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Department of Early Childhood Education

College of Education

Ph.D. Faculty

Early Childhood PhD Faculty

Evanshen PhD faculty photo

Dr. Pamela Evanshen
Professor
Department Chair
PhD Program Co-Coordinator

 
Contact:
423-439-7695
Warf-Pickel 209

 

Research interests
Under construction.

Broderick PhD faculty photo

Dr. Jane Tingle Broderick

Professor
PhD Program Co-Coordinator
Emergent Inquiry Certificate Program Coordinator


423-439-7695
Warf-Pickel 214

 

Research interests

Emergent Inquiry Curriculum

  • Emergent curricula teacher planning practices
  • Emergent curricula teacher practices
  • Teacher development
  • Teacher Professional Development
  • Learning communities and other collaborative, democratic, constructivist modes

Embedded in these are other topics

  • Creativity
  • Documentation
  • Play
  • Children's perceptions of their peer culture and social structure during play
  • The role of materials and environment on learning
  • Children’s conceptual understanding of their world/conceptual development
  • Family involvement
  • The teaching and learning environment
  • Constructivist theory and principles are embedded in all interests noted
  • The early learning environment

Extensions of these interests

  • Advocacy for Children's rights and Quality EC 
Current Research & Creative Projects

Cycle of Inquiry Research

My research has focused on Reggio inspired emergent curriculum. With my colleague, Seong Bock Hong (University of Michigan-Dearborn), we developed the Cycle of Inquiry System (COI) (Broderick & Hong, 2011) a pedagogical tool to aid teachers in documenting the valuable thinking processes they engage in when planning emergent curricula based on their observations of children.

  • observing children
  • interpreting observations with the child's thinking in mind
  • developing actions questions for  learning that are close to what the child has in mind
  • forming a plan to guide children's authentic inquiry, reflectively evaluating the implementation (Broderick & Hong, 2011). 

With the assistance of Mike Garrett, Early Childhood PhD graduate, we developed a model for emergent curricula observation and planning processes based on a cycle of inquiry.  We also developed a COI rubric indicating levels of development with documenting within a cycle of inquiry curriculum.

COI Focus Group Study

To learn the ways that Reggio inspired preschool teachers interpret the language of the COI rubric, if the language matches their practices, or if the COI can be revised using new language that will make it more user friendly to practitioners.  Another purpose of this study is to discover the practices articulated within the COI that Reggio inspired teachers are documenting in their settings, to be able to identify a group of RE practitioners whose practices are aligned among each other. With this information, aligning programs through practices, we can begin to study the practices in relation to child outcomes.  Also, another goal is to learn of gaps in teachers COI practices where training might be welcome to bring a group in alignment around practices.  Additionally, we seek to identify teachers’ perceptions of Reggio inspired observation and planning practices.  A final purpose is to identify the ways that different groups of Reggio inspired teachers define Reggio inspired practices, to see if these align across groups and how they align with identified practices.

  • 2017-2018: Locate participating schools, introduce study to administrators (directors and pedagogical support personnel).
  • 2018-Fall: Implemented two focus groups with administrators and teachers in one participating school.
  • 2019-Spring & Summer: Implemented focus groups with administrators and teachers in second participating school. Collect related artifacts and analyze data.
  • A PhD Fellow, Narges Sareh, has assisted with the design and implementation of this project.
  • A PhD graduate assistant, Patience Mensah-Bonsu, has assisted with the project implementation.
  • We welcome assistance from Early Childhood students (contact Dr. Broderick)

Establishing a Regional Materials Learning Lab: A feasibility study

Issue: Next Generation Science Standards and other new process standards include an increased  expectation of inquiry learning in schools.  Early education teachers, however, lack sufficient resources and support to facilitate inquiry with young children, including ongoing professional development, to support  learning in their day to day teaching practices.

Currently seeking funds to  design and implement a Materials Learning Lab in downtown Johnson City, TN.  The proposed Materials Learning Lab will provide a vibrant learning environment for early childhood learners, parents and teachers with a tangible intersection between children’s learning and the community.  The lab will be housed within Atelier 133, an emerging studio/gallery/classroom space currently under development in Johnson City, TN.   Inspired by the schools of Reggio Emilia, Italy and their relationship with a recycling center (REMIDA), the Materials Learning Lab will provide workshops for teachers, children, and families organized around collections of materials that are discards from local and regional businesses.  Acceptable materials will be able to be transformed, explored for the unique quality of their properties and with potential to represent concepts across disciplines. Safety will be a first consideration. The incorporation of materials obtained from the community will facilitate the children’s understanding of the materials and also the ways these materials are used in the community. 

Various lines of research can emerge from this project:

  • Teachers' efficacy with creativity
  • Teachers' efficacy with inquiry
  • Teachers explorations with innovative materials: Thinking, representations, application.
  • The influence of conversations during materials explorations; with materials, self, peers, facilitator.
Citations

Broderick, J. & Hong, S. B (in press). The Cycle of Inquiry System: Organizing emergent curricula teacher planning. Washington, DC: NAEYC. 

McAuliffe, C., Hong, S. B., & Broderick, J. (in-progress). Drawing to Learn: A Classroom Case Study.

  • Drawing to observe; Drawing to plan for problem solving; Drawing to communicate learning; Related curriculum planning.

Broderick, J. T., Aslinger, R., & Hong, S. B. (2018).  Baking cookies: Using emergent curriculum to explore physical science and measurement, Science & Children, v 56, n3, pp. 34-44.

Broderick, J. T. & Matson, J. (2015). Creativity and Curriculum: “Exploring Theories of Creativity Through Our Shape Investigation.” In Ewards, C. P. & Carotta, C. (Eds.) Listening to Children, Seeing Possibilities: Stories from an Inquiry Circle at the Center for Childhood Deafness, Omaha, Nebraska, and Beyond. Omaha, NE: Boys Town National Research Hospital. (pp 82-93).

Matson, J. & Broderick, J. T. (2015). Explorations in Science: “Ice Melting,” In Ewards, C. P. & Carotta, C. (Eds.) Listening to Children, Seeing Possibilities: Stories from an Inquiry Circle at the Center for Childhood Deafness, Omaha, Nebraska, and Beyond. Omaha, NE: Boys Town National Research Hospital. (pp 94-105).

Carter, J.; Broderick, J. T. & McGaha, C. (2015). Creativity and Curriculum: Explorations in Early Literacy:  “Wild Things,” In Ewards, C. P. & Carotta, C. (Eds.) Listening to Children, Seeing Possibilities: Stories from an Inquiry Circle at the Center for Childhood Deafness, Omaha, Nebraska, and Beyond. Omaha, NE: Boys Town National Research Hospital. (pp106-118).

Broderick, J. T. & Hong, Seong Bock Hong (2011). Introducing the Cycle of Inquiry System: A reflective inquiry practice for Early Childhood teacher development, Early Childhood Research and Practice, 13(2). http://ecrp.uiuc.edu/v13n2/broderick.html .

Broderick, J.T. & Hong, S. B. (2005) Inquiry in Early Childhood Teacher Education: Reflections on practice, The Constructivist, 16(1), Fall 2005. http://www.odu.edu/educ/act/journal/vol16no1/index.html. 

Broderick, J. T. (2004) Initiating experiences with clay and drawing as dynamic conversations, Canadian Children, Spring, 29(2),7 – 13.  

Hong, S. B. & Broderick, J.T. (2003) Instant video revisiting for reflection: Extending the learning of children & teachers, Early Childhood Research and Practice, Spring 2003, http://ecrp.uiuc.edu/v5n1/index.html.

Working with students

Dissertations for which I served or am serving as a Chair

Wohlford, G. (2018).   The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children.

Garrett, M. D. (2019). Seeing the World Differently. An Exploration of a Professional Development Model Bridging Science and Lay Cultures

Voit, T. (in-progress).  Head Start Preschool teachers’ beliefs and perceptions of Reggio Emilia principles utilized within in their own setting.

Theses for which I served or am serving as a Chair

Pearce, L. (in-progress). The Impact of Natural Playscapes on Toddler Play.

Ballantyne, K, (in-progress). Early childhood teachers' perceptions of the concept of student collaboration.

Ashe, A. S. (2008).  Inquire Within: The Connection Between Teacher Training in Inquiry
Learning Methodology and Classroom Practice.

Where I've served as a Committee Member

Landy, C. (2018).  The State of Outdoor Education in Northeast Tennessee: Preschool Teacher Attitudes Toward Outdoor Education.

Johnson, M. (2018). Design and Validation of a Scale for Preschoolers:
Measuring Nutrition Knowledge, Beliefs, and Behaviors. 

Cassidy, K. (2015). Determining if Grandparents as Primary Caregivers of Pre-K through Third Grade Students in Northeast Tennessee Perceive Delivery of Information and Services Offered as Effective in Decreasing Early Chronic Absence.

White, W. (2015). The Relationship Between an Affective Instructional Design, Children’s Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children.

Supporting student research

Hatcher, A. & Broderick, J. (2018). A fresh start: Year one in our Reggio inspired program,  ETSU Early Childhood Conference, Kingsport, TN.

Mensah-Bonsu, P., Sareh, N., Broderick, J. (2018) Increasing preschool teachers’ productive conversations using a cycle of inquiry system. National Association for Early Childhood Teacher Educators, Washington, DC.

Mensah-Bonsu, P. & Sareh, N. (2018). Examining the effects of a teacher training system on preschool teachers’ productive and non-productive conversation with children during the free play time, ETSU Early Childhood Conference, Kingsport, TN.

Mensah-Bonsu, P. & Sareh, N. (2018). Examining the effects of a teacher training system on preschool teachers’ productive and non-productive conversation with children during the free play time, Appalachian Research Forum, ETSU.

Broderick, J., Ballantyne, K., & Aslinger, R., Hong, S. B.  (2017). Children's perceptions of their social world, Association for Constructivist Teaching, Fullerton, CA.

Broderick, J., Ballantyne, K., & Aslinger, R. (2017). Children's perceptions of their social world, ETSU Early Childhood Conference, Kingsport, TN. 

Characteristics of my work with students: I really enjoy research and working with students, and find that I learn so much from students.

  • I recommend establishing consistent meeting schedules to move research along (2 or 3-week intervals depending).
  • I am a flexible thinker who works creatively to draw out student's ideas, to really hear what the student is thinking and help the student build on that.
  • I like to work collaboratively with the committee members throughout, organizing a group who brings skills necessary for the project and relying on their expertise as needed.
  • As a mentor of a GA or Fellow I like to partner with students, use their ideas, hold collaboration meetings to consistently keep communications, goals and tasks clear.
  • My current GA and Fellow state that I keep them actively informed and involved.
Strengths & abilities

Qualitative research, single case design, strong with organization skills and collaboration with committee members to best utilize the skills of each.

Facun-Granadozo PhD faculty photo

Dr. Ruth Facun-Granadozo

Assistant Professor 

Contact:
423-439-1000
Warf-Pickel 202
facunr@etsu.edu

 

Research interests
  1. Teacher Preparation for Literacy Instruction
  2. Professional Development Programs for Early Childhood Educators (related to language and literacy instruction)
  3. Diversity Competence of Early Childhood Professionals
  4. Diversity in Early Childhood Settings
Current Research & Creative Projects
Dr. Facun-Granadozo is currently working on research studies related to teacher candidates’ development in different areas (e.g., questioning, planning instruction, general pedagogical knowledge). She is also working with different groups on campus and in the community on topics related to working with children from diverse cultural and linguistic backgrounds.
Working with students
Dr. Facun-Granadozo involves her graduate assistants in all her research undertakings. She believes that having extensive research-related experiences is very helpful for developing scholars. She invites doctoral students, who are interested in qualitative inquiry and/or have similar research interests as hers, to work with her for their research apprenticeship. Additionally, she mentors a couple of doctoral students in their teaching-related experiences.
Strengths & abilities
Dr. Facun-Granadozo has a good preparation for both qualitative and quantitative research methods. She has strong time management and organization skills, and is also attentive to details – all of which are critical skills for completing a dissertation/other research undertaking. One of her strengths is finding and analyzing key pieces of information to inform future directions.

 

alissa_langeDr. Alissa Lange

Assistant Professor,  

423- 439-7322
Warf-Pickel 208A
langea@etsu.edu

 

 

Research interests

Early childhood science, technology, engineering, and mathematics (STEM) professional development, teaching, and learning.
Issues related to teaching young dual language learners (DLLs)
Family engagement and informal learning in STEM.

Current Research & Creative Projects

SciMath-DLL professional development project (https://www.ecstemlab.com/scimath-dll.html)
Math and Science Story Time (MASST) series (www.masstprogram.org)
Collaboration with Children's Literacy Initiative (CLI) to revise and evaluate preschool curriculum, Blueprint (http://cliblueprint.org/)

Citations

Robertson, L., Nivens, R., & Lange, A. A. (under review). Tackling Integrated STEM in Elementary Education: A Collaborative Approach. International Journal of Science and Mathematics Education.

Lange, A. A. (under review). Evaluation of a technology tool to improve reading fluency in elementary school students. Educational Technology Research and Development

Mano, H., Molina, K., Nayfeld, I., & Lange, A. A. (under review). Science and Children.

Lange, A. A., Lodien, D., & Lowe, A. (in press). The worms are dancing! An integrated learning experience with preschoolers. Science and Children.

Lange, A. A., Brenneman, K., & Mano, H. (in press). Teaching STEM in the Preschool Classroom: Exploring Big Ideas with 3-5 Year Olds. New York, NY: Teachers College Press.

Brenneman, K., Lange, A. A., & Nayfeld, I. (2018). Development and refinement of a professional development model for preschool teachers to improve STEM teaching for DLLs and all learners. Early Childhood Education Journal, doi-org.iris.etsu.edu:3443/10.1007/s10643-018-0912-z

Lange, A. A., Brenneman, K., & Mano, H. (under review). Teaching STEM in the Preschool Classroom. [book]. Teachers College Press.

Lange, A.A. (2017). Is a pizza slice a triangle? Building accurate mathematical foundations in preschool using a fun, interactive, and research-based approach. October 20, Annual conference of the Tennessee Association for Children’s Early Education (TACEE). Gatlinburg, TN.

Lange, A.A., Mano, H., & Geiken, R. (2017). MTSU Pre-K Summer Seminar - STEM Track. 3-day workshop/seminar for preschool teachers. July 10-12. Murfreesboro, TN

Lange, A. A., Sack, B., & Mano, H. (2017). Garden tools, ramps, and wind socks: Promoting engineering in preschool for all learners. Paper accepted to the annual meeting of the National Association for the Education of Young Children, November 15-18, Atlanta, GA.

Lange, A. A., & Mano, H. (2017). Measurement in the Garden: How to Make Math Fun, Accessible, and Meaningful for Young Children. Paper presented at the ETSU Annual Early Childhood Conference, July 14-15, Johnson City, TN.

Brenneman, K., & Lange, A. A. (2015). STEM Professional Development for Early Childhood Teachers. Poster presented to members of Congress as representatives of the Society for Research on Child Development at the 21st Annual Coalition for National Science Funding (CNSF) Exhibition & Reception, April 29, Washington, DC.

Lange, A. A., Brenneman, K. & El-Moslimany, H. (2015). Using Number Games to Support Mathematical Learning in Preschool and Home Environments.  In Alissa A. Lange (Chair), How simple math interventions interact with child and adult language to improve outcomes for young children. Paper symposium presented at the biennial meeting of the Society for Research in Child Development (SRCD), March 19-21, Philadelphia, PA.

Sarama, J., Lange, A. A., Clements, D. H., & Wolfe, C. (2012). The impacts of an early mathematics curriculum on oral language and literacy. Early Childhood Research Quarterly, 27(3), 489–502.

Van Kleek, A., Lange, A. A., & Schwartz, A. L. (2011). The effects of race and maternal education level on children’s retells of the Renfrew Bus Story – North American Edition. Journal of Speech, Language, and Hearing Research, 54, 1546-1561.

Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127–166.

Lange, A. A., Mulhern, G., & Wylie, J.  (2009). Proofreading using the assistive software homophone tool: Compensatory and remedial effects on the literacy skills of secondary level students with reading difficulties. Journal of Learning Disabilities, 42, 322–335.

Lange, A. A., McPhillips, M., Mulhern, G., & Wylie, J. (2006). Assistive software tools for secondary-level students with literacy difficulties. Journal of Special Education Technology, 21(3), 13–22.

Working with Students

2018- present   Doctoral Dissertation Committee Chair. Narges Sareh. East Tennessee State University.

2017-2018       Masters in Early Childhood Education - Research Track advisor. Wynona Shue.  East Tennessee State University.

2017-present   Doctoral Dissertation Committee Member. Guillermo Mendoza. East Tennessee State University.

2016-2017      Aresty Undergraduate Research Assistant supervisor. Cassie Sanchez & Zoe Wang, Rutgers University.

2014-2015      Aresty Undergraduate Research Assistant supervisor. Lavina Ng. Rutgers University.

2013-2014      Aresty Undergraduate Research Assistant supervisor. Maryrizelle Carrillo. Rutgers University.

2010                Doctoral Dissertation Advisor. Teresa Pontón Ladino. Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.

Supporting Student Research

Lange, A. A., & Tian, Q. (2018). Effects of a Math and Science Library-Based Bilingual Program on Preschoolers, Their Families, and the Library. Poster proposal submitted to the ETSU Annual Early Childhood Conference, July 12-14, Kingsport, TN.

Ford, M. & Lange, A. A. (2018). Preliminary psychometrics for a Spanish-language version of an early oral language tool using narrative retell. Poster proposal submitted to the ETSU Annual Early Childhood Conference, July 12-14, Kingsport, TN.

Lange, A. A., & Tian, Q. (2017). Changing preschool teachers’ attitudes and beliefs about STEM. Poster presented at the ETSU Annual Early Childhood Conference, July 14-15, Johnson City, TN.

Shue, W., & Lange, A. A. (under review). Gender differences in teachers’ and children’s spatial language during preschool geometry activities. Research poster proposal for the annual meeting of the National Association for the Education of Young Children.

Sarah, N., & Lange, A. A. (2018). The influence of children's gender on preschool teachers' math talk in the classroom. Poster accepted to the annual meeting of the National Association for the Education of Young Children, November 15, Washington, DC.

Strengths and Abilities
Quantitative research methods; Professional development for in-service teachers; Program evaluation

 amy_malkusDr. Amy Malkus

Associate Professor
Master's Program Coordinator

410-463-0841
Warf-Pickel 516
malkus@etsu.edu

 

Research interests
  1. Age Groups - PreK through Adolescence; College Students
  2. Developmental Domains - Socioemotional Development; Prosocial Behavior and Development (emphasis on altruism and empathy)
  3. Research Topics - Environmental Attitudes, Knowledge, Behaviors, and Concerns; Nutrition Knowledge, Behaviors, Attitudes; Pet Attachment; Technology; Video Games; Computer Usage; Worries, Concerns, Stress & Coping; Empathy
Citations

Scale Development:
Malkus, A. J., & Meinhold, J. L. (2000). Young People and the Environment Scale. This scale is a 142-item revised and adapted American Version of a scale developed by Fien, Yencken, & Sykes (1993).  In 2014 there was a request from WI to use this scale, and in 2007 there was a request from Israel to use this scale.

 Malkus, A. J. (1995). Childhood Concerns Rank-Order Test; Children’s Home Environmental Practices Scale. The CCROT is a 10-item rank-order test, while the CHEPI is a 10-item frequency measure.

Malkus, A. J. (1992). Adults’ Attitudes Toward the Environment Scale; Home Environmental Practices Inventory. The AATES is a 25-item Likert-type scale, while the HEPI is a 10-item frequency measure. Since 2000, there have been 11 requests by other researchers to use one or both of these measures, including requests from several foreign countries (e.g., Australia, New Zealand, Estonia, Korean). The scale was translated into Korean in 2011.

Malkus, A. J., & Musser, L.M. (1992). Children’s Attitudes Toward the Environment Scale. This 25-item Likert-type scale is copyrighted and was published in the Journal of Environmental Education in 1994. There have been more than 20 requests to use this measure since its creation, both in the U.S. and in several foreign countries (e.g., Canada, New Zealand, Taiwan, Turkey, Thailand, Australia, England, Peru). The scale has been translated into Chinese, Turkish, and Thai for use in research in these countries. In 2008, there was a request from the Sesame Street Workshop to use this scale.

Publications
Johnson, M. E., & Malkus, A.  (2018). Design and validation of a nutrition scale for preschoolers.  Journal of the Academy of Nutrition and Dietetics, 118(9), A44.   

 White, W. & Malkus, A. J. (manuscript under review). The relationship between affect and cognition in teaching and learning. Journal of Mathematics Teacher Education

Malkus, A. J. (2015). Instructor’s manual (7th ed.). Upper Saddle River, NJ: Pearson. (This is a 374-page instructor’s manual for Children and Their Development, 7E by R. Kail)

Gloeckler, L. R., Cassell, J. M., & Malkus, A. J. (2013). An analysis of teacher practices with toddlers during social conflicts. Early Child Development and Care, doi: 10.1080/03004430.2013.818988

Malkus, A. J. (2012). Test bank (7th Ed.). Upper Saddle River, NJ: Pearson/Prentice-Hall. (This is a test bank for Psychology, 7E by S. F. Davis, J. J. Palladino, & K. Christopherson).

Malkus, A. J. (2012). Test bank (13th Ed.). Upper Saddle River, NJ: Pearson/Prentice-Hall. (This is a test bank for The Developing Child, 13E by H. L Bee & D. Boyd).

Malkus, A. J. (2012). Instructor’s manual (6th ed.). Upper Saddle River, NJ: Pearson. (This is a 374-page instructor’s manual for Children and Their Development, 6E by R. Kail)

Malkus, A. J. (2010). Instructor’s manual (5th Ed.). Upper Saddle River, NJ: Pearson/Prentice-Hall. (This is a 374-page instructor’s manual for Children and Their Development, 5E by R. Kail).

Malkus, A. J. (2010). Test item file (6th Ed.). Upper Saddle River, NJ: Pearson/Prentice-Hall. (This is a 400-page test item file for Psychology, 6E by S.F. Davis & J.J. Palladino).

Malkus, A. J. (2007). Instructor’s manual (4th Ed.). Upper Saddle River, NJ: Pearson/Prentice-Hall. (This is a 374-page instructor’s manual for Children and Their Development, 4E by R. Kail).

Malkus, A. J. (2007). Test item file (4th Ed.). Upper Saddle River, NJ: Pearson/Prentice-Hall. (This is a 342-page test item file for Children and Their Development, 4E by R. Kail).

Malkus, A. J. (2007). Study guide (4th Ed.). Upper Saddle River, NJ: Pearson/Prentice-Hall. (This is a 264-page study guide for Children and Their Development, 4E by R. Kail).

Meinhold, J. L., & Malkus, A. J. (2005). Adolescent environmental behaviors: Can knowledge, attitudes, and self-efficacy make a difference? Environment and Behavior, 37(4), 511-532.

Malkus, A. J. (2003). Eastern Shore substance abuse resource directory. Centreville, MD: Eastern Shore Chronic Disease Model Consortium

Malkus, A. J., & Meinhold, J. L. (2002). United States of America. In J. Fien, D. Yencken, & H. Sykes (Eds.), Young people and the environment: An Asia-Pacific perspective (pp. 139-150). Boston, MA: Kluwer Academic.

Malkus, A. J. (Ed.). (2002). Relapse prevention manual. Centreville, MD: Eastern Shore Chronic Disease Model Consortium.

Malkus, A. J., & Musser, L. M. (1999). Common concerns of school-age children. Albuquerque, NM: Society for Research in Child Development. (ERIC Document Reproduction Service No. ED429694). This is cross-listed under professional presentations.

Malkus, A. J. (Ed.) (1998). Chronic disease model of addictions manual. Centreville, MD: Eastern Shore Chronic Disease Model Consortium.

Malkus, A. J. (1998). HD 350: Diversity in contemporary families manual. (Available from Washington State University Extended Degree Program, 202/204 Van Doren Hall, P.O. Box 645220, Pullman, WA 99164-5220).

Malkus, A. J. (Writer/Director), & Gay, R. R. (Producer). (1998). HD 350: Diversity in contemporary families [15 tape Video Series]. (Available from Washington State University Extended Degree Program, 202/204 Van Doren Hall, P.O. Box 645220, Pullman WA 99164-5220).

      This video series was shown in its entirety twice on PBS:

  • Video 1 – Introduction
  • Video 2 – Prejudice & Racism
  • Video 3 – Communication & Culture
  • Video 4 – Cultural Proficiency, Cultural Understanding, & Immigration & History
  • Video 5 – Native Americans, Native Hawaiians, & Native Alaskans
  • Video 6 – African Americans
  • Video 7 – Hispanic Americans
  • Video 8 – Asian Americans
  •  Video 9 – Asian Indian Americans
  • Video 10 – European Americans
  • Video 11 – Sexual Orientation Diversity
  • Video 12 – Religious Diversity: Part I Mormon Americans
  • Video 13 – Religious Diversity: Part II Jewish Americans
  • Video 14 – Economic Diversity
  • Video 15 – Work & Diversity

Malkus, A. J., & Musser, L. M. (1997). Environmental concern in school-age children. Washington, DC: Society for Research in Child Development. (ERIC Document Reproduction Service No. ED407099). This is cross-listed under professional presentations.

Musser, L. M., & Malkus, A. J. (1994). The Children's Attitudes Toward the Environment Scale. Journal of Environmental Education, 25(1), 22-26.

U.S. Environmental Protection Agency, Region 5. (1994). The ABC’s of environmental education (U.S. EPA Publication No. 905-K-94-001). Chicago: A. J. Malkus.

Supporting students

Formatting and Reading of Dissertations for the Early Childhood Master’s and PhD Program, 2016-present

Doctoral Candidates:

  • Dissertation Chair – 6 students (3 currently in progress)
  • Dissertation Committee Member – 5 ECED and 4 ELPA students

Master’s Candidates:

  • Master’s Thesis Chair – 4 students
  • Master’s Thesis Committee Member – 7 (1 currently in progress)

Undergraduate Candidates:

  • Undergraduate Thesis Chair – 1 student
  • Undergraduate Thesis Committee Member – 1 student)

Additional Research Work with Undergraduate Candidates:

  • Research project advisor for BIOL 3047 and BIOL 3048 – Great Ideas in Science – mentored 5 undergraduates students through a 2-semester research project. 2005-2006
  • Malkus, A. J., Edmonds, K., Leitnaker, S., Lutz, S., Moore, J., & Rose, J. (July 2006). The relationship of video games and physical activity to homework performance in fourth and fifth grade students. Paper presented at the annual East Tennessee State University Early Childhood Conference, Johnson City, TN. (This paper was also presented at the Appalachian Undergraduate Student Research Symposium and the 2006 Appalachian Student Research Forum in March 2006 in Johnson City, TN).
Strengths & abilities

Knowledge of APA; Technological Skills; Knowledge of Scale Development including Reliability and Validity Issues

 Kathryn SharpDr. Kathryn Sharp

Associate Professor,  
Contact:

423-439-7608
Warf-Pickel 208

 

Research interests
  1. Teacher and pre-service dispositions
  2. Early childhood literacy
  3. Classroom management
  4. Teacher evaluations
  5. Science in early childhood
Citations

Grants and funded projects:

Faculty and Student Collaboration Grant: Scaffolding Literacy with Expository Texts in Pre-K, $1,200-Spring 2014.

Instructional Development Grant: Project Flex-Time: Literacy, Instruction, and Assessment Learning Options, $2,500 Fall 2013-Spring 2014.

RDC Small Grant: Preservice Candidates’ Self-Evaluation of Dispositions, $1,500; October, 2011.

Publications:

Sharp, L. K. (summer, 2016) Examining the precepts of early childhood education: The basics or the essence?" The International Journal of the Whole Child.

Sharp, L. K. (2014). Prometric: Praxis II exam: Early childhood specialty exam series.

Educational Testing Service.  (proprietary work)

Gann, R.R., Sharp, L.K., & McIlquham, S. (December, 2013). Textbook aliteracy in teacher education: Information everywhere, but how much do they read? American

Reading Forum Yearbook.

Sharp, L. K. (July, 2012). A constructivist educator in a standards-driven world: An interview with Marita White. Association for Constructivist Teaching Newsletter.

Rike, C. J., & Sharp, L. K. (2009). Developing and assessing pre-service teachers' dispositions: A beneficial process for all. In P.LeBlanc, Lamp; N. Gallavan (Eds.). Affective teacher education: Exploring connections among knowledge, skills, and dispositions. Lanham, MD: Rowan & Littlefield Publishing Group.  

Rike, C. J., & Sharp, L. K. (2008). Assessing pre-service teachers' dispositions: A critical dimension of professional preparation. Early Childhood Education: Infancy Through Early Adolescence, 84, 150-153. Association of Childhood Educators International.    

Sharp, L. K. (2004). Literacy tug-of-war between commercial literacy programs and differentiated instruction. Tennessee's Children. Summer, 2005.

Presentations (sample)

Sharp, K. (2019). Powerful poetry for the classroom. ETSU Early Childhood Conference.

Sharp, K. (2019). What’s on your walls? ETSU Early Childhood Conference.

Sharp, L. K. (2016). Literacy: Connections to content, concepts, and thinking processes. East Tennessee University Early Childhood Conference.

Sharp, L. K., & Fowler, M. J. (December, 2015). Using literacy to address bullying in the classroom. Tennessee Reading Association conference. Murfreesboro, TN.

Sharp, L. K., & Hobbs, M. (December, 2015). Teaching young writers: Making it work with the new standards. Tennessee Reading Association conference. Murfreesboro, TN.

Sharp, L. K., & Geiken, R. (November, 2014). Integrating science and literacy in Early Childhood: Hands-on scientific investigations and literacy strategies for teachers. National Association for the Education of Young Children. Dallas, TX.

Sharp, L. K. & Hobbs, M. (July, 2014). Supporting writing in early childhood classrooms: Making it work with the new standards. ETSU Early Childhood conference. Johnson City, TN.

Sharp, L. K. (December, 2013). Vocabulary, academic language, and meaning making in the early years. Tennessee Reading Association. Murfreesboro, TN.

Sharp, L. K. (October, 2013). Literacy strategies you can use now. Tennessee Association for the Education of Young Children. Knoxville, TN.

Sharp, L. K. (July, 2013). Using non-fiction texts in the Early Childhood classroom. ETSU Early Childhood Conference. Johnson City, TN.

*Sharp, L. K. (February, 2013). Building a better teacher: Teacher preparation at a crossroad. Association of Teacher Educators. Atlanta, GA.

Gann, R. & Sharp, L. K. (February, 2013). Do teacher candidates read their textbooks? Association of Teacher Educators. Atlanta, GA.

Sharp, L. K., & Lewis, S. (December, 2012). Moving toward the Common Core: Understanding Academic Language. Tennessee Reading Association Conference. Murfreesboro, TN.

Working with students

I try to make the research support areas of interest (e.g., potential dissertation topics) while also developing good research and writing skills. I enjoy meeting with students to discuss their reading and research, and to help them set goals for their learning.

Supporting students

I enjoy tailoring projects to each student’s particular areas of interest and/or need. As much as possible, I look for opportunities to apply the project to the field and working with children and/or families. I meet with students on a regular basis to discuss reading, research, and assignments.

  • Faculty collaborative grant: Using Expository Texts in Pre-K
  • Directed Boland Symposium presentation of research in spring of 2014
  • Presentations on writing development, assessment and instruction in early childhood
  • Research and presentations on using literacy to address bullying in the early childhood classroom 

Chair of 5 completed dissertation committees and chair of 1 active dissertation committees. I am also a committee member on 2 dissertation committees. I chaired one completed master’s thesis committee and was a member of another committee.

Kathryn Sharp and Rebekah Taylor

Dr. Sharp and Rebekah Taylor

 

 

 carol trivette

Carol Trivette

Associate Professor,

423-439-7867 
Warf-Pickel 209-6

 

Research interests
  1. Parent-child interactions that promote children’s engagement in everyday learning activities, everyday activities and learning opportunities to promote young children’s communication and language development and early literacy development.
  2. Meta-analytically techniques to determine the essential characteristics of evidence-based practices.
  3. Evidence-based adult learning strategies to promote the skills of practitioners and parents.
  4. Home visiting factors and strategies that enhance parents competency and confidence.
  5. Technology to support parents’ use of evidence-based practices with their children.
Current Research & Creative Projects

My research focuses on children, parents that support children, practitioners that support parents and young children, and systems that support practitioners. I am concerned with the use of effective and efficient intervention practices and implementation practices to support parents’ and practitioners’ use of evidence-based intervention. Mostly I explore the worlds of young children who have developmental delays and children who are at-risk for developmental delays due to environmental factors and their families. Current projects include:

  • A study of practitioners’ use of family centered practices in three contexts (face-to-face home visits, tele-communication home visits, clinic-based visits)
  • Analyzing data from a national study of Early Head Start Home Visiting programs –This sample is equally distributed between mothers whose home language was English and mothers whose home language was Spanish
  • Meta-analysis of parent-mediated language intervention with young children with disabilities or at-risk for disabilities
  • Meta-analysis of the use of environmental adaptations to enhance the access and participation of young children with disabilities in everyday learning opportunities
  • Development of effective training materials for DEC Recommended Practices
  • Co-Editor -DEC Recommended Practices Monograph Series – Using DEC Family Practices with All Families; Division for Early Childhood of the Council for Exceptional Children (DEC) third monograph in the DEC Recommended Practices Monograph Series in 2017
Citations

Howse, R.B., Trivette, C. M., & Hamby, D. W. (under review). Promoting children’s early literacy competency through an interest-based project approach. Journal of Early Childhood Education.

Dunst, C. J., Trivette, C. M., & Raab, M. (2014). Everyday child language learning early intervention practices. Infants and Young Children, 27(3), 207-219.

Dunst, C. J., Trivette, C. M., & Raab, M. (2013). An implementation science framework for conceptualizing and operationalizing fidelity in early childhood intervention studies. Journal of Early Intervention, 35, 1-13.

Dunst, C.J., Raab, M., & Trivette, C.M. (2012). Characteristics of naturalistic language intervention strategies, Journal of Speech-Language Pathology and Applied Behavior Analysis. 5(13), 8 -16.

Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2012). Meta-analysis of studies incorporating the interests of young children with autism spectrum disorders into early intervention practices. Autism Research and Treatment. Article ID: 462531.

Dunst, C.J., & Trivette, C.M. (2012). Moderators of the effectiveness of adult learning method practices. Journal of Social Sciences, 8(2), 143-148

Trivette, C. M., Raab, M., & Dunst, C. J. (2012). An evidence-based approach to professional development in Head Start classrooms. NHSA Dialog, 15(1), 41-58. doi:10.1080/15240754.2011.636489.

Trivette, C. M., Raab, M., & Dunst, C. J. (2012). Steps to successful professional development in Head Start. NHSA Dialog Brief, 1(5), 127-134. doi:10.1080/15240754.2011.637644.

Trivette, C. M., Wilson-Kearse, J., Dunst, C. J., & Hamby, D. W. (2012). Access to higher education among high school students: Challenges and solutions. Journal of Social Sciences, 8 (2), 252-257.

Working with students

Supporting Children’s Early Literacy Development in Appalachia.  In this project, we are currently analyzing data from a study of Appalachian family involvement in the promotion of early reading experiences for their young children. If you are interested in working on the data analysis and writing up results for publication, please contact me.

Learning How to Do Meta-Analysis. In this project, we are conducting a meta-analysis of the use of environmental adaptations to enhance the access and participation of young children with disabilities in everyday learning opportunities. This is an opportunity to learn new analytical skills to determine what the research evidence is across a single body of research (i.e., child engagement, parent-child interaction). Please contact me if you are interested in this participating in this project.

Unpacking the Black Box of Home Visiting. In this project, we are analyzing data from a national longitudinal study of home visiting practices that was collected with families and home visitors from Early Head Start Programs. This is a large data set with self-report, observation, and child assessment data. If you are interested in home visiting or learning how to analyze and write up different types of data analysis, please contact me.

Supporting student research

Doctoral Candidates:

  • Dissertation Chair – 5 ECED students
  • Dissertation Committee Member – 4 ECED Students; 3 students from outside institutions

Graduate Candidates:

  • Master’s Thesis Chair – 2 ECED students
Strengths and abilities
I enjoy working with students to form research questions of interest to them and helping them move their questions into a research design and methodology. Though I have more experience and expertise in quantitative research, I enjoy helping students to determine the best research method (qualitative, quantitative or mix methods) to answer their research questions. I like working with statistical procedures (i.e., structural equation modeling) that help answer questions concerning the influence of complex systems and development/growth over time.
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