Dr. Taylor’s primary research interests include examining contextual and relational influences on young children’s school readiness. Much of her work focuses on the role of adults in young children’s learning and development, with specific emphasis on the quality of interactions between caregivers and children. Additionally, she is involved in the development and evaluation of teacher professional development programming, with a particular interest in the mechanisms that lead to positive changes in caregiver behavior including engagement, reflection, and coaching support. Dr. Taylor is currently working in partnership with the Scottsdale Public Library to examine the effectiveness of several library programs for promoting young children’s school readiness. She is the recipient of a Program Evaluation Grant funded by the Brady Education Foundation to examine the effectiveness of the Books Can…© program, and a Secondary Analyses of Data on Early Care and Education grant funded by the Office of Planning, Research and Evaluation (OPRE) to examine the professional development experiences of Head Start teachers and related impacts on teacher practice and child outcomes.
Child Development and Family Studies
- Ph.D. in Educational Psychology, University of California, Los Angeles
- M.A. in Child Development, California State University, Los Angeles
- B.A. in Child Development, California State University, Chico
- Early Care and Education
- Professional Development
- Program Evaluation
- Community-Based Research
- Jimenez, M., Taylor, M., LoCasale-Crouch, J., & Hamre, B. (accepted). What Makes Coaching Effective? Variation in Coaches’ Practices and Association with Teacher Outcomes. Journal of Teacher Education.
- McLean, L., Abry, T. Taylor, M., & Gaias, L. M. (accepted). The Influence of Adverse Classroom and School Experiences on First Year Teachers’ Mental Health and Career Optimism. Teaching and Teacher Education.
- Taylor, M., Pratt, M. E., & Fabes, R. A. (in press). Public Libraries as a Context for the Study of Development. Journal of Higher Education Outreach and Engagement.
- Taylor, M., McLean, L., Bryce, C. I., Abry, T., & Granger, K. L. (2019). The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching. Teaching and Teacher Education, 86, 102910.
- McLean, L., Taylor, M., & Jimenez, M. (2019). Career choice motivations in teacher training as predictors of burnout and career optimism in the first year of teaching. Teaching and Teacher Education, 85, 204-214.
- McLean, L., Abry, T., Taylor, M., & Connor, C. M. (2018). Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade. Journal of school psychology, 69, 154-168.
- Gaias, L. M., Gal, D. E., Abry, T., Taylor, M., & Granger, K. L. (2018). Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias. Journal of Applied Developmental Psychology, 59, 5-15.
- Gaias, L. M., Herrera, M. J., Abry, T., Granger, K. L., & Taylor, M. (2018). Kindergarten teachers' instructional priorities misalignment and job satisfaction: A mixed methods analysis. Teachers College Record, 121(12).
- Abry, T., Granger, K. L., Bryce, C. I., Taylor, M., Swanson, J., & Bradley, R. H. (2018). First-grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning. School Psychology Quarterly, 33(4), 547.
- McLean, L., Abry, T., Taylor, M., Jimenez, M., & Granger, K. (2017). Teachers' mental health and perceptions of school climate across the transition from training to teaching. Teaching and Teacher Education, 65, 230-240.
- CDFS 211: Positive Child Guidance
- CDFS 411: Child Development Applications: Connecting Research, Policy, and Practice