SIG Board Members

SIG Officers

Nancy File

Chair (2016-2018)

Christopher P. Brown

Past Chair (2016-2018)

Marty J. Lash

Chair-Elect (2016-2018)

Nancy File is an associate professor in the Early Childhood program at the University of Wisconsin-Milwaukee. She is active team member in a large teacher preparation program that incorporates the coursework necessary for English as a Second Language/Bilingual Education for all certification students. This work is supported by a grant from the U.S.Department of Education, Office of English Language Acquisition. She also works with the Educare of Milwaukee program as the local evaluation partner and participates in the Educare Learning Network. She is a co-editor of the book, Curriculum in Early Childhood Education: Re-examined, Rediscovered, Renewed.
Christopher P. Brown is an Associate Professor of Early Childhood Education in the Department of Curriculum and Instruction at the University of Texas at Austin. His research interests focus on examining how early childhood education stakeholders across a range of political and educational contexts respond to policymakers' high-stakes standards-based accountability reforms.  He is a former preschool, kindergarten, and first grade teacher.  Prior to being elected chair-elect, he has served the EE/CD SIG as a junior member-at-large and co-program chair.  Lastly, he received the SIG’s Early Research Career Award in 2007. Click for faculty profile.
cpbrown@mail.utexas.edu
Martha (Marty) Lash, Ph.D., is an Associate Professor of Early Childhood Education at Kent State University, Kent, Ohio. She teaches undergraduate and graduate courses on child development, guidance, critical inquiry, and professional development. Her areas of research include early childhood teacher professional development including international settings and young children’s social development. Click for faculty profile.
mlash@kent.edu

Jennifer Vu

Secretary/Treasurer (2016-2018)

Monica Yudron

Newsletter

Patsy Cooper

Senior Member-at-Large (2016-2018)

Dr. Vu is an Assistant Professor of Human Development and Family Studies at the University of Delaware. She received her Ph.D. from UCLA in human development and psychology. Her research interests include young children's social-emotional development, focusing on relationships with caregivers and peers, as well as on professional development for early childhood educators. She is currently Co-Principal Investigator on a grant from the Administration for Children and Families, U.S. Department of Health and Human Services, evaluating the effects of a parent-child intervention on buffering children from toxic stress. Click here for faculty profile.

Dr. Monica Yudron is an Assistant Professor of Early Childhood Education and Development in the College of Education and Human Development at the University of Massachusetts Boston. Dr. Yudron is an Early Career Fellow of the Society for Research on Child Development and the American Education Research Association. Dr. Yudron is also a technical consultant for the Instituto Nacional para la Evaluaci¨Žn de la Educaci¨Žn in Mexico. Her research interests are centered on understanding formal programs of early childhood education and care as primary settings for intervening in the lives of young children facing a variety of povertyŠ\related risks. She is particularly interested in understanding the cognitive and social emotional processes related to teacher learning and development as she views teacher capacities as a critical element in the classroom learning environment. She has been a research fellow and data analyst for domestic and international school-based projects since 2007. Currently, she is a member of the interdisciplinary team evaluating the Preschool Expansion Grant activities in Massachusetts. She is also involved in several smaller-scale evaluation and implementation projects in urban early education settings.
Patricia M. (“Patsy”) Cooper is an Associate Professor and Director of Early Childhood Education at Queens College, CUNY.  Her research focuses broadly on the relationship between teacher education and effective teaching with regard to questions surrounding early literacy, imaginative thinking, and teaching multiculturally.  Another strand in Patsy’s research is the work of early childhood educator and author Vivian Paley, and includes Patsy’s award winning book, The Classrooms All Young Children Need: Lesson in Teaching from Vivian Paley.  From 2012-2015, Patsy served as editor of the Journal for Early Childhood Teacher Education.

Jennifer Baumgartner

Senior Member-at-Large

Sara Michael-Luna

Junior Member-at-Large

Kathryn Delaney

Junior Member-at-Large

Jennifer Baumgartner is an associate professor in the School of Education at Louisiana State University and teaches early childhood education and child development in the PK-3 teacher certification program and early childhood education graduate program. Her research addresses critical issues in early childhood education including how philosophies and/or knowledge are translated into practices in children’s developmental contexts and stress among teachers and children in early care settings.  She has published in several journals, including Journal of Health PsychologyJournal of Research in Childhood Education, Early Childhood Education Journal, Journal of Comparative Family Studies, Family Relations, Early Child Development and Care, Journal of Early Childhood Teacher Education and Young Children. She has served as Junior Member at Large (2009-2011), conference chair and discussant for the SIG and presenter at many conferences. She also serves as the faculty advisor for the AERA Doctoral Student Cohort at LSU.
Sara Michael-Luna, Ph.D. is an Assistant Professor of Early Childhood Education at Queens College, City University of New York. She teaches graduate courses in early childhood language, literacy and technology. Her areas of research include: dual language and literacy development, home-school relations in bilingual communities, and urban early childhood teacher preparation.
smichaelluna@qc.cuny.edu
Katherine Delaney is an Assistant Professor of Early Childhood and Special Education at the University of Toledo in Toledo, Ohio. Prior to this position, Kate was a Postdoctoral Fellow at the University of Michigan, where she worked with Dr. Susan B. Neuman, exploring teacher practices around literacy interventions, as well as the scale up of universal pre-K (UPK) in New York City. Kate received her PhD from the University of Wisconsin - Madison in 2013, where she was a student of Beth Graue, and her Master’s degree from the University of Wisconsin – Milwaukee, where she was a student of Nancy File. Before pursuing her doctoral degree, Kate was a preschool teacher in New York and Wisconsin. Kate’s research largely focuses on relationships between early education policy (with a particular focus on public pre-Kindergarten and Head Start) and the lived experiences of teachers, children and families as they experience policy shifts and reforms. 

Kathryn Chapman

Graduate Student Representative

Kathryn (Katy) P. Chapman is a doctoral student, studying Educational Policy & Evaluation in the Mary Lou Fulton Teachers College at Arizona State University. Her research interests focus on the connection between the roles of federal and state governments and philanthropic foundation financial investments in early childhood education.  She is a former preschool and kindergarten teacher, and also worked as a Confidential Assistant for the Early Learning team at the U.S. Department of Education. She is also currently serving as the AERA Graduate Student Council Community Service Liaison.

Appointed Members

Anne Douglass

Program Co-Chair

Debra Ackerman

Program Co-Chair

Aubrey Wang

Program Co-Chair

Anne Douglass, Ph.D., is Associate Professor and founding Executive Director at the Institute for Early Education Leadership and Innovation at the University of Massachusetts Boston. Her teaching and research focus on child care quality improvement, professional development, leadership, policy, and family engagement.  Her leadership work is dedicated to the design of programs, systems, and policies that support individual and collective leadership for quality improvement and innovation among early educators. Her research has been published in a wide range of academic journals and books, and she presents nationally and internationally at academic, policy, and professional meetings.  She brings almost 20 years of expertise as an urban early educator to this work, as a teacher, administrator, family child care owner and educator, and quality improvement coach.  She has a PhD in Social Policy from Brandeis University, a master’s in education from Harvard University, and a bachelor’s degree in political science from Wellesley College.
Debra J. Ackerman is a researcher in the ETS Early Childhood Research & Assessment Center. Her current research focuses on early childhood education policy issues, particularly related to the use of assessment data. Prior to joining ETS, Debi was the Associate Director for Research at the National Institute for Early Education Research and a Kindergarten and Grade 1 assistant teacher. She has served the EE/CD SIG as the Program Co-Chair since 2012 and was the recipient of the SIG’s 2006-2007 Dissertation Award.
dackerman@ets.org

Dr. Aubrey H. Wang is an Associate Professor at the Department of Educational Leadership at the St. Joseph’s University (SJU) in Philadelphia, Pennsylvania. Prior to joining SJU, Dr. Wang worked for 10 years in various educational organizations such as the Consortium for Research in Education, Educational Testing Service, and the School District of Philadelphia. Dr. Wang was trained as a methodologist and has conducted quantitative and qualitative research studies on issues relating to early mathematics learning, achievement gap, among others at the international, national, state, and district levels. Her work has appeared in peer-reviewed journals including Contemporary Educational Psychology, Early Childhood Education Journal, Education Policy Analysis Archives, International Journal of Educational Management, and Scholar-Practitioner Quarterly.

Dr. Wang is passionate about researching and communicating the need for more and better early mathematics learning opportunities for young children to develop their early mathematics skills. Dr. Wang is currently working collaboratively on two manuscripts relating to this issue. One is a meta-analysis on studies that have been published since 2000 to provide early childhood education stakeholders an in-depth review of the time, instruction, and content of the learning opportunities and their effects on mathematics achievement. The other study describes a randomized field study that examined the impact of engaging trained parents as partners to increase the mathematics readiness and test scores of primary grade children.

Dr. Wang has had extensive committee service experience. For instance, she served for five years as a treasurer and controller for the Chinese American Educational Research and Development Association, of which she was the president for two years. Currently, she is serving as the chair of the College of Arts and Sciences’ Planning and Assessment Committee among other committee work at SJU.

X. Christine Wang

Program Co-Chair/Website

Melissa Sherfinski

Listserv

X. Christine Wang is an Associate Professor at the State University of New York at Buffalo and Project 985 Professor at Beijing Normal University, China. Her research interests include young children's learning and collaboration in technology-rich environments, science inquiry and young children’s epistemic reasoning, early literacy and design experiment, and early childhood education in international contexts. Dr. Wang has published over 30 research journal articles and book chapters, and conducted over 70 conference presentations and invited international presentations. She has secured over US$150K research grants from Spencer Foundations and IRA Alva Knight Grant etc. for her projects. Her work earned the honor of AERA 2007 “Jan Hawkins Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies Award.” Dr. Wang is actively involved in professional organizations such as AERA, NAYEC, ACEI, and PECERA. She was the Associate Editor of Early Education and Development from 2007-2010, and has served on the editorial boards of several research journals. She is currently severing on the Executive Committee of Division C and is managing website for EE/CD SIG of AERA. She is also slated to co-chair the SIG’s conference program 2014-2016. Click for faculty profile.
wangxc@buffalo.edu
Melissa Sherfinski is an Assistant Professor or Early Childhood and Elementary Education in the Department of Curriculum & Instruction/Literacy Studies at West Virginia University. She is a former Kindergarten teacher who has developed and teaches a range of  classes for preservice and inservice teachers and mentors doctoral candidates enrolled in WVU's Ed.D. and Ph.D. programs. All three of her degrees were earned from UW-Madison. Her research agenda focuses on pre-kindergarten reform and home-school relationships in the early years, with a special focus on rural and Appalachian contexts. Click for faculty profile.

melissa.sherfinski@mail.wvu.edu

Past Officers

Peggy Apple

Newsletter (2014-2017)

Lucinda Heimer

Junior Member-at-Large (2015-2017)

Dr. Apple is Assistant Professor of Education in the EC Program at Clarion University of Pennsylvania. She holds a Ph.D. in Curriculum and Instruction with a concentration in Early Childhood Education and a minor in Educational Policy Studies from Indiana University-Bloomington. For over 30 years she has been active in the early childhood profession with 23 years in higher education. She began her career in Head Start, taught young children, served as NAEYC Accredited child care center director, and as a teacher education faculty member at both two and four-year higher education institutions in Texas, Indiana, and Pennsylvania. In addition, she has been actively involved in early childhood professional organizations at the national, state & local level, including serving on the Council for NAEYC Accreditation. Her research interests focus on early childhood program quality and the leader’s role in curriculum and quality improvement. Her articles can be found in Early Education and Development and Journal of Early Childhood Teacher Education, as well as co-authored articles with Dr. Mary McMullen in Contemporary Issues in Early Childhood Education and Young Children. She presents regularly at professional conferences.Previously she held a joint position as Education Program Chair at Ivy Tech Community College and Indiana University with responsibility for transfer programs. Earlier in her career she taught at Indiana University-Bloomington and at San Antonio College where she ended her tenure as ECE Department Chair.
Lucinda Heimer is an Assistant Professor at the University of Wisconsin-Whitewater. Her research interests include: race, culture and identity in early education; integrating early childhood curriculum; critical theoretical perspectives; culturally relevant pedagogy; and policy issues of equity and access in early education. She teaches undergraduate and graduate courses for integrated curriculum birth – 8, working with families, and identity, culture and social justice in education. Lucy served as the EECD Listserv Coordinator for 2009-2012. Click here for faculty profile.
heimerl@uww.edu

Mary Benson McMullen

Past Chair (2014-2016)

Aubrey Wang

Secretary/Treasurer (2014-2016)

Myae Han

Senior Member-At-Large (2014-2016)

Mary Benson McMullen is Professor of Early Childhood Education at Indiana University in Bloomington, IN, where she has been for 20 years. She earned both MS (1987) and PhD (1992) degrees from Florida State University, both in Child Development. Her more recent focus in scholarship involves factors that influence the wellbeing of infants and toddlers and how the wellbeing of all individuals in the caregiving environment is necessary to ensure positive outcomes for children. In addition, Mary examines factors that influence teachers’ beliefs and practices (birth to kindergarten), in particular relationship-based practices such as primary or lead person care, continuity of care, and other contributors to “high quality” in environments and experiences, as well as what can be learned from differing perspectives of quality across cultures and contexts. Before her career as an academic, Mary spent several years as an infant/toddler caregiver, preschool teacher, and director of an early childhood education program. She and her husband have raised 3 sons.
mmcmulle@indiana.edu

Dr. Aubrey H. Wang is an Associate Professor at the Department of Educational Leadership at the St. Joseph’s University (SJU) in Philadelphia, Pennsylvania. Prior to joining SJU, Dr. Wang worked for 10 years in various educational organizations such as the Consortium for Research in Education, Educational Testing Service, and the School District of Philadelphia. Dr. Wang was trained as a methodologist and has conducted quantitative and qualitative research studies on issues relating to early mathematics learning, achievement gap, among others at the international, national, state, and district levels. Her work has appeared in peer-reviewed journals including Contemporary Educational Psychology, Early Childhood Education Journal, Education Policy Analysis Archives, International Journal of Educational Management, and Scholar-Practitioner Quarterly.

Dr. Wang is passionate about researching and communicating the need for more and better early mathematics learning opportunities for young children to develop their early mathematics skills. Dr. Wang is currently working collaboratively on two manuscripts relating to this issue. One is a meta-analysis on studies that have been published since 2000 to provide early childhood education stakeholders an in-depth review of the time, instruction, and content of the learning opportunities and their effects on mathematics achievement. The other study describes a randomized field study that examined the impact of engaging trained parents as partners to increase the mathematics readiness and test scores of primary grade children.

Dr. Wang has had extensive committee service experience. For instance, she served for five years as a treasurer and controller for the Chinese American Educational Research and Development Association, of which she was the president for two years. Currently, she is serving as the chair of the College of Arts and Sciences’ Planning and Assessment Committee among other committee work at SJU.

Dr. Myae Han is an Associate Professor of Early Childhood Education in the department of Human Development and Family Studies at the University of Delaware.  She received Ph.D. from the Arizona State University in curriculum and instruction. Her current research and teaching interests include 1) an early intervention for at risk children to support early language and literacy and parent-child interaction using applied and translational research, 2) play-based curriculum and intervention, 3) culturally and linguistically diverse children.She is currently a president of Literacy Development in Young Children (LDYC) SIG at the International Reading Association, and a president of The Association for the Study of Play (TASP).  She has directed various federal and state grant projects including three Early Reading First grant, Early Head Start University Partnership grant, Child Care Research Partnership grant, etc. She has written various articles in the journals such as Early Education and Development, Journal of Research in Childhood Education, Early Child Development and Care, European Early Childhood Education Research Journal, Child and Youth Care Forum, NHSA Dialogue, Play and Culture Studies, etc.

Amber M. Friesen

Junior Member-At-Large (2013-2015)

Ashley Brailsford Vaughns

Junior Member-At-Large (2014-2016)

Julia T. Atiles

Conference Program Co-Chair (2013-2016)

Amber Friesen is an Assistant Professor in Early Childhood Special Education in the Department of Special Education at San Francisco State University. Her research interests focus on supporting young children at-risk or diagnosed with disabilities and their families. Specifically, she is interested in inclusive early education settings, early literacy development and intervention, and family partnerships. Amber teaches graduate courses in family systems and services, atypical early development, and interventions for young children. Click here for faculty profile.
afriesen@sfsu.edu
Ashley Brailsford Vaughns is an Assistant Professor of Early Childhood Education at the University of Nebraska Omaha. Her research and teaching interests focus on family, school, and community partnerships. She also teaches courses to graduate and undergraduate students on guidance of young children, leadership in early childhood education, and foundations in early childhood education.
vaughnsab@cofc.edu
Julia T. Atiles is an Associate Professor of Early Childhood Education in the Department of Human Development and Family Science at Oklahoma State University. Her research interests focus on how particular approaches in work with pre- and in-service teachers can be used to influence teacher efficacy; particularly in relation to classroom management and working with English language learners. Former experiences include, preschool teaching, lab school director, program coordinator, and program development. Click for faculty profile.
julia.atiles@okstate.edu

Abigail M. Jewkes

Conference Program Co-Chair (2014-2016)

Nancy E. Barbour

Past Chair (2013-2014)

Teresa Buchanan

Newsletter Editor (2011-2014)

Abigail M. Jewkes is an Associate Professor of Early Childhood Education at St. John's University. She teaches undergraduate and graduate courses in child development, early language and literacy learning, early childhood assessment, curriculum, action research, home-school connections, and supervises early childhood student teachers. Her research examines the use of video and reflective practice in teacher preparation, the obesity epidemic in preschoolers, and the historical context of early childhood policies.
jewkesa@stjohns.edu
Nancy Barbour is a Professor and Department Head of the Early, Elementary, and Reading Education Department at James Madison University in Harrisonburg, VA. She also holds Professor Emeritus status at Kent State University after 27 years as a faculty member and Associate Dean. She began her professional career as a social worker, but soon found her niche as a preschool teacher. Her scholarly interests focus primarily on early childhood professional development, particularly in relation to child development laboratory school programs. She served on the Executive Committee of the Early Education/Child Development Special Interest Group of the American Educational Research Association (AERA) in several capacities, most recently as chair.
barboune@jmu.edu
Teresa Buchanan is an Associate Professor of Early Childhood Education in the School of Education at Louisiana State University. Buchanan completed her doctoral studies at Purdue University in Early Childhood Education and also holds degrees in Child Development and in Business Management. Her research interests center around the concept of developmentally appropriate practices, both in primary grades and in teacher education. She's become particularly interested in the implications of digital technologies for early childhood curriculum and instruction and how new technology is best used with very young children. Buchanan helps direct the PK-3 program at LSU, served as an NCATE reviewer for Early Childhood Teacher Education Programs, and was a board member for the American Educational Research Association’s Child Development and Early Education special interest group.
tbuchan@lsu.edu

Martha J. Buell

Senior Member at Large (2012-2014)

Travis S. Wright

Junior Member at Large (2012-2014)

Martha Buell is a Professor in the Department of Human Development and Family Studies at the University of Delaware, and the director of the Delaware Institute for Excellence in Early Childhood (DIEEC). Located at the University of Delaware, DIEEC provides quality assured professional development and the professional registry for the state’s early care and education workforce as well as administering the state’s Quality Rating and Improvement System, Delaware Stars for Early Success. Martha has a bachelor’s degree in Anthropology from Vanderbilt University, a Master’ Degree in Early Childhood Education from Tulane University and a Ph.D. in Human Development and Family Studies from the University of North Carolina at Greensboro. Martha is a former director of an Early Head Start program and a co-director of three Early Reading First projects all of which have included coaching in Head Start Preschool programs. Martha’s research focuses on improving early care and education programs in an effort to support positive outcomes for all children, especially those placed at risk due to poverty, language minority or disability.
mjbuell@udel.edu
Dr. Travis Wright is an Assistant Professor of Early Childhood Education in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. His research interests focus primarily on four interconnected areas: 1) elucidating how young children, their teachers, and parents experience schools and other early childhood educational settings; 2) strengthening the capacity of early learning environments to serve young children experiencing challenging life circumstances; 3) the impact of poverty, trauma, and other forms of toxic stress on the resilience of young children and their families; and 4) qualitative research methodologies. Dr. Wright previously worked as a school-based mental health counselor and public school teacher in Washington, DC and Boston Public Schools. He received the SIG’s Early Research Career Award in 2011.
tswright2@wisc.edu

Membership

 

Eligibility

  1. Regular Membership shall be open to any AERA member who pays Early Education and Child Development Special Interest Group dues.
  2. Applications for membership shall be sent to AERA, Dept. 3073, Washington, DC 20061-3073
 

Voting Members

All Regular Members of the Early Education and Child Development Special Interest Group may vote in an AERA-SIG-EE/CD election.

 

Membership Year and Duties

The AERA membership year runs on a calendar basis, between January 1 and December 31; the EE/CD SIG membership year is the same. Membership dues are payable annually to AERA. The amount of EE/CD SIG membership dues shall be determined by majority vote of the regular membership. Currently, the Early Education and Child Development SIG #32 annual membership rate is $15.