Stephen Peck, PhD
Technical Consultant + Analytics/Evidence Lead
Steve’s primary interests relate to applying multilevel, pattern-centered person-in-context models of lifespan development to quality improvement systems (QIS) in the education and human services fields. This work focuses on integrating variable- and pattern-centered theoretical, measurement, and statistical models for (a) combining multivariate information about personal and contextual risks and opportunities; (b) identifying homogenous subgroups of people in contexts (i.e., lifespace configurations); (c) linking lifespace configurations across time and to additional indicators of lifespan development (e.g., youth skill growth); (d) examining the reliability and validity of QIS measures; and (e) evaluating quality-outcomes relations (e.g., quality of staff instructional practices -> youth skill growth).
Soc. Science Research Associate II, UM, Inst. for Social Research (ISR), Ann Arbor, MI (1995-2001)
Sr. Research Associate, Soc. Science, UM, Inst. for Res. on Women and Gender, Ann Arbor, MI (2001-2007)
Research Investigator, UM, ISR, Research Center for Group Dynamics, Ann Arbor, MI (2007-2013)Asst. Research Scientist, UM, ISR, Research Center for Group Dynamics, Ann Arbor, MI (2013-2016)
Sr. Research Fellow, David P. Weikart Center for Youth Program Quality, Ypsilanti, MI (2016-2018)
Consultant (2019- )
(Selected) Professional Development Activities
(a) Instructor for “Pattern-Centered Methods” seminars provided for students and staff at the University of California, Irvine, School of Education (2016-2107); (b) Consultant to the Weikart Center for Youth Program Quality, assisting with measurement and analysis issues associated with developing and evaluating quality improvement systems; “Applying Person‐Centered Approaches to Emerging Adult Research: An Introduction to LCA and LTA Models” Pre-conference workshop sponsored by the Society for the Study of Emerging Adulthood, Miami, FL (Cleveland, 2015); (c) “Baysian Methods for Prevention and Intervention Science” Workshop sponsored by the University of Michigan, Inter-University Consortium for Political and Social Research Summer Program in Quantitative Methods of Social Research (Kaplan, 2014); (d) “Growth Models with Time-Invariant and Time-Varying Covariates” (Curran, 2006); (f) “Analyzing Developmental Trajectories” (Nagin, 2006); (g) “Advanced Training in Developmental Research” (Gonzalez et al., 2005); (h) “Advanced Training on Structural Equation Modeling in Longitudinal Research” (McArdle, Nesselroade, Hedeker, Browne, Boker, 2004); (h) “APA Advanced Training Institute: Longitudinal Methods, Modeling, & Measurement” (McArdle, Nesselroade, Schmidt, Boker, Ghisletta, 2003)
California State University, Long Beach (B.A., Psychology-Research, 1985)
University of Montana, Missoula (M.A., Experimental Social Psychology, 1990)
University of Michigan (UM), Ann Arbor (Ph.D., Personality Psychology, 1995)
Peck, S. C., Roy, L., Macleod, C., & Smith, C. (2019). Social and Emotional Learning Program Quality Assessment (Version 4.5) – Phase 1 Validation Study Report. Ypsilanti, MI: The David P. Weikart Center for Youth Program Quality – A Division of the Forum for Youth Investment.
Peck, S. C., Smith, C., Hillaker, B., Macleod, C., Roy, L., Helegda, K., & Smith, L. (2018). Measurement manual for the Staff Rating of Youth Behavior – Short Form. Ypsilanti, MI: The David P. Weikart Center for Youth Program Quality – A Division of the Forum for Youth Investment.
Smith, C., McGovern, G., Peck, S. C., Larson, R. W., Hillaker, B., & Roy, L. (2016). Preparing youth to thrive: Methodology and findings from the social and emotional learning challenge. Washington, DC: FYI.
Peck, S. C., Brodish, A. B., Malanchuk, O., Banerjee, M., & Eccles, J. S. (2014). Racial/ethnic socialization and identity development in Black families: The role of parent and youth reports. Developmental Psychology, 50, 1897-1909.
Smith, C., Akiva, T., McGovern, G., & Peck, S. C. (2014). Afterschool Quality. New Directions for Youth Development, 144, 31-41.
Peck, S. C. (2009). Using multilevel systems theory to integrate dynamic person-in-context systems. Journal of Research in Personality, 43, 262-263
Peck, S. C., Roeser, R. W., Zarrett, N., & Eccles, J. S. (2008). Exploring the roles of extracurricular activity quantity and quality in the educational resilience of vulnerable adolescents: Variable- and pattern-centered approaches. In S. C. Peck & L. Feinstein (Eds.), Unexpected educational pathways. Journal of Social Issues, 64, 135-155.
Peck, S. C. (2007). TEMPEST in a gallimaufry: Applying multilevel systems theory to person-in-context research. Journal of Personality, 75, 1127-1156.