Faculty Profiles

Goble, P. M., Blalock, S. M., Nauman, C., Flynn, T., Ezra, P., Moreno, S., & Sharber, E. (2025). Play therapy in preschool: Promoting teacher empathy and strengthening child-teacher bonds. Journal of Applied Developmental Psychology, 99. https://doi.org/https://doi.org/10.1016/j.appdev.2025.101838

Ezra, P. R., Goble, P. M., Trahan, M. H., & Clegg, J. M. (2025). Moderating Effects of Religiosity on Depression and Paternal Involvement. Journal of Child and Family Studies, 34, 476–489. https://doi.org/https://doi.org/10.1007/s10826-024-02984-y

Sandilos, L., Goble, P. M., Ezra, P., & Kane, C. (2024). Head Start Classroom Demands and Resources: Identifying Associations with Teacher Burnout. Journal of School Psychology. https://doi.org/https://doi.org/10.1037/spq0000568

Blalock, S. M., Goble, P. M., Purswell, K. E., Greene-Rooks, J. H., Glosoff, H. L., Moreno, S., & Flores, L. (2024). Preschool Teacher Perceptions of Child-Teacher Relationship Training. International Journal of Play Therapy. https://doi.org/https://doi.org/10.1037/pla0000229

Blalock, S. M., Goble, P., & Mozier, K. (2024). Teacher Professional Development Training: Utilizing Child-Centered Play Therapy Skills in the Classroom. International Journal of Play Therapy, 33(1). https://doi.org/10.1037/pla0000209

Flynn, T. B., Goble, P., Bishop, N. J., & Weimer, A. A. (2022). Early childhood hospitalization and problematic behaviors: A propensity score analysis. Journal of Child Health Care.

Goble, P., & Pianta, R. C. (2022). Observation as a lever for teacher improvement. In Routledge Encyclopedia of Education. United States. https://doi.org/https://doi.org/10.4324/9781138609877-REE118-1

Hanish, L. D., Goble, P. M., Xiao, S. X., Martin, C. L., L, M. M., Fabes, R. A., … Bryce, C. I. (2022). The benefits of buddies: Strategically pairing preschoolers with other-gender classmates promotes positive interactions. Early Education and Development. https://doi.org/https://doi.org/10.1080/10409289.2022.2090773

Nauman, C., Goble, P., Alfaro, E. C., & Weimer, A. A. (2022). Adolescent academic success: Teacher-child interactions as a buffer for negative mother-child relationships in early childhood. Journal of Child and Family Studies. https://doi.org/https://doi.org/10.1007/s10826-022-02496-7

Xiao, S. X., Hanish, L. D., Malouf, L., Martin, C., Lecheile, B., Goble, P. M., … Bryce, C. (2022). Interactions with Other-Gender Peers Promote Prosocial Behavior and Reduce Aggression Among Preschoolers: An Examination of the Buddy Up Intervention. Early Childhood Research Quarterly, 60, 403–413.

Hanish, L., Martin, C. L., Cook, R., DeLay, D., Fabes, R. A., Lecheile, B., … Bryce, C. (2021). Building integrated peer relationships in classrooms: The potential of buddies. Journal of Applied Developmental Psychology, (73). https://doi.org/https://doi.org/10.1016/j.appdev.2021.101257

Goble, P., Flynn, T., Nauman, C., Almendarez, P., & Linstrom, M. (2021). Intervention implementation of tools of the mind for preschool children’s executive functioning. Frontiers in Developmental Psychology.

Sandilos, L., Goble, P., & Schwartz, S. (2020). Burnout and teacher-child interactions: The moderating influence of SEL interventions in head start classrooms. Early Education and Development, 31(7). https://doi.org/10.1080/10409289.2020.1788331

Goble, P., Nauman, C., Fife, K., & Blalock, S. M. (2020). Development of executive function skills: Examining the role of teachers and externalizing behavior problems. Infant and Child Development, 29(1). https://doi.org/10.1002/icd.2160

Goble, P., Pianta, R. C., & Sabol, T. J. (2019). Forecasting youth adjustment at age 15 from  school readiness profiles at 54 months. Applied Developmental Science, 23(4), 353–370. https://doi.org/10.1080/10888691.2018.1436439

Bryce, C. I., Goble, P., Swanson, J., Richard, F. A., Laura, H. D., & Carol, M. L. (2019). Kindergarten school engagement: Linking early temperament and academic achievement at the transition to school. In Moving Forward in the Study of Temperament and Early Education Outcomes: Mediating and Moderating Factors. New York, NY, United States: Routledge.

Goble, P., Sandilos, L. E., & Pianta, R. C. (2019). Gains in teacher-child interaction quality and children’s school readiness skills: Does it matter where teachers start? Journal of School Psychology, 73, 101–113. https://doi.org/10.1016/j.jsp.2019.03.006

Bryce, C. I., Goble, P., Swanson, J., Fabes, R. A., Hanish, L. D., & Martin, C. L. (2018). Kindergarten school engagement: Linking early temperament and academic achievement at the transition to school. Early Education and Development, 29(5), 780–796. https://doi.org/10.1080/10409289.2017.1404275

Sandilos, L. E., Goble, P., Rimm-Kaufman, S. E., & Pianta, R. C. (2018). Does professional development reduce the influence of teacher stress on teacher-child interactions in pre-kindergarten classrooms? Early Childhood Research Quarterly, 42, 280–290. https://doi.org/10.1016/j.ecresq.2017.10.009

Goble, P., & Pianta, R. C. (2017). Teacher-child interactions in free choice and teacher-directed settings: Prediction to school readiness. Early Education and Development, 28(8), 1035–1051. https://doi.org/10.1080/10409289.2017.1322449

Goble, P., Eggum-Wilkens, N. D., Bryce, C. I., Hanish, L. D., Foster, S. A., Martin, C. L., & Fabes, R. A. (2017). The transition from preschool to first grade: A transactional model of development. Journal of Applied Developmental Psychology, 49, 55–67. https://doi.org/10.1016/j.appdev.2017.01.007

Downer, J. T., Goble, P., Myers, S. S., & Pianta, R. C. (2016). Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2016.02.007

Goble, P., Hanish, L. D., Martin, C. L., Eggum-Wilkens, N. D., Foster, S. A., & Fabes, R. A. (2016). Preschool contexts and teacher interactions: Relations with school readiness. Early Education and Development. https://doi.org/10.1080/10409289.2016.1111674

Pahlke, E., & Goble, P. (2015). Gender and education. In J. D. Wright (Ed.), International Encyclopedia of Social & Behavioral Sciences, 2nd Edition (Vol. 9, pp. 682–688).

Martin, C. L., Schaefer, D., Kornienko, O., Hanish, L. D., Fabes, R. A., & Goble, P. (2013). The role of sex of peers and gender-typed activities in young children’s peer affiliative networks: A longitudinal analysis of selection and influence. Child Development, 84(3), 921–937. https://doi.org/10.1111/cdev.12032

Goble, P., Martin, C. L., Hanish, L. D., & Fabes, R. A. (2012). Children’s gender-typed activity choices across preschool social contexts. Sex Roles, 67, 435–451. https://doi.org/10.1007/s11199-012-0176-9