Ph.D., Newport University, 1978
Principal, Research Institute for Key Indicators
Professor of Human Development and Family Studies, and Psychology, Penn State (retired)
Phone: (717) 944-5868
Childcare, infants, parent-child relationships, preschool, program development/ evaluation, public policy, toddlers.
Examples of Prevention Projects
Early Care and Education, and Infant and Toddler
Greater Harrisburg Foundation, Harrisburg, Pennsylvania and Keystone University Research Corporation, Erie, Pennsylvania and Department of Public Welfare, Harrisburg, Pennsylvania
Start Date: 2000
Mentoring Evaluation Projects, York, Lebanon,
Cumberland, Lycoming Counties, Pennsylvania
Start Date: 2002
Early Childhood Quality Study, Governor’s Task Force on
Early Care and Education
Start Date: 2002
Regional Training Organization and Stars Technical Assistance Agency
Start Date: 2003
The Institute has been designated as the regional training organization for south central Pennsylvania. A collaboration is in place with the Penn State Department of Human Development and Family Studies to cover all 24 counties of the Department of Public Welfare's Central Region related to Keystone Stars technical assistance.
Fiene, Greenberg, Bergsten, Carl, Fegley, & Gibbons (2002). The Pennsylvania early childhood quality settings study , Harrisburg, PA: Governor's Task Force on Early Care and Education.
Fiene, R. (2002). Improving child care quality through an infant caregiver mentoring project. Child and Youth Care Forum, 31(2), 75–83.
Fiene, R. (2002). Licensing related indicators of quality child care. Child Care Bulletin, Winter, 12–13.
Fiene, R. (2002). Thirteen indicators of quality child care: Research update. Washington, DC: Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services.
Johnson, Fiene, R., Keat, Darling, Pratt, & Iutcovich (2002). Mastering course content and learner satisfaction: A comparison of regular classroom instruction with three variations of internet delivery. Journal of Early Childhood Teacher Education, 22(4), 267–274.