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Leslie M Babinski, Assistant Research Professor and Director of Undergraduate Studies and Affiliate of the Center for Child and Family Policy  

Office Location: 216 Rubenstein Hall, Box_90545, Durham, NC 27708
Office Phone: (919) 613-9296
Email Address: leslie.babinski@duke.edu

Areas of Expertise

    Ph.D., University of California at Berkeley, 1993
    M.A., University of California at Berkeley, 1988
    B.S., University of Scranton, 1985

    Recent Publications   (More Publications)

    1. Babinski, LM; Amendum, SJ; Knotek, SE; Sánchez, M; Malone, P. "Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial." American Educational Research Journal 55.1 (February, 2018): 117-143. [doi]  [abs]
    2. Babinski, LM; Corra, AJ; Gifford, EJ. "Evaluation of a Public Awareness Campaign to Prevent High School Dropout.." The Journal of Primary Prevention 37.4 (August, 2016): 361-375. [doi]  [abs]
    3. Skinner, AT; Babinski, LM; Gifford, EJ. "Teachers’ expectations and self-efficacy for working with bullies and victims." Psychology in the Schools 51.1 (January, 2014): 72-84. [doi]  [abs]
    4. Babinski, L.,Gifford, E.J. and Corra, A.. "Using a Media Content Analysis to Evaluate the Impact of a Public Awareness Campaign."  2011
    5. Babinski, L.,Corra, A. and Gifford, E.J.. "Analysis of the High School Dropout Issue in the Television News in 12 U.S. Cities."  2011


    Leslie Babinski is an assistant research professor in the Sanford School of Public Policy, an associate director of the Center for Child and Family Policy, director of the Child Policy Research certificate program and co-director of the Duke School Research Partnership. She also oversees undergraduate studies for the Center. She has worked at the Center since September 2008.

    Babinski is principal investigator for two Institute for Education Sciences-funded grants. The goal of the first project, Developing Consultation and Collaboration Skills (DCCS): ESL and Classroom Teachers Working Together with Students and Families, is to design a new, innovative professional development program for ESL and classroom teachers to work collaboratively to develop skills in language and literacy instruction for Latino English learners.

    The goal of the second project, A Neuroscience-based Health Curriculum to Promote Academic and Behavioral Success, is to design a new ninth grade healthful living class. This course incorporates information about the brain mechanisms behind health behaviors such as: sleep, stress, nutrition, exercise, interpersonal relationships, drug and alcohol use, and mental and emotional health.

    Leslie M Babinski