Beth Casey, Ph.D

Boston College

Lynch School of Education

 

   
 

 

 

Publications

Dr. Casey has published over 40 articles and chapters in diverse fields. Her research interests have centered on understanding how individuals differ in their patterns of thinking and the influence of these differences on the educative process. She has focused in particular on gender differences in spatial ability and the impact of these differences on success at mathematics. She has also examined the development of problem-solving and planning skills in young children.

In the field of education, she has published in the Journal of Research in Mathematics Education, Teaching Children Mathematics, a Special Monograph on Early Childhood Mathematics published by the National Council of Supervisors of Mathematics, the Journal of Teacher Education, Phi Delta Kappan, Early Childhood Research Quarterly, and Young Children.

Her articles in developmental psychology have been published in Developmental Psychology, Developmental Review, Intelligence, Journal of Experimental Child Psychology, and Journal of Applied Developmental Psychology.

She has published widely in neuropsychology as well, and her research interests have focused on how patterns of brain organization can lead to both abilities and deficits in thinking processes. She has published in Developmental Neuropsychology, Brain and Cognition, Cognitive Neuropsychology Journal of Clinical and Experimental Neuropsychology, and Neuropsychologia.

In collaboration with Sumru Erkut, the external evaluator of this NSF-funded research, Dr. Casey is in the process of writing up the results of several evaluation research studies on the effectiveness of the ‘Round the Rug Math book series. In future research studies, she will continue in both directions: investigating the effectiveness of storytelling as a medium for teaching spatial and mathematical concepts, and exploring the different ways that individual learn and the strategies they use for solving problems.

 

 

 

BOOKS

Casey, B., Goodrow, A., Schiro, M., & Anderson, K. (2002). Teeny visits Shapeland. Chicago, IL: The Wright Group/ McGraw-Hill.

Casey, B., Paugh, P., & Ballard, N. (2002). Sneeze builds a castle. Chicago, IL: The Wright Group/ McGraw-Hill.

Schiro, M., Casey, B. & Anderson, K. (2002). Tan and the Shape Changer. Chicago, IL: The Wright Group/ McGraw-Hill.

Anderson, K., Casey, B., & Kerrigan, M. (2002).  Froglets do the measuring. Chicago, IL: The Wright Group/ McGraw-Hill.

Casey, B., Napoleon, I., Schiro, M., & Anderson, K. (2002). Finding Mathapotamus. Chicago, IL: The Wright Group/ McGraw-Hill.

Casey, B., Anderson, K., & Schiro, M. (2002). Layla discovers secret patterns. Chicago, IL: The Wright Group/ McGraw-Hill.

 

Casey, B. (2004). Section Editor: Data analysis and graphing.  In J. Copley (Ed.)  Showcasing mathematics for the young child: Activities for three-, four-, and five-year-olds. Reston, VA: National Council of Teachers of Mathematics and National Association for the Education of Young Children. Member of National Council of Teachers of Mathematics Early Childhood Editorial Panel.

 

Casey, B. (2004). Section Editor: The Hanny stories: Storytelling and mathematics across the early childhood mathematics curriculum.  In J. Copley (Ed.)  Showcasing mathematics for the young child: Activities for three-, four-, and five-year-olds. Reston, VA: National Council of Teachers of Mathematics and National Association for the Education of Young Children. Member of National Council of Teachers of Mathematics Early Childhood Editorial Panel.

 


RESEARCH ARTICLES AND CHAPTERS

 

Erkut, S., Ceder, I., Casey, M. B., & Mercer Young,  J. Use of a storytelling context to improve girls’ and boys’ geometry skills in kindergarten. Paper submitted to Early Childhood Research Quarterly.

Nuttall, R., Casey, M. B., & Pezaris, E. (in press). Spatial ability as a mediator of gender differences on mathematics tests: A biological–environmental framework. In A. M. Gallagher & J. C. Kaufman (Eds.), Mind the gap: Gender differences in mathematics. New York, N.Y.: Guilford Press.

 

Casey, B., Pezaris, B., Anderson, K., Bassi, J. (2004). Gender differences in spatial skills: Implications for the mathematics education of young children. C. Greenes, & J. Tsankova (Eds.) Challenging  young  children mathematically (pp. 28-39). Golden, Co.: NCSM. Special Monograph on Early Childhood Mathematics. National Council of Supervisors of Mathematics.

 

Casey, B., Kersh, J. E., & Mercer Young, J. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly: Special Issue on Mathematics and Science.

 

Casey, B., & Bobb, B. (2003). The power of block building. The Early Childhood Corner section of Teaching Children Mathematics. Reston, VA: National Council of Teachers of Mathematics.

 

Casey, B. (2003). Mathematics problem-solving adventures: A language-arts based supplementary series for early childhood that focuses on spatial sense. In D. Clements, J. Sarama, & M. A. DiBaise (Eds.), Engaging young children in mathematics: Results of the conference on standards for pre-school and kindergarten mathematics education. Mahwah, NJ: Erlbaum Associates.

 

Casey, M. B. Developmental perspectives on gender. (2002). In S. Kornstein and A. Clayton (Eds.), Textbook of Women’s Mental Health. New York, NY:  Guilford Press.

 

Casey, M.B., Nuttall, R.L., & Pezaris, E. (2001).  Spatial-mechanical reasoning skills versus mathematics self-confidence as mediators of gender differences on mathematics subtests using cross-natioanl gender-based items. Journal for Reseach in Mathematics Education, 32, 28-57.

 

Casey, M. B., Cohen, M., Schuerholz, L. J., Singer, H. S., & Denckla, M. (2000). Language-based cognitive functioning in parents of offspring with ADHD comorbid for Tourette Syndrome or learning disabilities. Developmental Neuropsychology,17, 85-110.

 

Casey, M. B., Nuttall, R. L., & Pezaris, E. (1999). Evidence in support of a model that predicats how biological and environmental factors interact to influence spatial skills. Developmental Psychology, 35, 1237-1247.

 

Casey, M. B., Nuttall, R. L., & Pezaris, E. (1997). Mediators of Gender Differences in Mathematics College EntranceTest Scores: A Comparison of Spatial Skills with Internalized Beliefs and Anxieties. Developmental Psychology, 33, 669-680.

 

Casey, M. B. (1996). Understanding individual differences in spatial ability within females: A nature/ nurture interactionist framework. Developmental Review, 16, 241-260.

 

Casey, M. B. (1996). A reply to Halpern's commentary on my research. Developmental Review, 16, 271-283.

 

Casey, M. B. (1997). The Psychology of Gender. By A. E. Beall and R. J. Sternberg. Guilford Press, New York, 1994, 278 pp. Reviewed by M. Beth Casey. Archives of Sexual Behavior.

 

Casey, M. B. (1996). Gender, sex, and cognition: Considering the interrelationship between biological and environmental factors. Learning and Individual Differences, 8, 39-53.

 

Casey, M. B. (1996). Do gender differences in spatial skills mediate gender differences in mathematics among high ability students? Behavioral and Brain Sciences, 19, 247-248.

 

Casey, M. B. (1995). Empirical support for Annett's conception of the heterozygotic advantage. Cahiers de Psychologie Cognitive, 14, 520-529.

 

Prevost, R., Bronson, M. B., & Casey, M. B. (1995). Planning processes in preschool children. Journal of Applied Developmental Psychology, 16, 505-527.

 

Cohen, G. N., Bronson, M. B., & Casey, M. B. (1995). Planning as a factor in school achievement. Journal of Applied Developmental Psychology, 16, 405-428.

 

Casey, M. B., Nuttall, R., Pezaris, E., & Benbow, C. P. (1995). The influence of spatial ability on gender differences in math college entrance test scores across diverse samples. Developmental Psychology, 31, 697-705.

 

Casey, M. B., Brabeck, M. M., Nuttall, R. (1995). As the twig is bent: The biology and socialization of gender roles in women. Brain and Cognition, 27, 237-246.

 

Casey, M. B., & Tucker, E. C. (1994). Problem-centered classrooms: Creating lifelong learners. Phi Delta Kappan, October, 139-143.

 

Casey, M. B. & Howson, P. (1993). Educating preservice students based on a problem-centered approach to teaching. Journal of Teacher Education, 44, 1-9.

 

Casey, M. B. Winner, E., Benbow, C. P., Hayes, R., & DaSilva, D.  (1993). Skill at image generation:  Handedness interacts with strategy preference for individuals with ability in math, science, and art.  Cognitive Neuropsychology, 10, 57-77.

 

Casey, M. B., Pezaris, E., Nuttall, R. L. (1992). Spatial ability as a predictor of math achievement: The importance of sex and handedness patterns. Neuropsychologia, 30, 35-45.

 

Pezaris, E., & Casey, M. B.  (1992). Girls who use "masculine" problem-solving strategies on a spatial task:  Proposed genetic and environmental factors. Brain and Cognition, 17, 1-22.

 

Casey, M. B., Colon, D., & Goris, Y. (1992) Family handedness as a predictor of spatial ability among minority girls in a math-science training program. Brain and Cognition, 18, 88-96.

 

Winner, E., & Casey, M. B. (1992).  Cognitive profiles of artists. In J. Cupchik and J. Lazlo (Eds.)  Emerging visions:  Contempory approaches to aesthetic process.  Cambridge: Cambridge University Press. 

 

Winner, E., Casey, M. B., DaSilva, D., & Hayes, R. (1991) Spatial abilities and

            reading deficits in visual artists.  Empirical Studies in the Arts, 9, 51-63.

 

Casey, M. B. (1991).  The hidden curriculum of guided learning:  A review of Apprenticeship in thinking by Barbara Rogoff. Merrill-Palmer Research Quarterly, 37, 335-342.

 

Casey, M. B. & Lippman, M. (1991).  Learning to plan through play. Young Children, 46, 52-58.

 

Casey, M. B., Bronson, M. B., Tivnan, T., Riley, E., & Spenciner, L. (1991)  Differentiating preschoolers' sequential planning ability from general intelligence:  A study of organization, systematic responding, and efficiency in young children. Journal of Applied Developmental Psychology, 12, 19-32.

 

Casey, M. B., Winner, E., Hurwitz, I., & DaSilva, D. (1991).  Does processing style affect recall of the Rey-Osterrieth or Taylor Complex Figures?  Journal of Clinical and Experimental Neuropsychology, 13, 577-583.

 

Casey, M. B., Nuttall, R., & Brabeck, M. M. (1990).  Differences in feminine and masculine characteristics in women as a function of handedness:  Support for the Geschwind/Galaburda theory of brain organization.  Neuropsychologia, 28, 749-754.

 

Weinstein, C. S., Kaplan, E., Casey, M. B., & Hurwitz, I. (1990). Delineation of female

          performance on the Rey-Osterrieth Complex Figure.  Neuropsychology, 4, 117-        127.

 

Casey, M. B., & Brabeck, M. M. (1990).  Women who excel on a spatial task:  Proposed genetic and environmental factors. Brain and Cognition, 12, 73-84.

 

Casey, M.B. (1990).  A planning and problem-solving preschool model: The methodology of being a good learner. Early Childhood Research Quarterly, 5, 53-67.

 

Casey, M. B. & Brabeck, M. M. (1989).  Exceptions to the male advantage on

           a spatial task:  Family handedness and college major as a factor identifying women who excel.  Neuropsychologia, 27, 689-696.

 

Casey, M. B., Brabeck, M. M. & Ludlow, L. H.  (1986).  Familial handedness and its' relation to spatial ability following strategy instruction.  Intelligence, 10, 389-406.

 

Casey, M. B.  (1986).  Individual differences in selective attention among prereaders:  A key to mirror-image confusions. Developmental Psychology.  22, 58-66.

 

Casey, M. B.  (1984).  Individual differences in use of left-right visual cues:  A  reexamination of mirror-image confusions in preschoolers. Developmental Psychology, 20, 551-559.

 

Richards, R. L. & Casey, M. B. (1979) Predictors of achievement in a model two-year college.  Community/Junior College Research Quarterly, 4, 205-2l4.

 

Casey, M. B. (1979). Color versus form discrimination learning in one-year-old infants. Developmental Psychology, 15, 341-343.

 

Casey, M. B. (1976).  Conditions which increase blocking of incidental information in young children. Journal of Experimental Child Psychology, 22, 468-477.

 

Casey, M. B. (1975).  The effect of training procedures on the over-learning reversal effect in young children. Journal of Experimental Child Psychology, 20, 1-12.