Assistant Professor, Department of Educational Studies
Program Area: Quantitative Research, Evaluation and Measurement
Jessica Logan is an assistant professor of Qualitative Research, Evaluation and Measurement in the College of Education and Human Ecology. She designs research studies and analyzes resulting data using wide-ranging statistical techniques to better understand children’s cognitive development and illuminate its potential contributing factors.
Her research goal is to connect advanced statistical techniques such as latent, multilevel, and longitudinal modeling, emerging statistical techniques, such as latent class analysis and quantile regression, and emerging research designs such as fractional factorial experiments to better understand early childhood development and its sources of variance, including cognitive components and the environmental context. This work responds to the realities of early childhood education and seeks to intervene and reshape what we understand about how children learn. She sees her efforts to be at the intersection of education, child development, research methods, and statistical innovation, with a research agenda that seeks to provide a better understanding of children’s learning and inform best practices in statistical methodology.
- PhD, Developmental Psychology, Florida State University (2009)
- MS, Research Psychology, The University of Tennessee at Chattanooga (2005)
- BUS, Middle Tennessee State University (2002)
- Child Development
- Development of cognitive processes related to academics, including language, literacy, and math (my primary focus is in children age 3 to grade 3)
- Statistical modeling of child development
- Cognitive Development
- Development of cognitive components of language, math, and reading skills over time
- Cognitive Psychology
- Early Childhood Education and Teaching
- Educational Assessment, Testing, and Measurement
- Educational Psychology
- Educational Statistics and Research Methods
- Hierarchical and latent growth modeling
- Latent class analysis
- Latent variable modelin
- Logistic regressio
- Multilevel SEM
- Quantile regression
- Research design
- Kindergarten/Preschool Education and Teaching
- Cognitive basis of reading: word identification, decoding, reading comprehension
- Component skills of reading, including language and phonological processing (specifically Rapid Automatic Naming)
- Teacher and parent influences on reading skills
- Special Education
Early Learning Network: Critical Contributions of Classroom Ecology to Children's Learning (2016-2021, Institute for Education Sciences, R305N160024). This research will generate a comprehensive, empirically driven model of the dimensions of classroom ecology that shape children's academic and social development during the elementary grades. (PI Justice, Co-I Logan)
Efficacy of the BrightStart! Program for promoting the emergent literacy skills of prekindergarten children at risk for reading difficulties (2016-2021, Institute for Education Sciences, R305A160261). The purpose of this project is to test the efficacy of the Nemours BrightStart! program for prekindergarten children who need additional support in order to enter kindergarten with emergent literacy skills similar to their peers (PI Piasta, Co-I Logan).
Producing high quality childcare: Barriers and best practices in Columbus childcare centers (2016; The Ohio State University College of Education and Human Ecology).This project will survey local child care centers to document strategies these settings use to improve their quality. (PI: Purtell and Logan).
Read it Again: Mobile (2015-2018, Institute for Education Sciences R305A150274). This project will develop and test a mobile version of Read it Again, with the aim of significantly improving the quality of language and literacy instruction in preschool settings. (PI: Justice and Xie, Co-I Logan)
Evaluation of caregiver supports for early literacy intervention (2014-2016, National Institutes of Health, 1R21DC013599). This project examines the impacts of planned variations of theory-informed behavioral supports provided to caregivers of preschool children, and employs a factorial experimental design to test whether specific behavior-change techniques are more or less successful on their own and in multiple combinations. (PI: Justice and Logan)
- Logan, J. A. R. (July, 2017).Quantile regression: Detecting the relations you might be missing. Half-day workshop presented at the Interdisciplinary Methods Festival, The Ohio State University.
- Logan, J. A. R. (April, 2017).Using a Data Repository. Talk presented at the 18th Ave Library Research Commons, The Ohio State University.
- Logan, J. A. R. (May, 2017).SMART research designs. Mini-workshop presented at the first annual POWER meeting, Dillon, CA.
- Logan, J. A. R. (February, 2017).Using a Data Repository. Talk presented at the 18th Ave Library Research Commons, The Ohio State University.
- Logan, J. A. R. (September, 2016).Power analysis for research design. Half-day workshop presented at the Crane center for Early Childhood Research and Policy.
- Logan, J. A. R. (May, 2016).Latent Growth Modeling. Full-day workshop presented at the Association for Psychological Science.
- Khan, K. S., Purtell, K. M., Logan, J. A. R., Ansari, A., & Justice, L. M. (2017). Association Between Television Viewing and Parent-Child Reading in the Early Home Environment. Journal of Developmental & Behavioral Pediatrics.
- LARRC and Logan, J. A. R. (2017). Pressure Points in Reading Comprehension: A Quantile Multiple Regression Analysis. Journal of Educational Psychology.
- LARRC and Logan, J. A. R. (2017). Oral language and listening comprehensino: Same or different constructs. Journal of Speech, Language, and Hearing Research.
- Schmitt, M. B., Justice, L. M., & Logan, J. A.R. (2017). Intensity of language treatment: contribution to children's language outcomes. International Journal of Language & Communication Disorders.
- Justice, L. M., Logan, J.A.R., Jiang, H., & Schmitt, M. B. (2017). Algorithm-Driven Dosage Decisions (AD3): Optimizing Treatment for Children With Language Impairment. American journal of speech-language pathology, 26(1), 57-68
- Schmitt, M. B., Logan, J. A., Tambyraja, S. R., Farquharson, K., & Justice, L. M. (2017). Establishing Language Benchmarks for Children With Typically Developing Language and Children With Language Impairment. Journal of Speech, Language, and Hearing Research, 60(2), 364-378.
- Justice, L. M., Logan, J.A.R., & Kaderavek, J. N. (2017). Longitudinal Impacts of Print-Focused Read-Alouds for Children With Language Impairment. American Journal of Speech-Language Pathology, 1-14.
- Brian, A., Goodway, J. D., Logan, J. A. R., & Sutherland, S. (2017). SKIPing with teachers: an early years motor skill intervention. Physical Education and Sport Pedagogy, 22(3) 270-282.
- Hart, S., Logan, J. A. R., Thompson, L. A., Kovas, Y., McLoughlin, G., & Petrill, S. (2016). A latent profile analysis of math achievement, numerosity, and math anxiety in twins. Journal of Educational Psychology.
- Justice, L. M., Logan, J. A.R., Işıtan, S., & Saçkes, M. (2016). The home-literacy environment of young children with disabilities. Early Childhood Research Quarterly, 37, 131-139.
- Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., & Logan, J. A.R. (2016). Early childhood educators' knowledge, beliefs, education, experiences, and children's language-and literacy-learning opportunities: What is the connection? Early Childhood Research Quarterly, 36, 281-294.
- Guo, Y., Dynia, J. M., Logan, J. A., Justice, L. M., Breit-Smith, A., & Kaderavek, J. N. (2016). Fidelity of implementation for an early-literacy intervention: Dimensionality and contribution to children’s intervention outcomes. Early Childhood Research Quarterly, 37, 165-174.
- Justice, L. M., Logan, J.A.R., Schmitt, M. B., & Jiang, H. (2016). Designing Effective Speech-Language Interventions for Children in the Public Schools Leverage the Spacing Effect. Policy Insights from the Behavioral and Brain Sciences, 3, 85-91.
- Dynia, J. M., Brock, M. E., Logan, J. A., Justice, L. M., & Kaderavek, J. N. (2016). Comparing Children with ASD and Their Peers’ Growth in Print Knowledge. Journal of autism and developmental disorders, 1-11.
- Hart, S., Soden-Hensler, B., Logan, J.A.R., Schatschneider, C., Taylor, J., & Kershaw, S. (2016). Exploring how nature and nurture affect the development of reading. Developmental Psychology, 49(10).
- Pentimonti, J. M., Murphy, K. A., Justice, L. M., Logan, J. A. R., & Kaderavek, J. N. (2016). School readiness of children with language impairment: predicting literacy skills from pre-literacy and social–behavioural dimensions. International Journal of Language & Communication Disorders.
- Johanson, M., Justice, L. M., & Logan, J. A. (2016). Kindergarten Impacts of a Preschool Language-Focused Intervention. Applied Developmental Science, 20(2), 94-107.
- Pelatti, C. Y., Dynia, J. M., Logan, J. A., Justice, L. M., & Kaderavek, J. (2016). Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms. Child & Youth Care Forum (pp. 1-21).