Sarah is a research associate in the Curry School of Education. Sarah earned a Master's degree
in early childhood special education from Vanderbilt University and a Doctorate in special
education from the University of Illinois. Sarah's research interests include:
social and educational policy designed to promote the health and development of young children,
strategies to support successful transitions in early childhood and interventions to promote school
success for children who are at-risk for school failure or who have mild disabilities. 

Prior to joining the Curry School, Sarah was faculty at the University of Wisconsin-Eau Claire,
where she taught courses in teacher education. Sarah is a former preschool special education
teacher who has worked with preschool and Head Start programs across the country.

Hadden, D.S. & Pianta, R.C. (2006). Clinical consultation with teachers for improved
preschool literacy instruction. In Justice, L.M. (Ed.) Clinical Approaches to Emergent
Literacy Instruction: San Diego, CA: Plural Publishing.

Hadden, D.S. & Pianta, R.C. (2006). MyTeachingPartner: An innovative approach to professional
development for early childhood educators. Young Children.

Hadden, D. S. (2003). Entering preschool: Supporting family involvement in the age three
transition. In M. Ostrosky & E. Horn (Eds.)  Young Exceptional Children Monograph Series No. 5:
Family based practices . Longmont, CO.: Sopris West.