Dale Clark Farran

{{Orphan|date=January 2019}}

Dale Clark Farran is the Antonio and Anita Gotto Chair in Teaching and Learning and Interim Director of the Peabody Research Institute at Vanderbilt University. Her research includes the only randomized control trial of a statewide prekindergarten program.{{Cite web|url=https://my.vanderbilt.edu/tnprekevaluation/files/2013/10/August2013_PRI_Kand1stFollowup_TN-VPK_RCT_ProjectResults_FullReport1.pdf|title=Evaluation of the Tennessee Voluntary Prekindergarten Program: Kindergarten and First Grade Follow‐Up Results from the Randomized Control Design}}

Farran spent ten years with the Abecedarian Project, three years developing the Kamehameha School in Hawaii, and nine years working with the University of North Carolina at Greensboro before beginning her position with Vanderbilt University. Her primary research emphasis is on evaluating the effectiveness of alternative preschool curricula for preparing children from low-income families to transition successfully to school. She has published over 100 peer-reviewed articles and book chapters. Farran's work has contributed to the knowledge base on self-regulation skills development,{{Cite journal|last1=Wilson|first1=Sandra Jo|last2=Farran|first2=Dale C.|date=Spring 2012|title=Experimental Evaluation of the Tools of the Mind Preschool Curriculum.|url=https://eric.ed.gov/?id=ED530179|journal=Society for Research on Educational Effectiveness|language=en}} mathematical reasoning and teaching strategies to facilitate greater math learning,{{Cite journal|last=Rittle-Johnson|first=Bethany|last2=Fyfe|first2=Emily R.|last3=Hofer|first3=Kerry G.|last4=Farran|first4=Dale C.|date=2017-09-01|title=Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11|journal=Child Development|language=en|volume=88|issue=5|pages=1727–1742|doi=10.1111/cdev.12662|pmid=27921305|issn=1467-8624|doi-access=free}} using data to drive change in teacher behavior,{{Cite journal|last=Farran|first=Dale C.|last2=Meador|first2=Deanna|last3=Christopher|first3=Caroline|last4=Nesbitt|first4=Kimberly T.|last5=Bilbrey|first5=Laura E.|date=2017-09-01|title=Data-Driven Improvement in Prekindergarten Classrooms: Report From a Partnership in an Urban District|journal=Child Development|language=en|volume=88|issue=5|pages=1466–1479|doi=10.1111/cdev.12906|pmid=28752921|issn=1467-8624}} and curricula and their impact on child achievement outcomes.{{Cite web|url=https://ies.ed.gov/ncer/pubs/20082009/pdf/20082009_1.pdf|title=Effects of Preschool Curriculum on Programs on School Readiness}}