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Bratsch-Hines, Mary



Senior Manager, Research and Evaluation
Lastinger Center for Learning

College of Education
University of Florida
0711 Norman Hall
PO Box 117052,
Gainesville, FL 32611
Phone: 352-273-4103
Fax: 352-392-3505
bratsch@coe.ufl.edu

Research Biography

Mary Bratsch-Hines, Ph.D., is the Senior Manager for Research and Evaluation at the University of Florida Lastinger Center for Learning. Dr. Bratsch-Hines began her career as an early childhood educator, which sparked her desire to study how children’s educational experiences in child care, prekindergarten, and early elementary school settings support optimal development. A primary goal of her research is to identify the experiences that are most likely to improve children’s early language and literacy skills, which, in turn, advance their trajectories as successful readers. An applied statistician concentrating on research design and evaluation, her projects include experimental evaluations of teacher professional development programs as well as observational studies of children’s early care and education settings and highlights the experiences of socioeconomically, linguistically, racially, and ability diverse children primarily living in rural areas. Dr. Bratsch-Hines has been the Principal or Co-Principal Investigator of over $10 million of funded research and has authored several publications advancing scholarship in the field of early childhood education and literacy. She holds a Ph.D. in Education from the University of North Carolina at Chapel Hill, where she also worked as an Advanced Research Scientist at Frank Porter Graham (FPG) Child Development Institute until joining the Lastinger Center in 2021. Dr. Bratsch-Hines continues to work on FPG projects, including Targeted Reading Instruction, Early Learning Network, and Family Life Project.

Degrees

Ph.D. in Education, 2012
University of North Carolina at Chapel Hill

M.A. in Education, 2008
University of North Carolina at Chapel Hill

B.A. in English, 2002
University of North Carolina at Chapel Hill

Key Professional Appointments

Senior Manager, Research and Evaluation, Lastinger Center for Learning, University of Florida, 2021–present

Adjunct Assistant Professor, School of Education, University of North Carolina at Chapel Hill, 2017–present

Advanced Research Scientist, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 2012–2020

Activities and Honors

Activities

Editorial Review Board, Early Childhood Research Quarterly, Journal of Education for Students Placed at Risk

Reviewer, Reading and Writing, Journal of Early Childhood Education, AERA Open, Elementary School Journal, Exceptionality, Learning Disabilities Research & Practice, American Educational Research Journal, Teaching and Teacher Education

Adhoc Grant Reviewer, Institute of Education Sciences Basic Processes Panel

Conference Reviewer, Society for Research in Child Development, Society for Research on Educational Effectiveness

Honors

Recipient, Abecedarian Award, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill

Grants

School Characteristics, Classroom Processes, and PK-3 Learning and Development. U.S. Department of Education, Institute of Education Sciences, 2021–2024, $750,000. Role: PI.

An Effectiveness Replication of Targeted Reading Instruction: Investigating Long-Term Student and Teacher Impacts. U.S. Department of Education, Institute of Education Sciences, 2021–2026, $4,500,000. Role: Co-PI.

Targeted Reading Intervention: Investigating the Efficacy of a Web-Based Early Reading Intervention Professional Development Program for K-1 English Learners, U.S. Department of Education, Institute of Education Sciences, 2016–2021, $3,000,000. Role: Co-PI.

Early Education in Rural North Carolina, Early Learning Network. U.S. Department of Education, Institute of Education Sciences, 2016–2023, $4,500,000. Role: Project Director / Co-PI.

Selected Publications

Journal Articles

Varghese, C., Bratsch-Hines, M. E., Aiken, H., & Vernon-Feagans, L. (2021). Elementary teachers’ intervention fidelity in relation to reading and vocabulary outcomes for students at risk for reading-related disabilities. Journal of Learning Disabilities. Advance online publication. https://doi.org/10.1177/0022219421999844

Aiken, H. H., Bratsch-Hines, M., Amendum, S., & Vernon-Feagans, L. (2021). Targeted Reading Instruction: Four guiding principles. The Reading Teacher. Advance online publication. https://doi.org/10.1002/trtr.1975

Burchinal, M., Bezdek, K., Foster, T., Bratsch-Hines, M., Franco, X., & Peisner-Feinberg, E. (2021). Relating early care and education quality to preschool outcomes: The same or different models for different outcomes? Early Childhood Research Quarterly, 55(2), 35–51. https://doi.org/10.1016/j.ecresq.2020.10.005

Zgourou, E., Bratsch-Hines, M. E., & Vernon-Feagans, L. (2020). Home literacy practices in relation to language skills of children living in low-wealth rural communities. Infant and Child Development. Advance online publication. https://doi.org/10.1002/icd.2201

Bratsch-Hines, M. E., Carr, R. C., Zgourou, E., Vernon-Feagans, L., & Willoughby, M. (2020). Infant and toddler childcare quality and stability in relation to proximal and distal academic and social outcomes. Child Development, 91(6), 1854–1864. https://doi.org/10.1111/cdev.13389

Jordan, R. P., & Bratsch-Hines, M. E. (2020). Associations of reading knowledge with kindergarten and first grade teachers’ reported instructional strategies. Literacy Research and Instruction, 59(4), 277–297. https://doi.org/10.1080/19388071.2020.1774689

Aiken, H., Varghese, C., Pedonti, S., Bratsch-Hines, M. E., & Vernon-Feagans, L. (2020). Targeted Reading Intervention teacher certification: An approach to building and sustaining teacher expertise in rural schools. Literacy Research and Instruction, 59(4), 346–369. https://doi.org/10.1080/19388071.2020.1777230

Carr, R. C., Bratsch-Hines, M., Varghese, C., & Vernon-Feagans, L. (2020). Latent class growth trajectories of letter name knowledge during pre-kindergarten and kindergarten. Journal of Applied Developmental Psychology, 69(1), 101141, https://doi.org/10.1016/j.appdev.2020.101141

Reynolds, E. R., Garrett-Peters, P. T., Bratsch-Hines, M., Vernon-Feagans, L., & The Family Life Project Key Investigators. (2020). Mothers’ and fathers’ mental state talk: Ethnicity, partner talk, and sensitivity. Journal of Marriage & Family, 82(5), 1696–1716. https://doi.org/10.1111/jomf.12675

Burchinal, M., Foster, T., Bezdek, K., Bratsch-Hines, M., Vernon-Feagans, L., Blair, C., & The FLP Key Investigators (2020). School-entry skills predicting school-age academic and social-emotional trajectories. Early Childhood Research Quarterly, 51(2), 67–80. https://doi.org/10.1016/j.ecresq.2019.08.004

Bratsch-Hines, M. E., Vernon-Feagans, L., Pedonti, S., & Varghese, C. (2019). Differential effects of the Targeted Reading Intervention for students with low phonological awareness and/or vocabulary. Learning Disability Quarterly, 43(4), 214–226. https://doi.org/10.1177/0731948719858683

Vernon-Feagans, L., Bratsch-Hines, M. E., Reynolds, E., & Willoughby, M. (2019). How early maternal language input varies by race and education and predicts later child language. Child Development, 91(4), 1098–1115. https://doi.org/10.1111/cdev.13281

Bratsch-Hines, M. E., Burchinal, M., Peisner-Feinberg, E., & Franco, X. (2019). Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills. Early Childhood Research Quarterly, 47(2), 74–88. https://doi.org/10.1016/j.ecresq.2018.10.001

Varghese, C., Vernon-Feagans, L., & Bratsch-Hines, M. E. (2019). Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school. Early Childhood Research Quarterly, 47(2), 124–133. https://doi.org/10.1016/j.ecresq.2018.09.005

Reynolds, E., Vernon-Feagans, L., Bratsch-Hines, M. E., Baker, C., & Family Life Project Key Investigators. (2019). Mothers’ and fathers’ language input from 6 to 36 months in rural two-parent families: Relations to children’s kindergarten achievement. Early Childhood Research Quarterly, 47(2), 385–395. https://doi.org/10.1016/j.ecresq.2018.09.002

Varghese, C., Vernon-Feagans, L., & Bratsch-Hines, M. E. (2019). Rural classroom environments as contexts for teacher-child relationships. Journal of Educational Research, 112(3), 411–420. https://doi.org/10.1080/00220671.2018.1545214

Vernon-Feagans, L., Bratsch-Hines, M. E., Varghese, C., Cutrer, E., & Garwood, J. (2018). Improving struggling readers’ early literacy skills through a Tier 2 professional development program for rural classroom teachers: The Targeted Reading Intervention. Elementary School Journal, 118(4), 525–548. https://doi.org/10.1086/697491

Jordan, R. P., Bratsch-Hines, M. E., & Vernon-Feagans, L. (2018). Kindergarten and first grade teachers’ content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools. Teaching and Teacher Education, 74, 190–204. https://doi.org/10.1016/j.tate.2018.05.002

Bratsch-Hines, M. E., Vernon-Feagans, L., Garwood, J., & Varghese, C. (2017). Child skills and teacher qualifications: Associations with elementary classroom teachers’ reading instruction for struggling readers. Learning Disabilities Research & Practice, 32(4), 270–283. https://doi.org/10.1111/ldrp.12136

Amendum, S., Bratsch-Hines, M. E., & Vernon-Feagans, L. (2017). Investigating the efficacy of a web-based early reading and professional development intervention for young English Learners. Reading Research Quarterly, 53(2), 155–174. https://doi.org/10.1002/rrq.188

Bratsch-Hines, M. E., Mokrova, I., Vernon-Feagans, L., & Family Life Project Key Investigators.(2017). Rural families’ use of multiple child care arrangements from 6 to 58 months and children’s kindergarten behavioral and academic outcomes. Early Childhood Research Quarterly, 41(4), 161–173. https://doi.org/10.1016/j.ecresq.2017.05.005

Varghese, C., Garwood, J., Bratsch-Hines, M. E., & Vernon-Feagans, L. (2016). Exploring magnitude of change in teacher efficacy and implications for students’ literacy growth. Teaching and Teacher Education, 55, 228–239. https://doi.org/10.1016/j.tate.2016.01.011

Tichnor-Wagner, A., Garwood, J. D., Bratsch-Hines, M., & Vernon-Feagans, L. (2016). Home literacy environments and foundational literacy skills for struggling and nonstruggling readers in rural early elementary schools. Learning Disabilities Research & Practice, 31(1), 6–21. https://doi.org/10.1111/ldrp.12090

Book Chapters

Bratsch-Hines, M. E., Baker, C., & Vernon-Feagans, L. (2016). Minority families in the rural United States: Family processes, child care, and early schooling. In L. Crockett & G. Carlo (Eds.), Rural ethnic minority youth and families in the United States: Theory, research, and applications (pp. 143–164). Cham, Switzerland: Springer International.

Selected Links

Lastinger Center for Learning

Targeted Reading Instruction, Frank Porter Graham Child Development Institute