Allison Sidle Fuligni
Associate Director; Research
Scientist
Phone: (310) 206-2417
E-mail: fuligni@gseis.ucla.edu
Phone: (310) 206-2417
E-mail: fuligni@gseis.ucla.edu
Research interests
I
am a
developmental psychologist with applied
research interests focusing on early childhood development and the
contexts
that influence that development. The
settings of particular interest in my recent research include family
and
neighborhood poverty, parenting and father involvement, child care, and
early
childhood interventions for economically disadvantaged children and
families.
Education
Ph.D., Developmental Psychology,
1995, University of Michigan
A.B. with honors, Cognitive Science, and A.B., Psychology, 1989, Brown University
Current Projects
A.B. with honors, Cognitive Science, and A.B., Psychology, 1989, Brown University
Current Projects
- LA ExCELS
- Early Head Start Research and Evaluation Project
- CLASS-C Validation Study
- Kindergarten
Curriculum and Play
- First 5 Family Literacy Initiative Evaluation
Selected Publications
Fuligni, A.J., & Fuligni, A.S. (2007). Immigrant families and the educational development of their children. In Lansford, K. Deater-Deckard, & M. Bornstein (Eds.), Immigrant families in America (pp. 231-249). New York: Guilford.
Love, J.M., Kisker, E.E., Ross, C., Raikes, H., Constantine, J., Boller, K., Brooks-Gunn, J., Chazan-Cohen, R.C., Tarullo, L.B., Schochet, P.Z., Brady-Smith, C., Fuligni, A.S., Paulsell, D., & Vogel, C. (2005). The effectiveness of Early Head Start for three-year-old children and their parents: Lessons for policy and programs. Developmental Psychology,41, 885-901.
Fuligni, A.S., & Brooks-Gunn, J. (2004). Measuring mother and father shared caregiving: An analysis using the Panel Study of Income Dynamics - Child Development Supplement. In R. Day & M. Lamb (Eds.), Conceptualizing and measuring paternal involvement (pp. 341-358). Mahwah, NJ: Erlbaum.
Fuligni, A.S., Han, W., & Brooks-Gunn, J. (2004). The Infant-Toddler HOME in the second and third years of life. Parenting: Science and Practice, 4(2&3), 139-159.
Fuligni, A.S., & Brooks-Gunn, J. (2004). Early childhood intervention and family literacy programs. In B.H. Wasik (Ed.), Handbook of family literacy programs (pp. 177-136). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Linver, M.R., Fuligni, A.S., & Brooks-Gunn, J. (2004). How do parents matter?: Income, interactions, and intervention during early childhood. In D. Conley & K. Albright (Eds.), After the bell: Family background, public policy, and educational success (pp. 25-50). London: Routledge.
Brooks-Gunn, J., Fuligni, A.S., & Berlin, L.J. (Eds.) (2003). Early child development in the 21st century: Profiles of current research initiatives. New York: Teachers College Press.
Fuligni, A.S., & Brooks-Gunn, J. (200). Meeting the challenge of new parenthood: Responsibilities, advice, and perceptions. In N. Halfon, M.A. Schuster, & K.T. McLearn (Eds.), Child rearing in America: Challenges facing parents with young children. Cambridge, MA: Cambridge University Press.
Brooks-Gunn, J., Berlin, L.J., & Fuligni, A.S. (2000). Early childhood intervention programs: What about the family? In J.P. Shonkoff & S.J. Meisels (Eds.), Handbook of early childhood intervention, 2nd edition (pp. 549-588). New York: Cambridge University Press.
Fuligni, A.S., & Brooks-Gunn, J. (2000). The healthy development of young children: SES disparities, prevention strategies, and policy opportunities. In B.D. Smedley & S.L. Syme (Eds.), Promoting health: Intervention strategies from social and behavioral research (pp. 170-216). Washington, DC: National Academy Press.
Fuligni, A.J., & Fuligni, A.S. (2007). Immigrant families and the educational development of their children. In Lansford, K. Deater-Deckard, & M. Bornstein (Eds.), Immigrant families in America (pp. 231-249). New York: Guilford.
Love, J.M., Kisker, E.E., Ross, C., Raikes, H., Constantine, J., Boller, K., Brooks-Gunn, J., Chazan-Cohen, R.C., Tarullo, L.B., Schochet, P.Z., Brady-Smith, C., Fuligni, A.S., Paulsell, D., & Vogel, C. (2005). The effectiveness of Early Head Start for three-year-old children and their parents: Lessons for policy and programs. Developmental Psychology,41, 885-901.
Fuligni, A.S., & Brooks-Gunn, J. (2004). Measuring mother and father shared caregiving: An analysis using the Panel Study of Income Dynamics - Child Development Supplement. In R. Day & M. Lamb (Eds.), Conceptualizing and measuring paternal involvement (pp. 341-358). Mahwah, NJ: Erlbaum.
Fuligni, A.S., Han, W., & Brooks-Gunn, J. (2004). The Infant-Toddler HOME in the second and third years of life. Parenting: Science and Practice, 4(2&3), 139-159.
Fuligni, A.S., & Brooks-Gunn, J. (2004). Early childhood intervention and family literacy programs. In B.H. Wasik (Ed.), Handbook of family literacy programs (pp. 177-136). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Linver, M.R., Fuligni, A.S., & Brooks-Gunn, J. (2004). How do parents matter?: Income, interactions, and intervention during early childhood. In D. Conley & K. Albright (Eds.), After the bell: Family background, public policy, and educational success (pp. 25-50). London: Routledge.
Brooks-Gunn, J., Fuligni, A.S., & Berlin, L.J. (Eds.) (2003). Early child development in the 21st century: Profiles of current research initiatives. New York: Teachers College Press.
Fuligni, A.S., & Brooks-Gunn, J. (200). Meeting the challenge of new parenthood: Responsibilities, advice, and perceptions. In N. Halfon, M.A. Schuster, & K.T. McLearn (Eds.), Child rearing in America: Challenges facing parents with young children. Cambridge, MA: Cambridge University Press.
Brooks-Gunn, J., Berlin, L.J., & Fuligni, A.S. (2000). Early childhood intervention programs: What about the family? In J.P. Shonkoff & S.J. Meisels (Eds.), Handbook of early childhood intervention, 2nd edition (pp. 549-588). New York: Cambridge University Press.
Fuligni, A.S., & Brooks-Gunn, J. (2000). The healthy development of young children: SES disparities, prevention strategies, and policy opportunities. In B.D. Smedley & S.L. Syme (Eds.), Promoting health: Intervention strategies from social and behavioral research (pp. 170-216). Washington, DC: National Academy Press.
