My primary research interests lie in identification and understanding of contextual and relational contributors to children’s early achievement and social-emotional learning from preschool-elementary. I have a keen interest in translating research-to-practice through development and evaluation of classroom-focused interventions with a particular eye toward understanding implementation issues. Specifically, I am involved in several research efforts to examine a video-based consultation approach to in-service professional development for teachers. In addition, my work focuses on the development of observational and survey measures to understand children’s early experiences in school. Select Recent Publications Williford, A. P., Maier, M., Downer, J. T., Pianta, R. C., & Howes, C. (in press). Understanding how children’s engagement and teachers’ interactions combine to predict school readiness. Journal of Applied Developmental Psychology. Downer, J. (2013). Applying lessons learned from evaluations of model early care and education programs to preparation for effective implementation at-scale. In T. Halle, I. Martinez-Beck, and A. Metz (Eds.), Applying implementation science to early care and education programs and systems: Exploring a new frontier (pp. 140-156). New York: Paul H. Brookes Publishing, Inc. McWayne, C., Downer, J., Campos, R., & Harris, R. (2013). Father involvement during early childhood and its association with children’s early learning: A meta-analysis. Early Education & Development, 24, 898-922. Downer, J. T., Lopez, M. L., Grimm, K., Hamagami, A., Pianta, R. C., & Howes, C. (2011). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings. Early Childhood Research Quarterly, 27, 21-32.