Shannon Beth Wanless - Presentations
Faculty - Director of Office of Child Development

Cross, A.B., White, A., Jackson, M., Wanless, S.B., (2019, April). A community approach to supporting positive early racial identity. Paper presented at the annual meeting of the American Education Research Association, Toronto, CA.
Young children of color experience daily messages, explicit or implicit, that they are not as good as White children. These encounters act as barriers to African American children’s positive racial identity development. This paper presents findings from a feasibility study of a program to infuse a community with positive messages about African American race. An innovative program was developed in response to existing buy-in and readiness in the community and was informed by research literature. This feasibility study found that program participation was strikingly high, feedback was enthusiastic and program concepts were directly and indirectly spreading throughout the community. Discussion focuses on high levels of engagement that can result from developing a race-based program leveraging ecological and social movement tenets. More
Wanless, S.B., Shafer, A.E.*, Davis, C.D., Swartz, M.I., Winters, D.M., Li, J., Strasbaugh, P. (2019, March). Children aren't the only ones getting ready for school!: Understanding teacher readiness for implementation. In Cameron, C. & McClelland, M. (Chairs), Beyond the Child: Measurement Approaches to School Readiness that are Relevant for Early Childhood Professionals, Paper presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.
Teacher readiness for change is gaining attention as important for leaders/coaches to understand when designing and implementing professional development (Wanless, Groark, & Hatfield, 2015). We conceptualize this construct as multidimensional with teacher, director, school, and community level factors. Teacher stress and depression, and the degree of psychological safety in the school have been suggested as influential on readiness (Zinsser & Zinsser, 2016). The aim of the present study is to understand the nature and variability of teacher readiness, using a new teacher-rated assessment, and factors that may relate to how ready teachers feel to learn and use new teaching practices. More
Salazar, J., Wanless, S.B., & Young, C. (2019, March). Schoolwide SEL and Family Partnerships. Invited presentation to Minneapolis School District.
Shafer, A.E.*, Wanless, S.B., Davis, C.D., Swartz, M.I., Strasbaugh, P. (2019, March). Teacher beliefs and attitudes about social-emotional learning and mathematics engagement. In Swartz, M.I. (Chair), Social-emotional learning in the context of mathematical engagement in preschool classrooms, Paper presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.
Research suggests that social emotional learning (SEL) skills such as self-regulation and persistence are as important as general intelligence for early school success (Blair & Raver, 2015). SEL skills can help children excel in both prosocial and academic situations, specifically in emerging math skills. Practicing SEL skills when engaged in problem-solving activities can help children focus their attention and engage in the task at hand (Blair & Razza, 2007; McClelland & Wanless, 2012). This presentation details research investigating teachers’ opinions of SEL’s importance in math activities and development. Research questions are: 1) What kinds of math activities do teachers provide in their classrooms? 2) What do teachers believe hinders their students’ math learning? 3) Do teachers think SEL is important for learning math? More
Wanless, S.B. (2019, March). The importance of SEL for creating a climate for learning. Invited professional development day presentation for Freeport School District, PA.
Wanless, S.B. (2019, March). Using picture books to start conversation about difficult topics. Invited professional development day presentation for Norwin School District, PA.
McClelland, M.M. & Wanless, S.B. (2019, February). The importance of SEL for learning success. Invited 2-day presentation to Colegio San Carlos, Bogota, Colombia.
Wanless, S.B. (2018, November). The importance of early childhood in long-term school success. The Forum for Western Pennsylvania School Superintendents - The Fall Leadership Program, Nemacolin, PA.
Wanless, S.B. & Strasbaugh, P. (2018, September). Peg + Cat: Learning about SEL and math in university-community partnership. Pennsylvania State University, State College, PA.
Wanless, S.B. (2018, June). Assessing the climate for readiness to implement. In K. Maxwell (Chair), Readiness to Implement. Invited symposium at the National Research on Early Childhood Education Conference, Washington, D.C.
Shafer, A.E.*, Wanless, S.B., Davis, C.D., Swartz, M., Winters, D., Li, J., Strasbaugh, P., Sapotichne, J., Zimmerman, P., Gullone, K. (2018, June). Engagement Measure. Poster presented at the National Research on Early Childhood Education Conference, Washington, D.C.
Wanless, S.B., Shafer, A.E.*, Davis, C.D., Swartz, M., Winters, D., Li, J., Strasbaugh, P., Sapotichne, J., Zimmerman, P., Gullone, K. (2018, June). Psychological Safety as a Support for Depression. In A. Bustamante (Chair), Teacher Stress and Mental Health. Symposium accepted to the National Research on Early Childhood Education Conference, Washington, D.C.
Wanless, S.B., Shafer, A.E.*, Davis, C.D., Swartz, M., Winters, D., Li, J., Strasbaugh, P., Sapotichne, J., Zimmerman, P., Gullone, K. (2018, May). Building a culture for change. Poster presented at the Children's Interagency Conference, State College, PA.
Briggs, J.O.* & Wanless, S.B. (2018, April). Racial consciousness in early childhood preservice teacher training. In Roundtable: Developing Understandings of Diversity amongst Early Childhood Preservice Teachers. Paper presented at the annual meeting of the American Education Research Association, New York, NY.
Shafer, A.E.*, Wanless, S.B., Swartz, M.I.. Winters, D.M., Strasbaugh, P., & Li, J. (2018, April). The role of teacher psychological safety in engagement and implementation of a SEL intervention. Roundtable paper presented at the annual meeting of the American Educational Research Association, New York, NY.
West, B.M.*, Wanless, S.B., White, A. (2018, March). Developing a qualitative measure of young children's racial attitudes. Roundtable accepted at the Council of Graduate Students in Education Spring Research Conference, University of Pittsburgh School of Education, Pittsburgh, PA.
Shafer, A.E.*, Wanless, S.B., Davis, C.D., Swartz, M., Winters, D., Li, J., Strasbaugh, P., Sapotichne, J., Zimmerman, P., Gullone, K. (2018, March). How teacher psychological safety relates to implementation. Roundtable presented at the Council of Graduate Students in Education Spring Research Colloquium, University of Pittsburgh School of Education Pittsburgh, PA.
Epler, M.*, Hart, S.*, Grose, E.*, Shafer, A.E.*, & Wanless, S.B. (2018, March). Laying an educational foundation: Teaching methods and classroom engagement. Poster accepted at the Council of Graduate Students in Education Spring Research Colloquium, University of Pittsburgh School of Education Pittsburgh, PA.
Kirk-Johnson, A.R.*, Wanless, S.B., & Groark, C.J. (2018, March). Professional caregiver mental health and well-being: Associations with the early care and education workplace experience. Poster accepted at the Council of Graduate Students in Education Spring Research Colloquium, University of Pittsburgh School of Education Pittsburgh, PA.
Shafer, A.E.*, Wanless, S.B., Davis, C. (2018, March). Recognizing early engagement in learning and strategies for continuous improvement. PA Interagency Conference, State College, PA.
Kelley, A.*, Lee, K.*, Shafer, A.E.*, & Wanless, S.B. (2018, March). The effects of distractions on child engagement in the preschool classroom. Poster accepted at the Council of Graduate Students in Education Spring Research Colloquium, University of Pittsburgh School of Education Pittsburgh, PA.
Wanless, S.B. (2018, February). Preschool Readiness to Implement Change. In Halle, T. (Chair), Organizational Readiness for Change. Paper presented at the Annual Meeting of the Child Care and Early Education Policy Research Consortium. Washington, D.C.
Wanless, S.B. (2017, April). Examining the role of SEL in young children's racial development. Symposium presented at the annual meeting of the American Education Research Association, San Antonio, TX.
Wanless, S.B. & Briggs, J.O.* (2017, April). Identifying racially responsive teaching practices in early childhood education. In Zinsser, K. (Chair), Disparities start young: Explorations of the role of race in early learning success and inequity. Paper presented at the biennial meeting of the Society for Research in Child Development, Austin, TX.
Kirk, A.R.*, Wanless, S.B., Briggs, J.O.* (2017, April). Initial evidence for the utility of a multilevel assessment of a preschool's readiness for change. In Malone, J. (Chair), Considering models for Educational Change. Paper presented at the annual meeting of the American Education Research Association, San Antonio, TX.
McClelland, M.M. & Wanless, S.B. (2017, April). Self-regulation across different cultural contexts. Symposium presented at the biennial meeting of the Society for Research in Child Development, Austin, TX.
Briggs, J.O.* & Wanless, S.B. (2017, April). Teacher and parent beliefs about addressing race in preschool. In Wanless, S.B. (Chair), Examining the role of SEL in young children's racial development. Paper presented at the annual meeting of the American Education Research Association, San Antonio, TX.
Shafer, A.*, Wanless, S.B., Briggs, J.O. (2017, April). Toddler teachers' responses to emotional and cognitive tantrums and relations with successful resolution. In Norman, N. (Chair), Fresh insights in social and emotional learning: Qualitative investigations of toddlers, teachers, and travel. Paper presented at the annual meeting of the American Education Research Association, San Antonio, TX.
Bliss, C.M.*, Larson, T.K., Bagnato, S.J., & Wanless, S.B. (2017, February). Consultation to support inclusion: How much is enough? Paper session presented at the National Association of School Psychologists Annual Convention, San Antonio TX.
Bliss, C.M.*, Wanless, S.B. (2016, April). A cross-cultural examination of readiness to implement. Paper presentation at the annual meeting of the American Educational Research Association, Washington, DC.
Wanless, S.B. & Briggs, J.O.* (2016, April). Building relationships so you can study building relationships. Speaker series sponsored by an IES Training Interdisciplinary Educational Scientists (TIES) Predoctoral Fellowship Program at Pennsylvania State University, State College, PA.
Crawford, P.A., Arlotta-Guerrero, A., Wanless, S.B. (2015, November). Preparing early childhood educators to lead through study abroad. Presentation at the National Association of Early Childhood Teacher Educators conference, Orlando, Florida.
Briggs, J.O.*, Pieri, J.W.*, Wanless, S.B., & Correnti, R.J. (2015, April). Targeting teacher-student relationships to support preschool social competence: What really matters in the classroom? Roundtable presentation at the annual meeting of the American Educational Research Association, Chicago, IL.
Bliss, C.M.*, Wanless, S.B. (2015, April). The importance of social support for teachers implementing evidence-based programs. Roundtable presentation at the annual meeting of the American Educational Research Association, Chicago, IL.
Wanless, S.B., Briggs, J.O.*, Pieri, J.W.* (2015, March). Assessing a Preschool's Readiness to Implement Using Multiple Raters and Multiple Levels. In Connors, M. (Chair), Opportunities for Change: Maximizing the Impact of Quality Improvement Efforts in Early Care and Education Programs. Paper presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.
Wanless, S.B., Kim, K., Zhang, C.*, Degol, J., Chen, J-L., & Chen, F-M. (2015, March). Distinct pathways of behavioral regulation development in Taiwan: A person centered approach. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.
Shafer, A.E.*, Wanless, S.B., Kutzner, J.O.* (2015, March). Teacher responses to toddler tantrums and relations to successful resolution. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.
Briggs, J.O.*, Russell, J.L., Wanless, S.B. (2015, March). Teachers' emotions in educational change: The case of kindergarten. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.
Wanless, S.B. (2014, October). Creating psychologically safe spaces for learning. The Child Welfare Institute, Dalian, China.
Kutzner, J.*, Wanless, S.B., Pieri, J.W.* (2014, July). "We're Kind of Excluded Here:" Evaluating the Utility of a Virtual Coach as a Professional Development Resource for Home and Center Based Child Care Providers. In Wanless, S.B. (Chair), Variation in coaching/mentioning effectiveness across domains and settings. Paper presented at Head Start's 12th National Research Conference, Washington, D.C.
Wanless, S.B. (2014, July). Variations in coaching/mentoring effectiveness across domains and settings. Symposium presented at the Head Start's 12th National Research Conference, Washington, D.C.
Wanless, S.B. (2014, May). A multilevel approach to examining creating psychologically safe spaces. The University of Florence, Department of Psychology, Florence, Italy.

Attuning intervention coaching to social networks among teachers

May 2014

Pieri, J.W.*, Wanless, S.B., Rimm-Kaufman, S.E. (2014, May). Attuning intervention coaching to social networks among teachers. Poster presented at the annual meeting of the Society for Prevention Research, Washington, D.C.

Developmental considerations for young children in nursing assessment and non-pharmacologic management of pain during cancer treatment: A narrative review

May 2014

Thrane, S.*, Wanless, S.B., Cohen, S. M., & Danford, C. (2014, May). Developmental considerations for young children in nursing assessment and non-pharmacologic management of pain during cancer treatment: A narrative review. Poster Presentation at the Oncology Nursing Society 39th Annual Congress, Anaheim, CA.

Implementing the Responsive Classroom Approach: Patterns in coaching, context, and teacher capacity

May 2014

Paxton, C.L.C.*, Wanless, S.B., Rimm-Kaufman, S.E. (2014, May). Implementing the Responsive Classroom Approach: Patterns in coaching, context, and teacher capacity. In Comprehensive Prevention in Schools: Coaching As a Means for Improving Implementation Quality and Outcomes. Paper presented at the annual meeting of the Society for Prevention Research, Washington, D.C.

Developmental considerations in assessment and non-pharmacologic management of procedural pain from infancy to school age: A narrative review

Apr 2014

Thrane, S.*, Wanless, S.B., & Danford, C. (2014, April). Podium Presentation: Developmental considerations in assessment and non-pharmacologic management of procedural pain from infancy to school age: A narrative review. Eastern Nursing Research Society 26th Annual Scientific Conference, Philadelphia, PA.

Helping preservice teachers feel ready to teach: Mindfulness and self-regulation

Mar 2014

Wanless, S.B., Wallace, T., Cartier, J., Akiva, T., Ferrara, A.*, Johnson, C. (2014, March). Helping preservice teachers feel ready to teach: Mindfulness and self-regulation. In K. Schonert-Reichel (Chair), Social and Emotional Learning in Teacher Preparation: Emerging Policy, Research, and Programs. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Investigating a Five-Factor Definition of Readiness to Implement in K-12 Teachers

Mar 2014

Bliss, C.*, Kutzner, J.*, & Wanless, S.B. (2014, March). Investigating a Five-Factor Definition of Readiness to Implement in K-12 Teachers. Paper presented at the American Educational Research Association Conference, Philadelphia, PA.

Measuring Teachers’ Readiness to Implement Evidence-based Programs

Feb 2014

Bliss, C.*, Wanless, S.B. (2014, February). Measuring Teachers’ Readiness to Implement Evidence-based Programs. Paper presented at the National Association for School Psychologists, Washington, D.C.

Conceptualizing Preschools' Readiness to Implement Interventions

May 2013

Wanless, S.B., Pieri, J.W.*, Boyd, T.* (2013, May). Conceptualizing Preschools' Readiness to Implement Interventions. Poster presented at the Society for Prevention Research, San Francisco, CA.

Individualizing intervention coaching to increase fidelity of implementation

May 2013

Pieri, J. W.*, Wanless, S. B., Marks, D.*, & Rimm-Kaufman, S. E. (2013, May). Individualizing intervention coaching to increase fidelity of implementation. Paper presented at the Society for Prevention Research, San Francisco, CA.

Predictors of engagement in training as a pathway to understanding implementation of the Responsive Classroom approach

May 2013

Wanless, S. B., Rimm-Kaufman, S. E., Abry, T., Larsen, R. A., & Patton, C. L. (2013, May). Predictors of engagement in training as a pathway to understanding implementation of the Responsive Classroom approach. Paper presented at the Society for Prevention Research, San Francisco, CA.

Beliefs about discipline, teaching practices, and students among teachers and administrators in Taiwan

Apr 2013

Scharphorn, L.*, Wanless, S.B., Chiu, Y-J I. (2013, April). Beliefs about discipline, teaching practices, and students among teachers and administrators in Taiwan. Poster presented at the Society for Research in Child Development, Seattle, WA.

Charting the pathways of high and low implementers of the Responsive Classroom Approach

Apr 2013

Wanless, S.B., Paxton, C., Patton, C., Rimm-Kaufman, S.E., Scharphorn, L.* (2013, April). Charting the pathways of high and low implementers of the Responsive Classroom Approach. Paper presented at the American Educational Research Association, San Francisco, CA.

Coaches' use of relational and strategic support for teachers implementing the Responsive Classroom® Approach

Apr 2013

Paxton, C. Wanless, S.B., Rimm-Kaufman, S.E. (2013, April). Coaches' use of relational and strategic support for teachers implementing the Responsive Classroom® Approach. Paper presented at the American Educational Research Association, San Francisco, CA.

Frameworks of fidelity of implementation in early childhood education

Apr 2013

Wanless, S.B., Susman-Stillman, A., Weiland, C. (2013, April). Frameworks of fidelity of implementation in early childhood education. In T. Halle (Chair), Definitions, frameworks and methods for assessing “Effective Implementation” of early childhood programs and systems. Paper presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.

Context, perspective, and fidelity of implementation: What does coaching support look like for teaching implementing the Responsive Classroom approach?

Mar 2013

Paxton, C., Wanless, S.B., Rimm-Kaufman, S.E. (2013, March). Context, perspective, and fidelity of implementation: What does coaching support look like for teaching implementing the Responsive Classroom approach? Poster presented at the Society for Research on Educational Effectiveness Conference, Washington, D.C.

Relations between teacher-rated, directly-assessed, and observed self-regulation, and academic achievement

Jun 2012

Schmitt, S., Wanless, S.B., Moss, J., Pratt, M., McClelland, M.M. (2012, June). Relations between teacher-rated, directly-assessed, and observed self-regulation, and academic achievement. Poster presented at the Head Start’s 11th National Research Conference, Washington, D.C.

The influences of being from a low-income family, being an ELL, and self-regulation on academic skills during the transition to formal school

Jun 2012

Wanless, S.B., McClelland, M.M. (2012, June). The influences of being from a low-income family, being an ELL, and self-regulation on academic skills during the transition to formal school. Poster presented at the Head Start’s 11th National Research Conference, Washington, D.C.

Assessing readiness to implement social-emotional learning interventions

Jan 2012

Invited presentation at the Prevention Research Center, Pennsylvania State University, State College, PA.

Invited Presentation

Jul 2011
Wanless, S.B. and Merritt, E. G. (2010, July). Early self-regulatory development in classroom settings. Paper presented at the conference on learning-related skill formation in childhood and adolescence: Behavioral and economic perspectives. University of Freiburg, Germany.

Multilevel modeling using MPlus

Jul 2011
Summer Institute on Research Methodology. Oregon State University, Corvallis, OR.

Symposium Presentation

2011
Wanless, S.B. (2011, March). Supporting fidelity of implementation in social emotional learning interventions. Symposium presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.
Shannon Beth Wanless

Contact

University of Pittsburgh
5809 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
412-624-6946
swanless@pitt.edu