Jelena Obradovic

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Jelena Obradovic is a

Stanford Graduate School of Education,[1] where she is a member of the Steering Committee of the Center for Education Policy Analysis (CEPA).[2] She also directs the Stanford Project on Adaptation and Resilience in Kids (SPARK).[3]

Biography

Jelena Obradovic earned a

American Education Research Association (AERA), the Society for Research on Adolescence and the New York Academy of Sciences. Finally, Obradovic also performs editorial duties for the AERA Open.[4]

Research

Obradovic's research interests focus on

adolescent development and its determinants.[5] Among else, Obradovic has conducted research on developmental cascades,[6][7] resilience in child and adolescent development,[8][9][10] the impact of stress reactivity and family adversity on socioemotional behavior and school readiness,[11] homelessness in children,[12][13] and interpersonal callousness.[14][15]

Selected awards and honours

References

  1. ^ Profile of Jelena Obradovic on the website of the Stanford Graduate School of Education. Retrieved March 30th, 2018.
  2. ^ Steering Committee of the Center for Education Policy Analysis. Retrieved March 30th, 2018.
  3. ^ 'People' section on the website of SPARK. Retrieved March 30th, 2018.
  4. ^ Curriculum vitae of Jelena Obradovic on the website of Stanford University. Retrieved March 30th, 2018.
  5. ^ Profile of Jelena Obradovic on the website of the Stanford Graduate School of Education. Retrieved March 30th, 2018.
  6. ^ Masten, A.S. et al. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), p. 733.
  7. ^ Burt, K.B. et al. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 81(1), pp. 270-289.
  8. ^ Masten, A., Obradovic, J. (2008). Disaster preparation and recovery: Lessons from research on resilience in human development. Ecology and Society, 13(1).
  9. ^ Masten, A.S. et al. (2004). Resources and resilience in the transition to adulthood: Continuity and change. Development and Psychopathology, 16(4), pp. 1071-1094.
  10. ^ Masten, A.S., Obradovic, J. (2006). Competence and resilience in development. Annals of the New York Academy of Sciences, 1094(1), pp. 13-27.
  11. ^ Obradovic, J. et al. (2010). Biological sensitivity to context: The interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness. Child Development, 81(1), pp. 270-289.
  12. ^ Obradovic, J. et al. (2010). Effortful control and adaptive functioning of homeless children: Variable-focused and person-focused analyses. Journal of Applied Developmental Psychology, 31(2), pp. 109-117.
  13. ^ Obradovic, J. et al. (2009). Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience. Development and Psychopathology, 21(2), pp. 493-518.
  14. ^ Obradovic, J. et al. (2007). Measuring Interpersonal Callousness in boys from childhood to adolescence: An examination of longitudinal invariance and temporal stability. Journal of Clinical Child and Adolescent Psychology, 36(3), pp. 276-292.
  15. ^ Pardini, D., Obradovic, J., Loeber, R. (2006). Interpersonal callousness, hyperactivity/impulsivity, inattention, and conduct problems as precursors to delinquency problems in boys: A comparison of three grade-based cohorts. Journal of Clinical Child and Adolescent Psychology, 35(1), pp. 46-59.

External links

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