Areas of Professional Interest:
Early literacy among children in poverty
School-family-community partnerships
Literacy & Learners
Cognitive development

Research Interests

  • Early Childhood
  • Literacy
  • Teacher Education/Development

Courses Taught




ECED 4802

Senior Seminar I in Early Childhood Education


EDUC 8251

Teacher Development: The Reflective Teacher


EDUC 8253

Accom Tchr: Nbpts Process


Selected Publications

  • Farrow, J.M., Wasik, B.A., & Hindman, A.H. (2020). Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning. Early Childhood Research Quarterly, 51, pp. 178-190. doi: 10.1016/j.ecresq.2019.08.005

  • Snell, E.K., Hindman, A.H., & Wasik, B.A. (2020). Exploring the use of texting to support family-school engagement in early childhood settings: teacher and family perspectives. Early Child Development and Care, 190(4), pp. 447-460. doi: 10.1080/03004430.2018.1479401

  • Wasik, B.A. & Hindman, A.H. (2020). Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention. Early Childhood Research Quarterly, 50, pp. 101-113. doi: 10.1016/j.ecresq.2018.11.001

  • Hindman, A.H., Wasik, B.A., & Bradley, D.E. (2019). How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading. Early Education and Development, 30(4), pp. 478-495. doi: 10.1080/10409289.2018.1556009

  • Hindman, A.H. & Bustamante, A.S. (2019). Teacher depression as a dynamic variable: Exploring the nature and predictors of change over the head start year. Journal of Applied Developmental Psychology, 61, pp. 43-55. doi: 10.1016/j.appdev.2018.09.004

  • Hindman, A.H. & Bustamante, A.S. (2019). Understanding Well-Being among Teachers in Early Childhood Settings: Challenges, Supports, and Implications for Children's Development. Journal of Applied Developmental Psychology, 61, pp. 1-3. doi: 10.1016/j.appdev.2019.03.005

  • Bustamante, A.S. & Hindman, A.H. (2019). Classroom Quality and Academic School Readiness Outcomes in Head Start: The Indirect Effect of Approaches to Learning. Early Education and Development, 30(1), pp. 19-35. doi: 10.1080/10409289.2018.1540249

  • Snell, E.K., Hindman, A.H., & Wasik, B.A. (2019). A review of research on technology-mediated language and literacy professional development models. Journal of Early Childhood Teacher Education, 40(3), pp. 205-220. doi: 10.1080/10901027.2018.1539794

  • Wasik, B.A. & Hindman, A.H. (2018). Why Wait? The Importance of Wait Time in Developing Young Students’ Language and Vocabulary Skills. Reading Teacher, 72(3), pp. 369-378. doi: 10.1002/trtr.1730

  • Bustamante, A.S., Hindman, A.H., Champagne, C.R., & Wasik, B.A. (2018). Circle time revisited: How do preschool classrooms use this part of the day? Elementary School Journal, 118(4), pp. 610-631. doi: 10.1086/697473

  • Bustamante, A.S. & Hindman, A.H. (2018). Construyendo en la Fuerza: Approaches to learning and school readiness gains in Latino children served by head start. Early Childhood Research Quarterly. doi: 10.1016/j.ecresq.2018.06.003

  • Hindman, A.H., Snell, E.K., & Wasik, B.A. (2017). Developing vocabulary in the early grades: Research-to-practice strategies to support standards-based curricula at school and home. In Implementing a Standards-Based Curriculum in the Early Childhood Classroom (pp. 86-105). doi: 10.4324/9781315296173

  • Hindman, A.H. & Wasik, B.A. (2017). Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL. Early Child Development and Care, 187(3-4), pp. 342-357. doi: 10.1080/03004430.2016.1236256

  • Hindman, A.H., Wasik, B.A., & Snell, E.K. (2016). Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice. Child Development Perspectives, 10(2), pp. 134-139. doi: 10.1111/cdep.12177

  • Montano, Z. & Hindman, A. (2016). Parenting influences on children's cognitive development. In The Cognitive Development of Reading and Reading Comprehension (pp. 120-136). doi: 10.4324/9781315694429

  • Wasik, B.A., Hindman, A.H., & Snell, E.K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, pp. 39-57. doi: 10.1016/j.ecresq.2016.04.003

  • Hindman, A.H., Pendergast, L.L., & Gooze, R.A. (2016). Using bifactor models to measure teacher-child interaction quality in early childhood: Evidence from the Caregiver Interaction Scale. Early Childhood Research Quarterly, 36, pp. 366-378. doi: 10.1016/j.ecresq.2016.01.012

  • Snell, E.K., Hindman, A.H., & Belsky, J. (2015). Child effects and child care: Implications for risk and adjustment. Development and Psychopathology, 27(4), pp. 1059-1076. doi: 10.1017/S0954579415000681

  • Hindman, A.H. & Wasik, B.A. (2015). Building vocabulary in two languages: An examination of Spanish-speaking Dual Language Learners in Head Start. Early Childhood Research Quarterly, 31, pp. 19-33. doi: 10.1016/j.ecresq.2014.12.006

  • Wasik, B.A. & Hindman, A.H. (2015). Talk alone won’t close the 30-million word gap. Phi Delta Kappan, 96(6), pp. 50-54. doi: 10.1177/0031721715575300

  • Snell, E.K., Hindman, A.H., & Wasik, B.A. (2015). How can book reading close the word gap? Five key practices from research. Reading Teacher, 68(7), pp. 560-571. doi: 10.1002/trtr.1347

  • Hindman, A.H., Snell, E.K., Wasik, B.A., Lewis, K.N., Hammer, C.S., & Iannone-Campbell, C. (2015). Research and Practice Partnerships for Professional Development in Early Childhood: Lessons From ExCELL-e. Journal of Education for Students Placed at Risk, 20(1-2), pp. 12-28. doi: 10.1080/10824669.2014.984036