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Laura L. Brock

Associate Professor

Address: 86 Wentworth Street, #220
Office Hours: On Sabbatical
Phone: 843.953.8058
E-mail: brockll@cofc.edu


Laura Brock is an Associate Profesor in the Teacher Education Department at the College of Charleston. She entered the profession as a special educator working with adjudicated adolescents in residential treatment facilities. Dr. Brock became interested in the relation between cognitive and emotion regulation and returned to graduate school to gain a deeper appreciation for the ways in which early contextual processes can promote healthful developmental trajectories. As a Research Fellow under the Institute of Education Sciences Training Grant at the University of Virginia, she conducted longitudinal examinations of the ways in which we can intervene with at-risk youth to close the achievement gap and buffer children from the long-term consequences of exposure to adverse early environments. Her current research agenda includes two interventions aimed at reducing risk and promoting resilience in local school contexts, in collaboration with colleagues across institutions.

Education

EDUCATION

2004-2008  University of Virginia. Ph.D. in Educational Psychology and Applied Developmental Science (formerly Risk and Prevention in Education Sciences).

DISSERTATION

 Brock, L. L. (spring, 2008). The contribution of classroom social processes to the development of cognitive and emotional components of executive functioning. Dissertation Committee: Sara E. Rimm-Kaufman (Chair), Angeline S. Lillard, Bridget K. Hamre, Fan Xitao.


Research Interests

Three main research interests have in common a desire to understand children's development in context or a child x environment model. Moreover, the interplay between cognitive/academic and social/emotional development is examined:

  • The relation between teacher's emotional consistency and children's classroom performance
  • The relation between early fine-motor, visuo-spatial, and executive function skills and children's adjustment to the early years of school
  • The impact of socio-emotional skill development on long-term adjustment for children at sociodemographic risk for school failure

Courses Taught

EDEE 407: Creating Learning Environments

EDEE 690: Creating Effective Learning Communities

EDFS 303: Human Growth and the Educational Process

EDFS 654: Human Growth and Development

EDFS 635: Educational Research Methods

MTLA 702: Research and Development Projects

EDEE 459: Middles Grades Clinical Practice

EDFS 460: Clinical Practice in the Content Areas

EDFS 427: Mathematics and Reasoning for Students with Disabilities

EDFS 440: Clinical Practice in Special Education


Honors and Awards

FELLOWSHIPS

2004-2008 Institute of Education Sciences Interdisciplinary Research Training Fellow: Risk and Prevention in the Education Sciences.

GRANTS

Swanson, J., (2014-2019). Talent Development Academies. Javits Gifted and Talented Student Education Programs. U.S. Department of Education. L.L. Brock: Co-Investigator, Faculty Partner, and Project Evaluator.

Grissmer, D. W., & Mashburn, A. (2013-2017). Efficacy Follow Up and Implementation Evaluation of the WINGS After-School Social and Emotional Learning Program. Social Innovation Funding through Edna McConnell Clark Foundation. University of Virginia. L.L. Brock: Principal Investigator for College of Charleston Sub-Award.

Grissmer, D. W., & Mashburn, A. (2011-2015). Efficacy of the WINGS After-School Social and Emotional Learning Program. Institute of Education Sciences. University of Virginia. L.L. Brock: Principal Investigator for College of Charleston Sub-Award.

Grissmer, D. W., & Mashburn, A. (2009-2012). The Impact of Fine Motor Skill Training on Math Achievement for At-Risk Youth. National Institutes of Child Health and Development. University of Virginia. L.L. Brock: Principal Investigator for College of Charleston Sub-Award.

Grissmer, D. W., Grimm, K., & Konold, T. (2009-2011). Developing Intervention Strategies to Close Kindergarten Readiness Gaps for Minority and Disadvantaged Children. National Science Foundation. University of Virginia. L.L. Brock: substantive consultant in developmental psychology.


Publications

PEER-REVIEWED EMPIRICAL PUBLICATIONS

Brock, L. L., & Curby, T. W. (2016). The role of children’s adaptability in classrooms characterized by low or high teacher emotional support consistency. School Psychology Review. 45(2), 209-225. http://dx.doi.org/10.17105/SPR45-2.209-225

Kim, H., Byers, A., Cameron, C. E., Brock, L. L., Cottone, E. A., & Grissmer, D. W. (2016). Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students. Early Childhood Research Quarterly, 36, 379–390.

Cameron, C. E., Brock, L. L., Hatfield, B., Cottone, E., Rubinstien, E., Locasale-Crouch, J., & Grissmer, D. (2015). Visuomotor skills compensate for inhibitory control as a predictor of preschool achievement and behavior, and vice versa. Developmental Psychology, 51(11), 1529-43. doi: 10.1037/a0039740

Brock, L. L., Rimm-Kaufman, S.E., & Wanless, S. B. (2014). Delay of gratification in first grade:  The role of instructional context. Learning and Individual Differences, 29, 81-88. doi:10.1016/j.lindif.2013.10.012

Brock, L. L., & Curby, T. W. (2014). Pre-K teachers’ emotional consistency and relationships with children: Relations to concurrent and later competence and problem behaviors. Early Education and Development, 25, pp. 661-680doi:10.1080/10409289.2014.866020.

Kim, H., Murrah, W. M., Cameron, C. E., Brock, L. L., Cottone, E. A., & Grissmer, D. W. (2014). Psychometric properties of the teacher-reported motor skills rating scale.  Journal of Psychoeducational Assessment, doi: 10.1177/0734282914551536.

Curby, T. W., Brock, L. L., & Hamre, B. K. (2013). Teachers’ emotional support consistency predicts children’s achievement gains and social skills. Early Education and Development, 24, 292–309.

Ponitz, C. C., Brock, L. L., Murrah, W. M., Bell, L. H., Warzalla, S. L., Morrison, F. J., & Grissmer, D. W. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83, 1229-1244.

Cameron, C. E., Chen, W., Blodgett, J., Cottone, E., Mashburn, A. J., Brock, L. L., Grissmer, D. W. (2012). Preliminary validation of the motor skills rating system. Journal of Psychoeducational Assessment. doi: 0734282911435462.

Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contribution of ‘hot’and ‘cool’ executive function to children’s academic achievement and classroom behavior. Early Childhood Research Quarterly, 24, 337-349.

Nathanson, L., Rimm-Kaufman, S.E., & Brock, L.L. (2009). Kindergarten adjustment difficulty: The Contribution of children's effortful control and parental control. Early Education and Development, 20, 775-798.

Ponitz, C. C., Rimm-Kaufman, S. E., Brock, L. L., & Nathanson, L. (2009). Contributions of gender, early school adjustment, and classroom organizational climate to first grade outcomes. Elementary School Journal, 110, 142-162.

Rimm-Kaufman, S.E., Curby, T.W., Grimm, K., Nathanson, L., & Brock, L.L. (2009).  The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958-972.

Brock, L. L., Nishida, T. K., Chiong, C., Grimm, K.J., & Rimm-Kaufman, S. E. (2007). Children’s perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom® Approach. Journal of School Psychology, 46, 129-149.

INVITED PEER-REVIEWED PUBLICATIONS

Brock, L. L. (2016). Brain Development. In D. L. Couchenour & K. Chrisman (Eds) The SAGE Encyclopedia of Contemporary Early Childhood Education. Thousand Oaks, CA:  SAGE Publications.

Brock, L. L., Brock, C. D., & Thiedke, C. (2012). The role of executive function in medical non-adherence: A different perspective. International Journal of Psychiatry in Medicine.

POPULAR-PRESS PUBLICATIONS

Brock, L. L. & Rimm-Kaufman, S. E. (2006). Children’s self-regulation and school readiness: the transition to kindergarten. Children and Families: The Magazine of the National Head Start Association, 20(1), 42-48.

PAPER PRESENTATIONS

Adams, C. L. & Brock, L. L. (2014). Theory of Mind as a School Readiness Indicator. Paper presented in Nashville, TN: Southeastern Psychological Association March, 2014.

Cottone, E. A., Chen, W., & Brock, L. L. (2013, September). The Evolution, Design and Implementation of the Minds in Motion Curriculum. Paper presented at the Society for Research on Educational Effectiveness Conference, Washington, DC. Abstract retrieved from https://www.sree.org/conferences/2013f/program/downloads/abstracts/1003_3.pdf

Mashburn, A. J., Cottone, E. A., Chen, W., Brock, L.L., Murrah, W. M., Blodgett, J., & Cameron, C. E. (2013, September) The Efficacy of Minds in Motion on Children's Development of Executive Function, Visuo-Spatial and Math Skills. Paper presented at the Society for Research on Educational Effectiveness Conference, Washington, DC. Abstract retrieved from https://www.sree.org/conferences/2013f/program/downloads/abstracts/1003_4.pdf

Grissmer, D. W., Mashburn, A. J., Cottone, E. A., Chen, W., Brock, L.L., Murrah, W. M., Blodgett, J., & Cameron, C. E. (2013) Effects of a Play-Based After-School Curriculum for High Risk K-1 Children. Paper presented in Seattle, WA: Society for Research in Child Development conference April, 2013.

Ponitz, C. C., Brock, L. L.,  Murrah, W. M., Warzalla, L., Bell, S., & Morrison, F. J. (2010). The Separate Contributions of Fine Motor Skills and Executive Function to Six Aspects of Kindergarten Readiness. Paper presented in St. Louis, MO: 40th Annual Meeting of the Jean Piaget Society.

Rimm-Kaufman, S.E., Curby, T.W., Nathanson, L., & Brock, L.L. What is the relative contribution of children's self-regulatory abilities and classroom quality in predicting engagement in kindergarten?  Paper presented in Boston, MA: Society for Research in Child Development conference, April, 2007.

Brock, L. L., Decker, L. & Rimm-Kaufman, S. E. The Responsive Classroom Approach: Promoting Social and Academic Learning through Character Education. Paper presented in Washington, D.C: Character Education Partnership conference October, 2006.

Brock, L. L., Nishida, T. K., Rimm-Kaufman, S. E., Chiong, C. & Grimm, K.J. Children’s Perceptions of the Classroom Environment and Social and Academic Performance: A Longitudinal Analysis of the Contribution of the Responsive Classroom® Approach. Paper presented in San Francisco, CA: American Educational Research Association conference April, 2006.

Brock, L. L. Building School Partnerships: Fostering Collaborations between Researchers and Educators. Panel Member in Charlottesville, VA: UVA Curry Centennial Convention February, 2005.

Decker, L. Rimm-Kaufman, S., Chiu, Y., Skibbe, L., & Brock, L. L. The Contribution of the Responsive Classroom Approach for Building a Classroom and School Culture of Character. Paper presented in Atlanta, GA: Character Education Partnership conference October, 2005.

POSTER PRESENTATIONS

Brock, L. L., Kim, H., *Adams, C. L.* (2015). Theory of Mind as an Indicator of School Readiness: The Role of Perspective Taking. Poster presented in Philadelphia, PA: Society for Research in Child Development.

Brock, L. L., Cottone, E. A., Murrah, W.M., *House, S. B.*, Mashburn, A. J., & Grissmer, D. W. (2015). An Afterschool Executive Function Intervention Improves Daytime Classroom Behavior. Poster presented in Philadelphia, PA: Society for Research in Child Development.

Byers, A., Cameron, C. E., Brock, L. L., & Grissmer, D. W. (2013). Visuospatial Processing: A New Predictor of Classroom Behavior. Poster presented in Seattle, WA: Society for Research in Child Development conference April, 2013.

Bailey, C., Carlson, A, Brock, L.L., Curby, T .W., & Locasale-Crouch, J. (2013). Teacher Beliefs and Consistency in Emotional Support: Differences Among Novice, Middle-Career, and Late-Career Teachers. Poster presented in Seattle, WA: Society for Research in Child Development conference April, 2013.

Bailey, C., Carlson, A, Brock, L.L., Curby, T .W., & Locasale-Crouch, J. (2012). Predictors of Emotional Support Consistency among Novice, Mid-Career, and Late-Career Teachers. Poster presented in Pittsburg, PA: Eastern Psychological Conference, March 2012.

Brock, L. L. & Curby, T. W. (2011). Children's Adaptability and Teacher's Emotional Consistency: Achievement, Social Skills, and Emotional Reactivity in Third Grade. Poster presented in Montreal, QC: Society for Research in Child Development conference April, 2011.

Curby, T. W. & Brock, L. L. (2011). Preschool Teachers' Emotional Consistency and Relationships with Children: Relations to Social Competence and Problem Behaviors Poster presented in Montreal, QC: Society for Research in Child Development conference April, 2011.

Brock, L. L., Rimm-Kaufman, S. E., & Wanless, S. (2011). The Combined Contributions of Working Memory and Delay Inhibition in First Grader’s Academic Achievement, Learning-Related Behaviors, and Observed Engagement. Poster presented in Montreal, QC: Society for Research in Child Development conference April, 2011.

Curby, T. W., Brock, L. L., & Hamre, B. K. (2011). Preschool Teachers' Emotional Consistency and Relationships with Children: Relations to Social Competence and Problem Behaviors Poster presented in Montreal, QC: Society for Research in Child Development conference April, 2011.

Zoller, G. E., Curby, T. W., Brock, L. L., Cameron-Ponitz, C. E., & Rimm-Kaufman, S. E. Profiles of First Graders’ Shyness and Self-Control: Relations to their Academic Engagement and Peer Relationships. Poster presented in Denver, CO: Society for Research in Child Development conference April, 2009.

Ponitz, C. C., Rimm-Kaufman, S. E., Brock, L. L., & Nathanson, L. Contributions of gender, early school adjustment, and classroom organizational climate to first grade outcomes. Poster presented in Washington, D.C.: Institute for Education Sciences conference, June, 2008.

Brock, L. L., Rimm-Kaufman, S. E., & Nathanson, L. The Contributions of ‘Hot’ and ‘Cool’ Executive Function on Children’s Academic Achievement and Adaptive Classroom Behaviors. Poster presented in Washington, DC: Institute for Education Sciences conference June, 2007.

Brock, L. L., Rimm-Kaufman, S. E., & Nathanson, L. The Contributions of ‘Hot’ and ‘Cool’ Executive Function on Children’s Academic Achievement and Adaptive Classroom Behaviors. Poster presented in Boston, MA: Society for Research in Child Development conference March, 2007.

Brock, L. L., Nishida, T. K., Rimm-Kaufman, S. E., Chiong, C. & Grimm, K.J. Children’s Perceptions of the Classroom Environment and Social and Academic Performance: A Longitudinal Analysis of the Contribution of the Responsive Classroom® Approach. Poster presented in Washington, D.C.: Institute for Education Sciences conference, June, 2006.

Brock, L. L., Curby, T. W. & Rimm-Kaufman, S. E. Predicting Rural Kindergarten Children’s Classroom Behaviors from a Battery of Self-Regulatory Tasks. Poster presented in Washington, D.C.: National Head Start Research Conference June, 2006.

Nathanson, L., Rimm-Kaufman, S.E., & Brock, L.L. Child, Preschool, and Family Predictors of Difficulty with the Transition to Kindergarten in a Rural Sample. Poster presented in Washington, DC: National Head Start Research Conference June, 2006.


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