Category: Publication
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Elizabeth A. Steed Published in the British Educational Research Journal
The future in a bubble: Supporting Finnish early childhood professionals working in diverse settings “The purpose of this study was to contribute to the knowledge about early childhood education and care (ECEC) personnel’s perception of the support structures that are most effective in assisting them in their work with culturally and linguistically diverse children. This…
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Franci Crepeau-Hobson Awarded Fellow Status by the American Psychological Association
Congratulations to Franci Crepeau-Hobson, who was awarded Fellow status by the American Psychological Association. After careful consideration by the APA Fellows Committee, and upon the recommendation of the APA Board of Directors, the APA Council of Representatives has elected Dr Franci Crepeau-Hobson to Fellow status in the American Psychological Association, effective January 1, 2026. Fellow status is awarded, in part, on…
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Heather Lynn Johnson and Evan McClintock Published in Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education
TASK-BASED INTERVIEW AS BOUNDARY OBJECT IN MATHEMATICS EDUCATION RESEARCH [Click here to read]
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Dr. Margarita Bianco, Dr. Robin Brandehoff, Dr. Marvin Lynn, Dr. Madhavi Tandon, and Dr. antwan jefferson published in NASBE’s special issue: The Educators Students Deserve: Four State Policy Approaches, Now
Congratulations to Drs. Bianco, Brandehoff, Lynn, Tandon, and jefferson! A new special issue of the State Education Standard, published by NASBE, explores how four states—California, Colorado, New York, and Texas—are working to broaden, strengthen, diversify, and sustain their educator pipelines. Read the special edition, The Educators Students Deserve: Four State Policy Approaches, now. Colorado’s report…
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Elizabeth Steed Published in Early Childhood Education Journal
“We sought to contribute to the paucity of research on inclusion and belonging in early childhood contexts by exploring the perspectives of teachers and family members in a mixed methods case study in one inclusive early childhood program in the United States. Thematic analysis of teacher survey responses and family focus group transcripts revealed four…