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Fiona K. Innes Helsel, Ph.D.

Dr. Innes Helsel's current research interests focus on what impacts young children's academic and behavioral readiness for school. She is currently coordinating a comprehensive review of early childhood education interventions for the What Works Clearinghouse, an initiative of the U.S. Department of Education.

Positions

  • Senior Research Analyst, American Institutes for Research, Washington, DC.

 

Education

  • Ph.D., 1999, Purdue University, Developmental Studies

 

Relevant Publications

  • U.S. Department of Health and Human Services (2003, June). Building Futures, The Head Start Impact Study: Interim Report to Congress. Washington, DC.
  • Sherman, R., Rudick, S., Kendziora, K., Weidler, D., & Innes, F. (2001). Putting the PRO in protoge: A guide to mentoring in Head Start and Early Head Start. Report for the Policy and Program Studies for the Administration on Children, Youth, and Families, American Institutes for Research, Washington, DC.
  • Diamond, K. E., & Innes, F. K. (2001). The origins of young children's attitudes toward peers with disabilities. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 159-177). Baltimore, MD: Paul H. Brookes Publishing Company.
  • Innes, F. K., & Diamond, K. E. (1999). Typically developing children's interactions with peers with disabilities: Relationships between mothers' comments and children's ideas about disabilities. Topics in Early Childhood Special Education, 19(2), 103-111.
  • Powell, D. R., Innes, F., & Wilcox-Herzog, A. (1999). Evaluation of the Indiana Child Care Financing Initiative. West Lafayette, IN: Purdue University, Department of Child Development and Family Studies.

 

Contributed Content