.R., & Kanske, P. (in press). Could acting training improve social cognition and emotional control? Frontiers in Psychology.

Goldstein, T.R., Young D.L., & Thompson, B. (2020). It’s all critical: Acting teachers’ beliefs about theatre classes. Frontiers in Psychology, 11(775), 1–13. https://doi.org/10.3389/fpsyg.2020.00775

Alegrado., A., & Winsler, A. (2020). Predictors of taking elective music courses in middle school among low-SES, ethnically diverse students. Journal of Research in Music Education68(1), 5–30. https://doi.org/10.1177/0022429420908282

Gara, T. V., & Winsler, A. (2020). Selection into, and academic benefits from, middle school dance elective courses among urban youth. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 433–450. https://doi.org/10.1037/aca0000250

Winsler, A., Gara, T. V., Alegrado, A., Castro, S., & Tavassolie, T. (2020). Selection into, and academic benefits from, arts-related courses in middle school among low-income, ethnically diverse youth. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 415–432. https://doi.org/10.1037/aca0000222

Goldstein, T.R., Lerner, M.D., Paterson, S., Jaggi, L., Toub, T.S., Hirsh-Pasek, K., & Golinkoff, R.M. (2019). Stakeholder perceptions of the effects of a public school-based theatre program for children with ASD. Journal of Learning Through the Arts, 15(1), 1–48. https://doi.org/10.21977/D915136948

Kou, X., Konrath, S., & Goldstein, T.R. (2019). The relationship among different types of arts engagement, empathy, and prosocial behavior. Psychology of Aesthetics, Creativity and the Arts. Advance online. https://doi.org/10.1037/aca0000269

DeBettingnes, B., & Goldstein, T. R. (2019). Improvisational theatre classes improve children’s self-concept. Psychology of Aesthetics, Creativity and the Arts. Advance online. https://doi.org/10.1037/aca0000260

Kapstein, A. & Goldstein, T.R. (2019). Developing wonder: Teaching theatre for the very young through collaboration with developmental psychology. Youth Theatre Journal33(1), 52–69. https://doi.org/10.1080/08929092.2019.1580648

Sawyer, J., & Goldstein, T.R. (2019). Can guided play and storybook reading promote children’s drawing development? Empirical Studies in the Arts, 37, 32–59. https://doi.org/10.1177/0276237418777946

Goldstein, T.R. (2018). The Development of a dramatic pretend play game intervention. American Journal of Play, 10, 290–308. https://doi.org/10.1111/desc.12603

Goldstein, T.R., & Lerner, M. (2018). Dramatic pretend play games uniquely improve emotional control in young children. Developmental Science, 21(4). https://doi.org/10.1111/desc.12603

Winsler, A., Ducenne, L., & Koury, A. (2011). Singing one’s way to self-regulation: The role of early music and movement curricula and private speech. Early Education and Development, 22, 274–304. https://doi.org/10.1080/10409280903585739

Presentations

Zhang, X., & Sheridan, K. (2020, August 6–9). Examining studio arts classrooms: How teachers can support student autonomy and agency [Poster presentation]. American Psychological Association (APA) Annual Convention, Washington, DC, United States.

Alegrado, A., & Winsler, A. (2020, August 2–7). Academic benefits of middle school music enrollment among low-income, ethnically diverse youth. In K. Elpus (Chair), Using large-scale longitudinal data to understand music student outcomes in diverse school contexts [Symposium]. International Society for Music Education 34th Biennial World Conference, Helsinki, Finland.

Tucker, T. L., Alegrado, A., & Winsler, A. (2020, August 2–7). Who takes music with them when they transition to high school? In K. Elpus (Chair), Using large-scale longitudinal data to understand music student outcomes in diverse school contexts [Symposium]. International Society for Music Education 34th Biennial World Conference, Helsinki, Finland.

Winsler, A. (2019, September). Learning from arts education research. (P. Shaffer, Chair). Panel presented at the annual Arts Education Partnership (AEP) Convening: The Arts Leading the Way to Student Success, Alexandria, VA.

Winsler, A. (2019, September). Opportunities for HBCU research: Arts research grants. (M. Menzer, Chair). Panel presented at the annual HBCU conference: Enhancing HBCU competitiveness: Student achievement, quality partnerships, and institutional performance, Washington, DC.

Goldstein, T.R. & Young, D. (2019, August). Theatrical Thinking: A Mixed Methods Study of Teacher Perceptions and Actual Classroom Strategies. Poster presented at American Psychological Association Annual Convention, Chicago, IL.

Sheridan, K. (2019, May).  Building a research center with multimethod lenses on arts education. In M.M Menzer & S. Iyengar (Chairs), Psychological Studies on the Relations Between the Arts, Health, and Social/Emotional Well-Being. Symposium presented at the annual convention of the Association for Psychological Science, Washington, DC.

Goldstein, T. R, &  Thompson, B. &. (2019, April). The cognitive, social, and emotional skills taught in an adolescent theatre classroom. Poster presented at the Society for Research in Child Development, Baltimore, MD.

Alegrado, A., & Winsler, A. (2019, March). Who stops the music?: Predicting persistence in middle school music elective coursesPoster presented at the biennial conference of the Society for Research in Child Development, Baltimore, MD.

Winsler, A., Alegrado, A., & Gara, T. (2018, November). Even controlling for large selection effects, there are academic benefits from art elective courses in middle-school for low-income, ethnically diverse youth. In M. Menzer (Chair). Arts education in the United States: National education policies for arts education and studies on the impact of arts education experiences for youth development using cross-sectional, longitudinal, and randomized control methods. Symposium presented at the Association for Public Policy Analysis and Management annual conference, Washington, DC.

Kou, X., Konrath, S., & Goldstein, T. (2018, November) Arts engagement, prosocial traits, and prosocial behavior. Poster presented at ARNOVA conference, Austin, TX.

Goldstein, T. R. (2018, November). Arts education in the United States: National education policies for arts education and studies on the impact of arts education experiences for youth development using cross-sectional, longitudinal, and randomized control methods. Discussant. Association for Public Policy Analysis and Management, Research Conference, Washington, DC.

Goldstein, T.R. (2018, September). Learning from two national endowment for the arts research labs. Arts Education Partnership Annual Convening, Indianapolis, Indiana.

Goldstein, T.R. (2018, August). Acting and Pretending: the effects of embodied imagination on social skills. As part of the Symposium: Engaging the Body 2020: Setting an Embodiment Agenda in Psychology, American Psychological Association, Annual Convention, Division 10, San Francisco, CA.

Goldstein, T. R. & Thompson, B. (2018, August). Ensemble building within youth theater programs: Alignment of research and practice. American Psychological Association, Annual Convention, Division 10, San Francisco, CA.

Oberndorf, M. & Goldstein, T.R. (2018, August) Creating, maintaining, and releasing character: Predicting burnout in actors. Poster presented at the American Psychological Association. *Best Student Paper Award Winner

Young, D., Rosenthal, L., & Goldstein, T.R. (2018, August). Psychosocial trajectories of change across a drum corps marching season. Poster presented at the American Psychological Association.

Thompson, B., & Goldstein, T. R. (2018, May). Ensemble building in educational contexts: What can we learn from theater instruction? Poster presented at the Association for Psychological Science. Annual Convention, San Francisco, CA.

Paterson, S. J., Lerner, M. D., Goldstein, T. R., Toub, T. S., Golinkoff, R., & Hirsh-Pasek, K. (2018, May). Acting out in public school: How a theatre program can impact imitation skills in children with ASD. Poster presented at the International Society for Autism Research Annual Meeting, Rotterdam, Netherlands.