NP
Unit: School of Education and Human Development
Department: School of Education and Human Development
Office location and address
Bavaro Hall 234D
417 Emmet St S
Charlottesville,
Virginia
22903
Education
Ph.D., Northwestern University, 2009
M.A., Northwestern University, 2007
B.A., Brown University, 2001
M.A., Northwestern University, 2007
B.A., Brown University, 2001
Biography
Natalia Palacios, Ph.D., is an Associate Professor in the Educational Psychology and Applied Developmental Sciences program in the Curry School of Education. She studies the school readiness and academic achievement of children from low-income, minority or immigrant backgrounds, with particular attention to Latino children. Palacios is the co-chair of the Student and Early Career Council (SECC) for the Society for Research in Child Development (SRCD). She is also currently serving as SECC representative to the Governing Council of the SRCD.
Publications
Sponsored Awards
CU-High Quality Language Environments for Latino DLLs: Examining Three Types of Language Use
Source: American Educational Research Association
September 15, 2016 – August 31, 2017
Courses
Credits: 3
This survey course introduces several prominent theories of child development and explores the related empirical research. Emphasis is placed on applying developmental principles to parenting and professional practice. Major topics include: the historical basis of child study, the life cycle, maturational milestones, diversity in development, cognitive, emotional, moral development, and biological foundations.
Credits: 3
Most college students have spent 16,000+ hours in educational settings. That's a lot of time devoted to learning new information. This course addresses questions such as: Why does learning take so long? What really happens inside the brain? What keeps people motivated to learn? Are some environments better than others for learning? What societal conditions impact learning? Are people similar or different in the way they learn?
Credits: 3
Questions of immigration have been at the fore of the national political conversation in the United States over the last decade. This course provides a developmental perspective on immigrant youth and families, with particular attention to educational contexts from early childhood through early adulthood.
Credits: 3
This course examines adolescent learning and development and is designed for students who plan to teach in secondary schools. Adolescent cognitive, physical, and social development is considered from a multi-level (e.g., school, family, community) perspective. In identifying links between these domains and learning, three themes emerge: individual variability and diversity, developmental trends, and translating educational research to practice.
Credits: 1–6
Prerequisite: Instructor permission.
Credits: 3
Overview of the contributions of psychology to the teaching-learning process. Topics include learning theory, individual differences, motivation, human development and personality, teaching methodology, and measurement and evaluation.
Credits: 3
An introductory graduate course in which prominent theories of child and adolescent development are introduced, supporting research considered, and applications for teaching, counseling, and parenting explored. Major topics include: child development as a field of study, research strategies and ethics in the study of children, the human genome, biologically influenced development, constructing knowledge, cognitive development, socio-cultural influences, development of moral autonomy, and the life cycle.
Credits: 1–12
Designed to give masters students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Permission of Advisor
Credits: 1–6
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities are arranged by the students with the assistance of the sponsoring faculty member.
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.
Credits: 1–12
Independent Research
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required.
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.