Leslie M Babinski, Associate Research Professor in the Sanford School of Public Policy

Please note: Leslie has left the "Child Policy Research Certificate" group at Duke University; some info here might not be up to date.

Leslie Babinski is an associate research professor in the Sanford School of Public Policy and director of the Duke School Research Partnership.

Dr. Babinski is principal investigator for a study funded by the Institute for Education Sciences to examine a new model for professional development for ESL and classroom teachers. The goals of the study, Efficacy of the DCCS Program: ESL and Classroom Teachers Working Together with Students and Families, are to support collaboration between the ESL and classroom teachers as well as increase teachers’ implementation of high-impact instructional strategies and students’ cultural wealth to facilitate language and literacy skills for English Learners.

She is co-PI for another IES-funded study, The Targeted Reading Intervention: Investigating the Efficacy of a Web-Based Early Reading Intervention Professional Development Program for K-1 English Learners is in collaboration with Steve Amendum at the University of Delaware and Lynne Vernon-Feagans at UNC Chapel Hill.

She is also collaborating with Dr. Desiree Murray from UNC Chapel Hill on an IES study called Promoting Self-Regulation to Enhance Social, Behavioral, and Academic Adjustment in Middle School. 

Contact Info:

Office Location:	222 Rubenstein Hall, Box 90545, Durham, NC 27708
Office Phone:	(919) 613-9296
Email Address:

Education:

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

Specialties:

Education
Program Evaluation
Child Development
Early Childhood

Bio

Recent Publications   (More Publications)

1. Synergy for the Influence of the Month of Birth in ADHD (SIMBA) study group, , Association between relative age at school and persistence of ADHD in prospective studies: an individual participant data meta-analysis., Lancet Psychiatry, vol. 10 no. 12 (December, 2023), pp. 922-933 [doi]  [abs]
2. Babinski, LM; Murray, DW; Hamm, JV, Self-Regulation Challenges and Supports in Middle Level Education: Health Education Teachers’ and School Counselors’ Views, RMLE Online, vol. 46 no. 6 (January, 2023), pp. 1-16 [doi]  [abs]
3. Knotek, SE; Babinski, LM, Mentoring and Developmentally Productive Environments to Support Talent Development, in Talent Development as a Framework for Gifted Education: Implications for Best Practices and Applications in Schools (January, 2021), pp. 205-229, ISBN 9781032144597 [doi]  [abs]
4. Babinski, LM; Murray, DW; Wilson, WA; Kuhn, CM; Malone, PS, Impact of a Neuroscience-Based Health Education Course on High School Students' Health Knowledge, Beliefs, and Behaviors., J Adolesc Health, vol. 63 no. 4 (October, 2018), pp. 489-496 [doi]  [abs]
5. 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, vol. 55 no. 1 (February, 2018), pp. 117-143, American Educational Research Association (AERA) [doi]  [abs]