2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

Research

Section Navigation

Susan L. Recchia

Professional Background

Educational Background

B.A., University of California, Santa Cruz (Psychology); M.A., California State University, Northridge (Educational Psychology, Early Childhood Education); Ph.D., University of California, Los Angeles (Educational Psychology, Developmental Studies)

Master's Thesis: "Assessing Parent and Infant Development in a Program for Handicapped Infants: An Analysis of Issues and Instruments"
Doctoral Dissertation: "How Visually Impaired Toddlers and their Mothers Respond to Ambiguous Stimuli"

Scholarly Interests

Social and emotional development of young children. Adult-child relationships across contexts. Infants and preschoolers with special needs. Early childhood professional development.

Selected Publications

"Becoming an infant caregiver: Three profiles of personal and professional growth"(Journal of Research in Childhood Education).


 "Caregiver perceptions and child-caregiver interactions in a newly-inclusive infant child care center" (Early Childhood Education Journal). 


 "Social communication and response to ambiguous stimuli in toddlers with visual impairments" (Journal of Applied Developmental Psychology). 


"Establishing intersubjective experience: Developmental challenges for young children with congenital blindness and autism and their caregivers" (Blindness and Psychological Development in Young Children).


"Play and concept development in infants with severe visual impairments: A constructivist view" Journal of Visual Impairment and Blindness). 


professional experiences

Associate Professor, Teachers College, Columbia University
Department of Curriculum and Teaching, 1999-present

Assistant Professor, Teachers College, Columbia University
Department of Special Education, 1993-1996
Department of Curriculum and Teaching, 1996-1999.

Coordinator, Teachers College, Columbia University
Program in Early Childhood Special Education, 1993-present.

Faculty Director,Teachers College, Columbia University
Center for Infants and Parents, 1996-1999.

Faculty Co-Director, Teachers College, Columbia University
Rita Gold Early Childhood Center, 1999-present.

Project Coordinator, UCLA Family Development Project
Department of Child Psychiatry, 1991-1993
Principal Investigator: Dr. Christophe Heinicke.

Teaching Assistant, UCLA Department of Psychology.
Developmental Psychology, 1990-1991.
Professor Patricia Greenfield; Professor Claire Kopp

Research Assistant, UCLA Department of Pediatrics
Principal Investigator: Dr. Leila Beckwith, 1988-1991

Research Assistant, UCLA Graduate School of Education
Principal Investigator: Professor Deborah Stipek, 1987-1989

Infant Specialist, Blind Children's Center 
Los Angeles, California, 1982-1988

Parent-Infant Teacher, United Cerebral Palsy Association
St. Louis, Missouri, 1981-1982.

Preschool Teacher, Blind Children's Center
Los Angeles, California, 1978-1980.

Program Director, Parents' Infant Care Services
Los Angeles, California, 1977-1978.

honors and awards

Outstanding Teaching Award, AY 2002/2003; AY2003/2004 C&T 5118 Infant and Toddler Development and Practice

 
Spencer Research Mentoring Award, September, 1998-August, 2001
Project title: "Continuity of Care and Educational Experience in Early Childhood" (with Professors Williams, Genishi, and Brooks-Gunn)

Dissertation Year Fellowship, 1992-1993. University of California at Los Angeles.

University Fellowship, 1990-1992. University of California at Los Angeles.

NIMH Pre-doctoral Fellowship, 1988-1990. University of California at Los Angeles, Department of Educational Psychology.

University Fellowship, 1987-1988. University of California at Los Angeles.

Kelly Keogh Memorial Award, March, 1987.

Dubnoff Scholar, April, 1978. California State University, Northridge.

professional organization membership

Professional Affiliations
 
National Association for Early Childhood Teacher Educators (NAECTE), 2004- present.
Association for Childhood Education International (ACEI), 1999-present.
World Association for Infant Mental Health (WAIMH), 1996-present.
National Association for the Education of Young Children (NAEYC),1996-present.
Council for Exceptional Children (CEC), 1993-present.
National Center for Clinical Infant Programs (NCCIP), 1990-present.
International Society for Infant Studies (ISIS), 1989-present.
Society for Research in Child Development (SRCD), 1989-present.

grants

principal publications

Refereed Journal Articles:

Lee, Y. J. & Recchia, S. L. (in press). “Who’s the boss?”  Young children’s power and influence in an early childhood classroom. Early Childhood Research and Practice.

 

Recchia, S. L. & Soucacou, E. P. (2006). Nurturing social experience in three early childhood special education classrooms. Early Childhood Research and Practice, 8(2).

Available at http://ecrp.uiuc.edu/v8n/recchia.html

 

Lee, S. Y., Recchia, S. L., & Shin, M. S. (2005). Not the same kind of leaders: Four young children’s unique ways of influencing others.  Journal of Research in Childhood Education, 20(2), 132-148.

 

Mullarkey, L. S., Recchia, S. L., Lee, S. Y., Lee, Y. J. & Shin, M. S. (2005). Manipulative managers and devilish dictators: Teachers’ perspectives on the dilemmas and challenges of classroom leadership. Journal of Early Childhood Teacher Education, 25, 123-129.

 

Recchia, S. L. & Lee, Y. J.  (2004) At the crossroads: Overcoming concerns to envision possibilities for toddlers in inclusive childcare. Journal of Research in Childhood Education, 19(2), 175-188.

 

Shin, M., Recchia, S. L., Lee, S. Y., Lee, Y. J., & Mullarkey, L.S. (2004) Understanding early childhood leadership: Emerging competencies in the context of relationships. Journal of Early Childhood Research, 2(3), 301-316.

 

Lava, V. F., Recchia, S. L., & Johnson, T. G. (2004).  Early childhood special educators reflect on their preparation and practice. Journal of Teacher Education and Special Education, 27(2), 190-201.


 
Recchia, S. L. & Loizou, E. (2002). Becoming an infant caregiver: Three profiles of personal and professional growth. Journal of Research in Childhood Education, 16(2), 133-147.

Heinicke, C. M., Fineman, N., Ruth, G., Recchia, S. L., Rodning, C., & Guthrie, D. (1999). Relationship based intervention with at-risk mothers: Outcome in the first year of life. Infant Mental Health Journal,20(4),349-374.

Recchia, S. L. (1999). Inspirations from infants in inclusive group care. Focus on Infants and Toddlers, 11(4), 1-4.

Recchia, S. L., Berr, C. N., & Hsiung, M. (1998). Caregiver perceptions and child-caregiver interactions in a newly-inclusive infant child care center. Early Childhood Education Journal, 26(2), 111-116.

Recchia, S. L. (1998). Response to ambiguous stimuli by three toddlers who are blind as a measure of mother-child communication. Journal of Visual Impairment and Blindness, 92(9), 581-592.

Recchia, S. L. (1997). Social communication and response to ambiguous stimuli in toddlers with visual impairments. Journal of Applied Developmental Psychology, 18(3), 297-316.

Recchia, S. L. (1997). Play and concept development in infants with severe visual impairments: A constructivist view. Journal of Visual Impairment and Blindness, 91(4), 401-406.

Stipek, D., Recchia, S., & McClintic, S. (1992). Self evaluation in young children. Monographs of the Society for Research in Child Development, 57(1, serial No. 226).

Book Chapters:

Recchia, S. L. (2007). Teaching caring: Supporting social and emotional learning in an inclusive early childhood classroom. In C. Genishi & A. L. Goodwin (Eds.) Diversities in early childhood education: Rethinking and doing. New York: Routledge/Falmer.

 

Recchia, S. L. & Wiliams, L. R. (2006). Culture, class, and diversity: Implications for practice.  In G. Foley and J. Hochman (Eds.), Infant mental health in early intervention: Achieving unity in principles and practice. Baltimore: Paul H. Brookes.


Recchia, S. L. (1997). Establishing intersubjective experience: Developmental challenges for young children with congenital blindness and autism and their caregivers. In V.A. Lewis & G.M. Collis (Eds.), Blindness and psychological development in young children (pp. 116-129). Leicester, UK: British Psychological Society.

Kopp, C. B. & Recchia, S. L. (1990). The issue of multiple pathways in the development of handicapped children. In R. Hodapp, J. Burack, & E. Zigler (Eds.), Issues in the developmental approach to mental retardation. Cambridge: Cambridge University Press.

Invited newsletter article:

Recchia, S. L. (1995, Winter). Initiating inclusion practices for infants, toddlers, and families: Training, research, and service delivery needs. Insights From the Center for Infants and Parents, 2(1), 1-4.

Educational Booklets:

Recchia, S. L. (1987). Learning to play: Common concerns for the visually impaired preschool child. (Available from Blind Children's Center, 4120 Marathon St., P.O. Box 29159, Los Angeles, California 90029.)

Recchia, S. L. (1986). Welcome to the world: Toys and activities for the visually impaired infant. (Available from Blind Children's Center, 4120 Marathon St., P.O. Box 29159, Los Angeles, California 90029.)

Unpublished Manuscripts

Heinicke, C. M., Recchia, S. L., Berlin, P. & James, C. (1993). Manual for coding global child and parent-child ratings. Unpublished manuscript available from the Department of Psychiatry, University of California at Los Angeles, Los Angeles, California, 90024.

Recchia, S. L. (1997). Teacher-child social communication code book. Unpublished coding manual. Teachers College, Columbia University.

professional presentations


Recchia, S. L. (April, 2007) Invited panel participant at the Annual conference of the Center for Opportunities and Outcomes, “Mind and Body in Autism:  Educational, Psychological       and Medical Perspectives.” Teachers College, Columbia University, New York, NY.
 

Lee, Y. J. & Recchia, S. L. (April, 2007). Preparing early childhood teachers for inclusive classrooms: A holistic framework for embracing all learners and building classroom       community. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago, Illinois.

 
 
Recchia, S. L. (February, 2007). Young leaders in the early childhood classroom. Invited paper presented at the 17th Annual Kravis-de-Roulet Leadership Conference, “The Early Seeds of Leadership: Growing the Next Generation of Leaders.” Claremont McKenna College, Claremont, CA.   

     

Recchia, S. L. (November, 2006) Responding to Children who are Challenged by a Play-Based Curriculum. Invited Workshop presented at the Greenwich Early Childhood Staff Development Consortium, Greenwich, CT.

                                                      Recchia, S. L. & Williams, L. R. (May, 2006). Culture, class, and diversity: Implications for practice. Invited Workshop presented at the New York Zero-to-Three Network 10th Annual Spring Conference, “Mental Health in Early Intervention: Achieving Unity in Principles and Practice,” New York, NY.
 

Lee, Y. J. & Recchia, S. L. (April, 2006). “Who’s the boss?” Young leaders’ power and influence in an early childhood classroom. Roundtable session presented at the Annual 

Meeting of the American Educational Research Association (AERA), San Francisco, CA.

 

Recchia, S. L. & Lee, Y. J. (January, 2006). Portraits of young children with special needs in inclusive early childhood classrooms: Teachers’ dilemmas in supporting social relationships. Paper presented at the Hawaii International Conference on Education, Honolulu, HI.


Recchia, S. L. (October, 2005). Baby Talk: How Infants and Caregivers Co-Construct Meaning in the Context of Daily Life in an Infant Classroom. Paper presented at the 13th Interdisciplinary Conference on Reconceptualizing Early Childhood Education: Research, Theory, & Practice. Madison, WI.

 
Dettwiler, A. & Recchia, S. L. (September, 2005). The Visit: An Innovative Framework for Training and Relationship Building.  Invited Workshop presented at the Second Annual NYS Conference on Infancy. Tarrytown, NY.
 

Puig, V. I. & Recchia, S. L. (June, 2005). The early childhood professional mentoring group: Nurturing transformative teaching through interaction and support.  Workshop presented at the National Association for Early Childhood Teacher Educators (NAECTE) Spring Conference.  Miami, Florida.

 

Dettwiler, A. & Recchia, S. L. (June, 2005). The Developmental Visit.  Invited Workshop presented at the New York Zero-to-Three Network Annual Meeting, honoring Annette Axtmann. New York, NY.

 

Recchia, S. L. (May, 2005). Preparing teachers who are “ready” for children: Supporting difference and nurturing community. Invited Workshop presented at the New York Zero-to-Three Network Ninth Annual Spring Conference, “From Vision to Reality: School Readiness—What is it and How do we get there? New York, NY.
 
Recchia, S. L. (April, 2005).  Symposium chair: Honoring differences, building democratic communities: How diverse young children and teachers construct meaning through relationships.  Paper presentation: Four young leaders’ unique ways of enacting leadership. Presented at the annual meeting of the American Educational Research Association (AERA). Montreal, Quebec, Canada.
 

Recchia, S. L. & Lee, Y. J. (May, 2004). Troubling constructions of leadership in the early childhood classroom: Creating space for multiple voices. Paper presented at the 12th Conference of Reconceptualizing Early Childhood Research, Theory and Practice. Oslo, Norway.

     

Recchia, S. L., Shin, M. S., Lee, S. Y., Lee, Y. J. & Mullarkey, L. (April, 2004). Understanding early childhood leadership: Emerging competencies and individual differences.  Paper presented at the 2004 American Educational Research Association (AERA) Annual Meeting. San Diego, CA. 

     

Recchia, S. L., Mullarkey, L. S., Lee, S. Y., Lee, Y. J., & Shin, M. S. (April, 2004) Manipulative managers and devilish dictators: Teachers’ perspectives on the dilemmas and challenges of classroom leadership.  Paper presented at the 2004 American Educational Research Association (AERA) Annual Meeting. San Diego, CA.

 

Recchia, S. L. & Soucaco, E. (April, 2004). Nurturing social experiences in the early childhood special education classroom: Perspectives on three teachers. Paper presented at the 2004 American Educational Research Association (AERA) Annual Meeting. San Diego, CA.
 
 

Recchia, S. L. (June, 2003).  Baby watch: Learning about infant development through observation.  Invited Workshop presented at the 16th Annual Bank Street College Infancy Institute. New York, NY.

 

Rofrano, F. J. & Recchia, S. L. (March, 2003).  Making space for babies: Creating environments that foster interpersonal relationships. Workshop presented at the New York State Association for the Education of Young Children Annual Conference.  Saratoga Springs, NY.

 

Recchia, S.L. & Soucacou, E.  (December, 2002).  Observing social relationships in context: Preschoolers with disabilities, teachers, and peers.  Poster presented at the DEC 18th Annual International Conference on Young Children with Special Needs and Their Families.  San Diego, California.

 
 
Recchia, S. L. & Dettwiler, A. (July, 2002). The developmental visit: A nonlinear dynamic systems approach to relationship-based assessment for infants and families. Video Workshop presented at the 8th World Congress of the World Association for Infant Mental Health. Vrije Universiteit Amsterdam, the Netherlands.

Recchia, S. L. (June, 2002). Invited discussant, symposium presented at the Fifth Congress of the International Society for Cultural Research and Activity Theory, "Tutoring in the "Zone of Proximal Development" in preschool settings". Vrije Universiteit Amsterdam, the Netherlands.

Recchia, S. L. (April, 2002). Invited chair, Research Breakout Session at the annual conference of the Center for Opportunities and Outcomes, "When Worlds Collide ‘02: Looking Back and Shaping the Future". Teachers College, New York, NY.

Recchia, S. L. & Loizou, E. (April, 2002). Caring for infants in child care: Caregivers' reflections on their first year in infant group care. Poster presented at' the 13th biennial International Conference on Infant Studies. Toronto, Canada.

Recchia, S. L. & Loizou, E. (April, 2002). Becoming an infant caregiver: Three profiles of personal and professional growth. Poster presented at the American Educational Research Association Annual Meeting, New Orleans, LA.

Recchia, S. L. (June, 2001). The Developmental Visit. Workshop presented at the 14th Annual Bank Street Infancy Institute. New York, NY.

Recchia, S. L. (May, 2001). Working with infants in inclusive childcare. Lecture presented to the Day Care Association of Hiroshima. Hiroshima, Japan.

Loizou, E., Rofrano, F., & Recchia, S. L. (May, 2001). A day in the life of infants in group care: Creating curriculum that supports competence. Workshop presented at the Annual Conference of the New York State Association for the Education of Young Children. Syracuse, NY.

Recchia, S. L. & Sekino, Y. (April, 2001). Relationships in childcare: Similarities and differences between U.S. and Japanese infants and their caregivers. Poster presented at the 2001 Biennial Meeting of the Society for Research in Child Development. Minneapolis, MN.

Recchia, S. L. (January, 2001). Continuity in childcare: Caregiver-child relationships. Invited session presented at the Ph.D. Seminar, Department of Psychology, Roskilde University Center, Roskilde, Denmark.

Recchia, S. L., Sekino, Y., Brady-Smith, C. L., & Smedley, A. K. (July, 2000). The development of infant-caregiver relationships in childcare: Group patterns and individual differences. Poster presented at the XIIth Biennial International Conference on Infant Studies, Brighton, England.

Recchia, S. L. (April, 2000). Caregiver-child relationships as a context for continuity in child care. Part of a symposium presented at the American Educational Research Association Annual Meeting, New Orleans, LA.

Recchia, S. L. (March, 2000). Invited chair, Research Breakout Session at the annual conference of the Center for Opportunities and Outcomes, "When Worlds Collide ‘00: Charting the Agenda for the New Millennium". New York, NY.

Lava, V. F., Recchia, S. L., & Johnson, T. G. (December, 1999). New teachers' reflections on their practice: The influence of professional preparation. Poster presented at the Fifteenth Annual DEC International Conference on Children with Special Needs, Crossing Boundaries: Visions for the 21st Century. Washington, D. C.

Recchia, S. L. (1999, November). The development of sensitive caregiving relationships in a U.S. University child care setting: Toddlers, caregivers and parents. Part of a symposium presented at the 30th Annual Conference of the Psychological Society of Ireland, Cork, Ireland.

Recchia, S. L. (1999, October). Assessing peer interactions. Invited session presented at the Third Annual New York Zero to Three Collaborative Conference: New Visions for the Assessment of Infants and Toddlers. New York, NY.

Recchia, S. L. (1999, June). Childcare and inclusion: Building communities that support infants and families. Invited workshop presented at the 12th Annual Infancy Institute at Bank Street College. New York, NY.

Recchia, S. L. (1999, April). Social experiences of preschoolers with, disabilities in diverse classroom settings. Poster presented at the 1999 Biennial Meeting of the Society for Research in Child Development. Albuquerque, New Mexico.

Recchia, S. L. (1998, September). Toddlers with special needs in child care: Promoting social and emotional development. Invited session presented at the Second Annual New York Zero to Three Collaborative Conference: Toddlers: A Time of Complex Change. New York, NY.

Recchia. S. L. (1998, August). Preparing infant and toddler caregivers for inclusive settings. Part of a symposium presented at the 22nd World Congress of OMEP (World Organization for Preschool Education), Copenhagen, Denmark.

Recchia, S. L., Sekino, Y., Angeles-Bautista, A., & Lee, Y-J. (1998, July). Meeting the needs of children with disabilities in child care: Practical challenges and implications for ongoing research. Poster presented at Head Start's Fourth National Research Conference, Washington, D.C.

Recchia, S. L. (1998, April). Social interaction of children with motor impairments. Paper presented at Motor Development in Infancy and Early Childhood, Teachers College, Columbia University, New York, NY.

Recchia, S. L. (1998, April). Teacher-child relationships and peer interactions in preschoolers with disabilities. Roundtable presented at the American Educational Research Association Annual Meeting, San Diego, CA.

Recchia, S. L. & Sekino, Y. (1998, April). Supporting the development of sensitive caregiving relationships for toddlers in child care. Poster presented at the XIth Biennial International Conference on Infant Studies, Atlanta, GA.

Recchia, S. L. (1997, November). Promoting sensitive caregiving: Contributions of infants and caregivers. Part of a symposium presented at the 28th Annual Conference of the Psychological Society of Ireland, Ennis, Ireland.

Recchia, S. L. (1997, November). Using play to assess young children. Invited paper presented at Heterogeneous Schools: Homogeneous Standards, the Educational Records Bureau Annual Conference, New York, NY.

Recchia, S. L., Berr, C., & Hsiung, M. (1996, December). Caring inclusively for infants and toddlers with and without special needs: Caregiver perceptions, child behaviors, and child-Caregiver interactions. Poster presented at the Eleventh National Training Institute of Zero to Three, National Center for Infants, Toddlers,. and Families, Washington, D.C.

Recchia, S. L. & Williams, L. R. (1996, May). Babies teaching each other: Contributions of peers in an inclusive, culturally aware childcare setting. Invited paper presented at Ask the Child: Why, How, When?, New York, New York.

Recchia, S. L. (1996, April). How toddlers with severe visual impairments and their caregivers respond to ambiguous stimuli: A multiple case study analysis. Poster presented at the 10th International Conference on Infant Studies, Providence, RI.

Recchia, S. L. (1996, April). Building relationships with preschool children and families. Roundtable discussion at A New Understanding of Parent Involvement: Family-Work-School, NY, NY.

Recchia, S. L. (1996, April). Overview of research on family involvement in children's learning. Part of a panel presentation at A New Understanding of Parent Involvement: Family-Work-School, New York, New York.

Recchia, S. L. (1995, November). Assessing young children at play: Insights on emerging competencies. Invited paper presented at the 13th Annual Conference on Observing and Assessing the Preschool Learner, New York, New York.

Recchia, S. L. (1995, November). Adult-child play as a context for assessment. Workshop presented at the 13th Annual Conference on Observing and Assessing the Preschool Learner, New York, New York.

Recchia, S. L. (1995, May). Early social opportunity in inclusion. Part of a panel presentation at the Conference on Opportunities and Outcomes for Persons with Disabilities, New York, New York.

Recchia, S. L. (1994, June). How toddlers with severe visual impairments and their mothers respond to ambiguous stimuli. Poster presented at the 9th International Conference on Infant Studies, Paris, France.

Recchia, S. L. (1992, May). Early indicators of social problem-solving skills in prematurely-born 5-year olds. Poster presented at the 8th International Conference on Infant Studies, Miami Beach, Florida.

Recchia, S. L. (1991, April). Young children's emotional responses to winning and losing a competition. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, Washington.

Stipek, D. J. & Recchia, S. L. (1991, April). Toddlers' affective reactions to success and failure. Part of a symposium presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, Washington.

Recchia, S. L. (1988, July). Play and conceptual development in severely visually impaired infants. Paper presented at the Third International Conference of the Association for Education and Rehabilitation of the Blind and Visually Impaired, Montreal, Canada.

Recchia, S. L. (1988, February). Infants and preschoolers: Techniques and resources. Paper presented at Vision Loss: Everybody's Business, Los Angeles.

Recchia, S. L. (1987, June). Developing play skills in visually impaired infants and preschoolers. Workshop presented at the 1987 Summer Training Institute, Foundation for the Junior Blind, Los Angeles.

Recchia, S. L. (1987, March). Assessing functional vision in infants at play. Paper presented at The Visually Impaired Child: Behavioral, Developmental and Ethical Issues, Los Angeles.

Recchia, S. L. (1987, February). Meeting the individual needs of visually impaired infants and their families: Agencies working together. Paper presented at the Infant Development Association Conference, Los Angeles.

Recchia, S. L. (1986, September). Toys and play: A hands-on workshop for parents and preschoolers. Presented at the Fourth Annual Workshop for Parents of Visually Impaired Infants and Preschoolers, Malibu, California.

Recchia, S. L. (1985, September). Visually impaired infants and developmental problems. Paper presented at the Second Annual Conference of Premature and High Risk Infants International, Inc., Lexington, Kentucky.

Recchia, S. L. (1985, June). The multi-handicapped blind child. Paper presented at the Third Annual Workshop for Parents of Visually Impaired Infants and Preschoolers, Riverside, California.

Seminars and Guest Lectures

Opportunities and Outcomes Seminar, Department of Special Education, Spring, 1996.
"Teachers and Social Skills in Children with Disabilities"

TY5118, Infant Developmental and Practice, Spring, 1996.
"Caregiver Perceptions and Children's Experience in a Newly Inclusive Environment"

TY5112, Issues in Childcare, Spring, 1996, 1997, 1998
"The Issue of Inclusion in Child Care Programs."

TE6010, Spring, 1995, 1996, 1997, 1998.
"Attachment Theory and its Implications"

TE5010, Fall, 1994, 1995, 1996, 1997.
"Applications of Developmental Theory to Special Education"

TY5118, Infant Development and Practice, Fall, 1994.
"Including Infants and Toddlers with Special Needs and their Families in Community Childcare Programs"

Co-leader, Transdisciplinary Research Tutorial on Skill Development in Infancy and Early Childhood (TY 5515), Spring, 1994.

Seminar Presentation to Visiting Teachers from Finland, Fall, 1993.
"Early Childhood Special Education in New York City and Beyond

service to the college and university

Member, Safety Committee, AY 2005-06

 

Member, Ed D. Committee, AY2005-07

 

Member, Search Committee, Blindness and Visual Impairment, AY2005-06.

Committee Chair: Linda Hickson

 

Member, Faculty Advisory Committee, AY2003-present.

Committee Chairpersons:Professor Callie Waite; Professor Victoria Marsik; Professor Linda Hickson; Professor Charles Harrington

 

Member, Harassment Panel, AY2002-2005.

 

Chair, Search Committee, Early Childhood Special Education

Department of Curriculum and Teaching, AY 02-04



Appointed Member, College Tenure Committee, AY 01-02

Member, Search Committee, Science Education
Department of Mathematics, Science and Technology, AY 99-2000
Committee Chairperson, Professor 0. Roger Anderson

Member, Search Committee, Learning Disabilities
Department of Curriculum and Teaching, AY98-99
Committee Chairperson, Professor A. Lin Goodwin


Member, Faculty Advisory Committee, AY97-98-2000
Committee Chairpersons, Professors Linda Hickson and Leslie Williams

Member, Search Committee, Early Childhood Music Education
Department of Arts and Humanities, AY97-98
Committee Chairperson, Professor Hal Abeles

Member, Caswell Conference Committee
Department of Curriculum and Teaching, AY97-98
Committee Chairperson, Professor Gary Griffin

Member, Search Committee, Guidance Counseling Position
Department of Counseling Psychology, AY95-96, 96-97
Committee Chairperson, Professor Judith Brandenberg

Member, Faculty Executive Committee, 1995-1997
Committee Chairperson, Professor Jeanette Fleischner
Sub-Committee Chairpersons, Professor Herve Verenne and Professor Maria Torres-Guzman
(Sub-Committee on the Academic Program, 95-96); Professor Prabha Sahasrabudhe (Sub-Committee on Race, Culture, and Diversity, 96-97).

Member, Committee for Dean's Grants for Student Research, 1995.

Member, Interdisciplinary Issues Related to Early Childhood Education, 1994-1995
Committee Chairperson, Acting Dean Leonard Blackman

Chair, Child Study Center Review Committee
Department of Special Education, 1994-1995.

Chair, Committee for the Goldstein Award
Department of Special Education, 1994-1995.

Member, Committee for the Goldstein Award
Department of Special Education, Spring, 1994
Committee Chairperson, Professor Linda Hickson.

Member, Advisory Board, The Center for Infants and Parents, 1993-present
Board President, Professor Leslie Williams, Department of Curriculum and Teaching.

Member, Research Literacy Task Force, 1993-2000
Committee Chairperson, Professor Gary Bridge; Sub-Committee Chairpersons, Professor Charles Harrington and Professor Lyn Como (Sub-Committee on Qualitative Methods).

service to p-12 community

  • Curriculum Team Member, Early Intervention Information Session for Families—Transition

    State Department of Health, New York, 2006-2007

  • Book Reviewer, Brookes Publishing Co., 2006

    (review of : Help! I don’t want to raise a brat: Raising socially and emotionally sound children).

  • Reviewer, Contemporary Issues in Early Childhood, 2005-present.

    Editors: Nicola Yelland and Susan Grieshaber

  • Guest Reviewer, Equity and Excellence in Education, 2005

    Guest Editor: Gerald Bracey

  • Editorial Board, Journal of Early Childhood Teacher Education, 2003-present

          Editor: Leslie R. Williams

     

  • Editorial Board, Early Education and Development, 2002-present.
    Guest Reviewer, Early Education and Development, 2001.
    Editor: Richard R. Abidin

  • Consultant, Early Head Start Project, September, 1998-present.Project Director: Dr. Carmen Rodriguez, Columbia University Head Start.
  • Book Reviewer, Teachers College Press, 1999.
    (Review of: A Curriculum for Infants and Toddlers).
  • Reviewer, 1998 Conference on Human Development, Family/School Panel.
    Chair: Professor Claire E. Hamilton, University of Georgia.
  • Book Reviewer, Guilford Publications, Inc., 1998.
    (Review of: Toward Better Beginnings: A Framework for Working with Infants and Toddlers)
  • Board Member, New York Zero to Three Network, 1997-present.
    Co-president, Fall, 2000-present.
  • Member, Board of Visitors, Child Development Center of Texas A&M University,
    Corpus Christi, Texas, April, 1997.
  • Reviewer, NYU Medical Center Neonatology Program grant proposal for Neonatal Parental Intervention Program, September, 1996.
    Director of Neonatology: Karen Hendricks-Munoz, M.D., M.Ph.
  • Consulting Editor, Merrill-Palmer Quarterly, 1996.
    Editor: Carolyn U. Shantz.
  • Guest Reviewer, Early Education and Development, 1995.
    Editor: Richard R. Abidin.

C&T 4080: Risk and resilience in early development

A first course in child development, pre-birth through age 8, within a family context. Primary focus is on the impact of risk and disability on developmental outcomes, and those factors that promote resilience in young children, with and without disabilities, and their families.

C&T 4112: Integrated Curriculum in Early Childhood Educations (full-year course)

A two-semester course focused on integrated theories and methods in ECE/ ECSE. Will incorporate historical and sociocultural contexts, emphasis on physical and interpersonal environments in early childhood settings, centrality of play, social studies and science, adapting curricula for full range of abilities from infancy through grade 2.

C&T 4302: Supervised practicum in the educational assessment of young children with exceptionalities

Permission required. Prerequisite: C&T 4080. Participation in educational assessment of young children with exceptionalities. An introduction to formal and informal assessment strategies and their applications to work with young children. Analysis of observational and test data; formulation of educational interventions. Lab fee: $150.

C&T 4308: Field experiences in early childhood/early childhood special education

A practicum for students in the Early Childhood initial certification program that serves as a prerequisite for student teaching. Field experiences will relate to work in other courses and be paired with an ongoing seminar designed to respond directly to issues as they arise in field placements.

C&T 4900: Research and independent study: Curriculum and teaching

Masters degree students undertake research and independent study under the direction of a faculty member.

C&T 5118: Infant and toddler development and practice

Permission required. Theory is related to practice and research with infants, toddlers, and families. Students participate in classroom practice and meet for weekly seminar on-site at the Rita Gold Early Childhood Center. Enrollment is for one or two semesters.

C&T 5308: Advanced practicum-infancy and early childhood

Permission required. Students engage in action research at their practicum sites.

C&T 5514: Seminar in early childhood education

Required of all second-year doctoral students in early childhood education and early childhood special education and open to other post-masters students with permission. Examination of underlying issues and currents in early child-hood education, with formulation of initial research plans.

C&T 5515: Infancy research seminar

Permission required. Research in infant development is facilitated and coordinated through exploration of a variety of research methods within a seminar format.

C&T 5908: Independent study--infancy and early childhood

Permission required. Qualified students work under guidance on practical research problems. Proposed work on research problems must be outlined prior to registration; final written report required.

C&T 6408: Advanced internship-infancy and early childhood

Permission required. Post-masters level. Intensive professional internship at agency chosen to meet individual students needs. Students submit reports analyzing experiences.

C&T 6508: Advanced seminar-infancy and early childhood

For doctoral students in early childhood, early childhood special education, and related fields. Recent developments in theory and research as related to current issues in the field.

C&T 6900: Directed research and theory development in curriculum and teaching

Permission required.

C&T 8900: Dissertation advisement in curriculum and teaching

Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.