Dr Tara McLaughlin staff profile picture

Contact details +64 (06) 356 9099  ext. 84312

Dr Tara McLaughlin B.A., M.Ed., Ph.D.

Senior Lecturer in Early Years

Institute of Education

I am a Senior Lecturer in the Institute of Education. Prior to this appointment, I was a Research Scientist at the University of Florida in the Center for Excellence in Early Childhood Studies.  My teaching includes undergraduate and postgraduate papers in Early Years. As a teacher, teacher educator, and researcher in Early Years, I am committed to supporting learning environments that promote diverse and equitable opportunities for all children and families. I maintain an active research programme in range of topics related to early learning supports and services for young children, including children with disabilities, their families, and the teachers and specialists who serve them.


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Professional

Contact details

  • Ph: +64 6 3569099 ext. 84312
    Location: 3.11, Collinson Village
    Campus: Turitea

Qualifications

  • B.A. - Psychology/Primary and Special Education - Hobart and William Smith Colleges, Geneva, NY (2000)
  • M.Ed. - Special Education - University of Florida, Gainesville, FL (2003)
  • Ph.D. - Early Childhood Studies/ Disability Studies - University of Florida, Gainesville, FL (2011)

Research Expertise

Research Interests

  • Promotion of children’s social-emotional development
  • Prevention of challenging behavior
  • Embedded instruction (intentional teaching) in natural learning environments
  • Inclusive education
  • Early intervention
  • Teacher/school-family partnerships in early learning
  • Interdisciplinary teaming
  • Practical applications of the International Classification of Functioning –Child and Youth Version (ICF-CY)
  • Comparative studies of program quality in early learning settings
  • Professional learning for early childhood teachers

I approach research from a pragmatic perspective and use a range of methods to explore and examine research questions. I have extensive training in research and evaluation methodology, with a focus on single subject and group experimental design, measurement, statistical analysis, and secondary data analysis of extant data sets.

I believe research evidence should be informed from three inter-related sources of knowledge: 1) empirical research to identify relationships between teaching and learning for young children; 2) wisdom and experience of families and teachers to ensure teaching and learning practices are acceptable and feasible in real-life settings; and 3) community values and priorities to guide culturally relevant practices and desired outcomes for children.

Thematics

21st Century Citizenship, Health and Well-being

Area of Expertise

Field of research codes
Comparative and Cross-Cultural Education (130302): Curriculum and Pedagogy (130200): Early Childhood Education (excl. Maori) (130102): Education (130000): Education Assessment and Evaluation (130303): Education Systems (130100): Primary Education (excl. Maori) (130105): Special Education and Disability (130312): Specialist Studies in Education (130300): Te Whariki (Maori Early Childhood Education) (130107): Teacher Education and Professional Development of Educators (130313)

Research Projects

Summary of Research Projects

Position Current Completed
Project Leader 1 5

Research Outputs

Journal

McLaughlin, T., Budd, JM., & Clendon, S. (2017). The child and youth profile: A toolkit to facilitate cross-disciplinary educational planning. Kairaranga. 18(1), 3-11
[Journal article]Authored by: Budd, J., Clendon, S., McLaughlin, T.
McLaughlin, TW., Aspden, K., & Snyder, P. (2016). Intentional Teaching as a Pathway to Equity in Early Childhood Education: Participation, Quality, and Equity. New Zealand Journal of Educational Studies. 51(2), 175-195
[Journal article]Authored by: Aspden, K., McLaughlin, T.
Snyder, P., Rakap, S., Hemmeter, ML., McLaughlin, TW., Sandall, S., & McLean, M. (2015). Naturalistic instructional approaches in early learning: A systematic review of the empirical literature. Journal of Early Intervention. , 1-29 Retrieved from http://sagepub.com/journalsPermissions.nav
[Journal article]Authored by: McLaughlin, T.
Morkel, V., & McLaughlin, TW. (2015). Promoting social and emotional competencies in early childhood: Strategies for teachers. Kairaranga. 16(1), 45-51
[Journal article]Authored by: McLaughlin, T.
Shannon, D., Snyder, P., & McLaughlin, TW. (2015). Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching. Professional Development in Education,. 41(2), 290-309
[Journal article]Authored by: McLaughlin, T.
McLaughlin, TW., Aspden, KM., & McLachlan, CJ. (2015). How do teachers build strong relationships? A study of teaching practices to support child learning and social emotional competence. Early Childhood Folio. 19(1), 31-38
[Journal article]Authored by: Aspden, K., McLaughlin, T.
McLaughlin, TW., Snyder, PA., & Algina, J. (2015). Characterizing early childhood disabilities in a nationally representative sample using functional profiles. Exceptional Children. 81(4), 471-488
[Journal article]Authored by: McLaughlin, T.
Snyder, P., Hemmeter, M., Artman Meeker, K., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants & Young Children. 25(3), 188-212
[Journal article]Authored by: McLaughlin, T.
VanDerHeyden, A., McLaughlin, T., Algina, J., & Snyder, P. (2012). Randomized evaluation of a supplemental grade-wide mathematics intervention. American Educational Research Journal. 49(6), 1251-1284
[Journal article]Authored by: McLaughlin, T.
McLaughlin, T., Denney, M., Snyder, P., & Welsh, J. (2012). Behaviour support interventions implemented by families of young children: Examination of contextual fit. Journal of Positive Behavior Interventions. 14(2), 87-97
[Journal article]Authored by: McLaughlin, T.
Snyder, P., & McLaughlin, TW. (2008). Embedded Instruction for Early Learning Website.
[Internet publication]Authored by: McLaughlin, T.

Book

McLachlan, CJ., Arrow, AW., Lepper, C., Mackay, K., & McLaughlin, T. (2015). Supporting and strengthening practice with teachers of priority learners: Mentoring and managing change. In C. Murphy, & K. Thornton (Eds.) Mentoring in early childhood education: A compilation of thinking, pedagogy and practice. (pp. 223 - 236). Wellington: New Zealand Council for Educational Research
[Chapter]Authored by: Arrow, A., McLaughlin, T.
McLaughlin, TW., & Snyder, P. (2014). Embedded instruction to enhance social-emotional skills. In J. Hart, & K. Whalon (Eds.) Friendship 101: Helping Students Build Social Competence. (pp. 63 - 78). Arlington, VA: Council for Exceptional Children.
[Chapter]Authored by: McLaughlin, T.
Snyder, P., McLaughlin, T., & McLean, M. (2014). Recommended practices in assessment. In M. McLean, ML. Hemmeter, & P. Snyder (Eds.) Essential elements for assessing infants and preschoolers with special needs. (pp. 401 - 417). : Pearson
[Chapter]Authored by: McLaughlin, T.
Snyder, P., Hemmeter, ML., McLean, M., Sandall, SR., & McLaughlin, T. (2013). Embedded instruction practices in the context of response to intervention frameworks. In Handbook of response to intervention in early childhood. (pp. 283 - 301). Michigan: Paul H Brooks Publishing Co
[Chapter]Authored by: McLaughlin, T.

Conference

Haworth, P., & McLaughlin, TW. (2014, November). Student teacher efficacy in culturally diverse low SES practicum settings.. Presented at Pasifika 7th Annual Research Conference. Massey University, Palmerston North, New Zealand..
[Conference Oral Presentation]Authored by: Haworth, P., McLaughlin, T.
McLaughlin, TW., Snyder, P., & Algina, T. (2014). Using generalizability theory to examine the dependability of scores on the Learning Target Rating Scale.. Poster session presented at the meeting of Conference on Research Innovations in Early Childhood, San Diedo, CA.
[Conference Poster]Authored by: McLaughlin, T.
Wolfe, B., McLaughlin, TW., & Binder, D. (2013, May). Practice-based coaching to support school readiness: Reciprocal peer and self-coaching. Presented at National Head Start Association Annual Conference. Washington, DC..
[Conference Oral Presentation]Authored by: McLaughlin, T.
McLaughlin, TW., Wolfe, B., & McLeod, R. (2013, May). Practice-based coaching: A model for achieving school readiness goals.. Presented at National Head Start Association Annual Conference. Washington, DC.
[Conference Oral Presentation]Authored by: McLaughlin, T.
McLaughlin, T.Functional ability profiles and young children’s social competence: Exploring relationships in the pre-elementary education longitudinal study data set. . Vancouver
[Conference Paper]Authored by: McLaughlin, T.
McLaughlin, T. (2012). Functional ability profiles and young children’s social competence: Exploring relationships in the pre-elementary education longitudinal study data set. Poster session presented at the meeting of American Educational Research Association Conference
[Conference Poster]Authored by: McLaughlin, T.
McLaughlin, T. (2012). Impact of professional development on preschool teachers’ use of embedded-instruction practices. Poster session presented at the meeting of Conference on Research Innovations in Early Intervention
[Conference Poster]Authored by: McLaughlin, T.
McLaughlin, T. (2012). Functional ability profiles and young children’s social competence: Exploring relationships in the pre-elementary education longitudinal study data set.. Poster session presented at the meeting of Conference on Research Innovations in Early Intervention
[Conference Poster]Authored by: McLaughlin, T.
McLaughlin, T. (2012). Content focus of embedded-insturction learning targets for preschool children with disabilities: What are the priorities?. Poster session presented at the meeting of Conference on Research Innovations in Early Intervention
[Conference Poster]Authored by: McLaughlin, T.
McLaughlin, T., Bishop, C., Moore, K., & Snyder, P. (2012, October). Using activity-based assessment to identify priority learning targets for embedded instruction. Presented at International Division for Early Childhood Conference. Minneapolis.
[Conference Oral Presentation]Authored by: McLaughlin, T.
McLaughlin, T., Snyder, P., & Algina, J. (2012). Functional ability profiles and young children's social competence: exploring relationships in the pre-elementary education longitudinal study data set. Poster session presented at the meeting of International Division for Early Childhood Conference
[Conference Poster]Authored by: McLaughlin, T.

Other

McLaughlin, TW., & Bishop, C. (2015). Setting up your classroom to prevent challenging behavior.. (pp. 42 - 47).
[Other]Authored by: McLaughlin, T.

Supervision and Teaching

Summary of Doctoral Supervision

Position Current Completed
CoSupervisor 3 0

Courses Coordinated

  • 249.287 Early Intervention
  • 265.120 Principles of the Early Years Curriculum
  • 265.289 Learning and Development in the Early Years
  • 265.344 Issues in Early Childhood Education
  • 265.471 Learning and Development in Early Childhood Education Contexts
  • 265.737 Young Children and Their Families
  • 265.738 Children's Play and Learning in an Intentional Teaching Practice
  • 265.740 Advanced Studies on Learning in the Early Years

Current Doctoral Supervision

CoSupervisor of:

  • Susan Bisschoff - PhD
    Dynamic Assessment as an Early Screening Tool for Risk of Reading Difficulty in New Zealand New Entrants
  • Sarah Aiono - Doctor of Education
    How Teachers Promote Children's Social and Emotional Competence as they Transition from Early Childhood to Primary School
  • Monica Cameron - Doctor of Education
    Assessing Four Year Old Children's Learning

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