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John W. Fantuzzo
Diana Rausnitz Riklis Professor of Education
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Education
1974: B.A., Psychology, magna cum laude, Phi Beta Kappa, Marietta College
1976: M.A., Theology, Fuller Theological Seminary
1980: Ph.D., Clinical Psychology, Fuller Graduate School of Psychology
1980: Psychology Fellow, Harvard Medical School
Areas of Expertise
At-risk youth
Community and family violence
Early childhood education
Head Start
Professional Biography
After completing a postdoctoral fellowship at Harvard, Dr.
Fantuzzo took a faculty position at Fuller Graduate School of Psychology and
developed the Covenant House, a residential facility for children with serious
emotional disorders. In 1983, he joined the faculty at the
University of
Rochester to work as a research associate
at the
Mt.
Hope
Family
Center,
a special research and treatment facility for young victims of child
maltreatment. In 1986, he took a faculty position at
California
State
University
at
Fullerton to work with a large,
diverse Head Start program in
Santa Ana.
Working with Head Start, he examined the impact of maltreatment and domestic
violence on children’s development and learning. This work paved the way for Dr.
Fantuzzo’s joining the faculty at the
University of
Pennsylvania in 1988. Since that
time, he has been involved in a number of federally funded research projects
that have involved extensive work with the
School
District of
Philadelphia’s
early childhood education programs, building research and service capacities.
He serves on the editorial boards of major research journals in education and
early childhood (e.g., Journal of Educational Psychology, Early Childhood
Research Quarterly, and School Psychology Review). He is a recent recipient of
the Martin Luther King, Jr. Community Involvement and the National Head Start
Research Mentor awards.
Research Interests and Current Projects
Dr. Fantuzzo’s research focuses on the design,
implementation, and evaluation of school- and community-based strategies for
young, low-income children in high-risk urban settings. In recent years, he has
conducted longitudinal studies in Head Start that (a) relate to the impact of
community and family violence on school readiness, (b) examine the development
of approaches to learning, and (c) investigate the effects of early
social/emotional adjustment problems and early school success. He is also
involved in population-based studies that make use of citywide, integrated
databases across agencies serving young children. One such longitudinal study, the
Early Childhood Experiences Study, examines the impact of early care and
educational experiences and 0-5 year-old risk factors on the school readiness of
an entire cohort of children in the
School District of
Philadelphia on their entry into
kindergarten and their school success through second grade
The success of such projects resulted in grant support to
develop an integrated, archival database for children in
Philadelphia.
Dr. Fantuzzo and Dr. Dennis Culhane, a professor in the
School of
Social Policy and Practice, worked
with the City of
Philadelphia and
the State of
Pennsylvania to
create the Kids Integrated Data System (KIDS)—the only such municipal database
in the
U.S. Most
recently, Dr. Fantuzzo and Dr. Culhane have received an additional grant to establish KIDS as a sustainable
and transferable resource for research and evaluation in large, urban
municipalities.
Dr. Fantuzzo and GSE colleagues are also working on a large
research project funded by the Interagency School Readiness Consortium [Administration
for Children and Families; the Assistant Secretary for Planning and Evaluation;
the U.S. Department of Education: Office of Special Education Programs;
Institute for Education Sciences; and the National Institute of Child
Health and Human Development] to develop and study the effectiveness of
cognitive and social/emotional curricula to enhance school readiness for
vulnerable low-income, urban preschool children. This project involves research
on innovative assessment, curricula, and professional development strategies to
enhance school readiness for this population.
Courses Taught
EDUC 580: Interactional Processes with Children
EDUC 686: Psychological Intervention
EDUC 326: Tutoring in Urban Public School: A Child
Development Perspective
Selected Publications
Fantuzzo, J., & Fusco, R. (in press). A
population-based study of children’s direct sensory exposure to types of
substantiated domestic violence crimes. Violence
and Victims.
Fantuzzo, J., Fusco, R., Mohr, W., & Perry, M. (in
press). Domestic violence and children’s presence: A population-based study of law
enforcement surveillance of domestic violence. Journal of Interpersonal Violence.
Fantuzzo,
J., Bulotsky-Shearer, R., McDermott, P., McWayne, C., Staci, P., & Frye, D.
(2007). Investigation of Dimensions of Social-Emotional Classroom Behavior and
School Readiness for Low-Income Urban Preschool Children. School Psychology Review, 36, 44-62.
Fantuzzo,
J., & Perlman, S. (2007). The unique impact of out of home placement and
the mediating effects of child maltreatment and homelessness on early school
success. Children and Youth Services
Review.
Fantuzzo, J., McWayne, C., & Childs, S. (2006).
Scientist-community collaborations: A dynamic tension between rights and
responsibilities. In J. Trimble & C. Fisher (Ed.), Handbook of ethical
research with ethnocultural populations and communities.
Thousand
Oaks,
CA: Sage.
Fantuzzo, J., Perry, M., & Childs, S. (2006). Parent
satisfaction with educational experiences scale: A multivariate examination of parent
satisfaction with early childhood programs. Early Childhood Research Quarterly.
Fantuzzo, J., Rouse, H. L., McDermott, P., Sekino, Y.,
Childs, S., & Weiss, A. (2006). Early childhood experiences and
kindergarten success: A population-based study of a large urban setting. School
Psychology Review. [This article was awarded Article of the Year 2005 by
National Association of School Psychologists.]
Fantuzzo, J., Manz, P., Atkins, M., & Meyers, R. (2005). Peer-mediated treatment of socially withdrawn maltreated preschool children: Cultivating natural community resources. Journal of Clinical Child and Adolescent Psychology, 34, 322-327.
Fantuzzo, J., McWayne, C., Perry, M., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review Psychology.
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