Jennifer LoCasale-Crouch headshot
JL

Jennifer LoCasale-Crouch

Research Associate Professor of Education
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Ruffner Hall 244
405 Emmet St S
Charlottesville, Virginia 22903
Education
Ph.D., University of Virginia, 2007
M.S.W., Florida State University, 1991
B.S.S.W, Florida State University, 1990
Biography

Jennifer LoCasale-Crouch conducts research on the supports and systems that influence children during their early school experiences, and how we can best enhance those experiences to support children’s development. Her areas of expertise in which she has authored multiple peer-reviewed manuscripts include identifying adult beliefs, skills and behaviors that support children’s social and academic outcomes, professional development that enables caregivers to engage in more effective interactions, and ways to implement such professional development supports with high degrees of fidelity. She has extensive experience in the design and implementation of studies in early childhood settings across varying cultural and geographic contexts and managing large teams of research staff.  She also has a strong track record of dissemination for both research and practice audiences.

Quality development in child day care through web-mediated training for supportive specialist-child interaction in heterogeneous toddler groups (iQuaKi).
Source: Universität Konstanz
January 01, 2019 – December 31, 2021
When Teachers are the Learners: Providing Automated Feedback on Classroom Inter-Personal Dynamics
Source: Worcester Polytechnic Institute
August 01, 2018 – July 31, 2021
Social Confounders for Health Outcomes Linked to Education (SCHOOL Study)
Source: Trustees Of Boston University
August 24, 2018 – June 30, 2021
CU-CASTL Improving Teacher-Child Interactions in Ecuador
Source: Inter-American Development Bank
May 31, 2019 – September 30, 2019
CU-CASTL Improving Teacher-Child Interactions in Ecuador
Source: Inter-American Development Bank
June 01, 2015 – August 31, 2018
CU-Introducing CLASS (Classroom Assessment Scoring System) Instrument
Source: Ministry of Education and Science of the Kyrgyz Re
August 24, 2016 – April 30, 2018
CU-Feelings Buddy/West Palm Beach Head Start
Source: Loving Guidance, Inc.
January 01, 2016 – February 28, 2018
CU-Supporting Young Children's School Readiness and Reduced Challenging Behaviors: An Online Course to Enhance Toddler Teacher-Child Interactions
Source: U.S. Department Of Education
September 01, 2013 – February 28, 2018
CU-CASTL The Global Partnership for Education Project
Source: Ministry of Education and Science of the Kyrgyz Re
September 10, 2015 – September 30, 2017
CU-The Global Partnership for Education Project
Source: Ministry of Education and Science of the Kyrgyz Re
May 27, 2016 – June 18, 2016
CU-IDB Collaboration with the IDB on an Early Schooling Chapter on Early Childhood Development
Source: Inter-American Development Bank
April 01, 2014 – November 30, 2015
CU-CASTL Infant Training and Consultation with University of Ghent
Source: University of Ghent
May 01, 2015 – November 30, 2015
CU- CLASS-Infant Training and Consultation with University of Leuven
Source: Katholieke Universiteit Leuven
May 01, 2015 – November 30, 2015
CU-DCPS TLC Pilot YR02
Source: District of Columbia Public Schools
October 01, 2014 – September 30, 2015
CU-DCPS TLC Pilot
Source: District of Columbia Public Schools
January 01, 2014 – September 30, 2014
EDIS 2012: Foundations of Early Childhood Development and Education
Credits: 3
This course will explore key factors influencing early childhood development, highlighting contextual contributors (such as the role of family, community, culture, childcare/school, and policy) that shape early experiences. This will help you recognize the life-long consequences of contextual influences on young children's development and that multiple leverage points exist for creating a culturally responsive and nurturing environment for all.
EDIS 3040: Foundations of Early Childhood Development and Education
Credits: 3
This course will explore key factors influencing early childhood development, highlighting contextual contributors (such as the role of family, community, culture, childcare/school, and policy) that shape early experiences. This will help you recognize the life-long consequences of contextual influences on young children's development and that multiple leverage points exist for creating a culturally responsive and nurturing environment for all.
EDIS 3060: Poverty and the Young Child: Understanding Impacts in the US
Credits: 3
This course provides students with a deep understanding of the nature, causes and consequences of poverty during the early childhood years in the United States. Students will explore mitigating factors that promote healthy child development, including the promotive role family support and practices play. Students will also examine the history of programs serving young children and critically analyze their impact.
EDIS 4350: Interaction with Intention: Working with Young Children
Credits: 3
Fostering children's development requires consistent, high-quality interactions, but the process of becoming effective requires ongoing assessment of one's own beliefs, emotions and practice. Students will work in local early childhood settings and examine their own and their peers practice to better understand their interactions and how they can more intentionally support children's learning and development. Prerequisite: At least one course in child development is recommended.
EDLF 4995: Directed Research
Credits: 1–6
Directed Research under supervision of faculty member.
EDLF 8998: Masters Research Internship
Credits: 1–12
Designed to give masters students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Permission of Advisor
EDLF 9993: Independent Study
Credits: 1–12
Under close faculty guidance, students work on an area of interest not covered by the curriculum. A plan of study must be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
EDLF 9995: Independent Research
Credits: 1–12
Independent Research
EDLF 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required.
EDLF 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.