Quality Measurement in Early Childhood Settings - Brossura

Dr. Carta is Senior Scientist in the Schiefelbusch Institute for Life Span Studies, Professor of Special Education, and Director of Early Childhood Research at Juniper Gardens Children’s Project at the University of Kansas.

Jason T. Downer, Ph.D., is a senior research scientist at the University of Virginia's Center for Advanced Study of Teaching and Learning in Charlottesville. He is a clinical–community psychologist whose work focuses on the identification and understanding of contextual and relational contributors to young at-risk children's early achievement and social competence. Specifically, Dr. Downer is interested in the role of fathers in children's early learning, as well as the development of observational methods to capture valid, reliable estimates of teacher–child interactions in prekindergarten through elementary classrooms. Dr. Downer also has a keen interest in translating research-to-practice through school-based, classroom-focused interventions.

Ellen C. Frede, Ph.D., Senior Vice President for Early Learning, Research, and Training, Acelero Learning, Inc., 63 West 125th Street, 6th Floor, New York, New York 10027. Until recently, Dr. Frede served as Co-director at the National Institute for Early Education Research. She is a developmental psychologist who specializes in research to inform policy and practice and helped design and administer New Jersey's successful Abbott Preschool Program.

Herbert P. Ginsburg, the Jacob H. Schiff Professor of Psychology and Education at Teachers College, Columbia University, has conducted basic research on the development of mathematical thinking, with particular attention to young children and disadvantaged populations. He has drawn on cognitive developmental research to develop a mathematics curriculum,Big Math for Little Kids.

Dr. Halle is Codirector of Early Childhood Research at Child Trends. She oversees projects in Child Trends’s Washington, D.C., office. She conducts research on children’s early cognitive and social development, children’s school readiness, family and community supports for school readiness, and school characteristics associated with ongoing achievement and positive development. Her recent work focuses on early literacy development among children who are English language learners and evaluations of early childhood curricula, programs, and professional development aimed at supporting children’s school readiness.

Dr. Hamre leads efforts to use the CLASS™ tool as an assessment, acco