The following articles may be used for this course:

Battey, D., Bartell, T., Webel, C. & Lowry, A. (2021). Understanding the impact of racial attitudes on preservice teachers’ perceptions of children’s mathematical thinking. Journal for Research in Mathematics Education, 52(1), 62-93. https://doi.org/10.5951/jresmatheduc-2020-0207

Golden, A.K., Hemmeter, M.L., Edmonds, M., & Ledoford, J.R. (2021). Reciprocal peer coaching and teaching teams’ use of pyramid model practices. Journal of Early Intervention, 43(3), 255-274. https://doi.org?10.1177/1053815121993225

Hair, E., Halle, T., Terry-humen, E., Lavelle, B. & Calkins, J. (2006). Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21(4), 431-454. https://doi.org/10.1016/j/ecresq.2006.09.005

Hemmeter, M.L., Fox, L. Jack, S. & Broyles, L. (2007). A program-wide model of positive behavior support in early childhood settings. Journal of Early Intervention, 29(4), 337-355. https://doi.org/10.1177/105381510702900406

Jones, V.L., Higgins, K., Brandon, R., Cote, D., & Dobbins, N. (2013).  A focus on     resiliency:  Young children with disabilities.  Young Exceptional Children, 16(4), 3-16. https://doi.org/10.1177/1096250613481681

Maloney, T.M., & Matthews, K.S. (2020). Teacher care and student’s sense of connectedness in the urban mathematics classroom. Journal for Research in Mathematics Education, 51(4), 399-432. https://doi.org/10.5951/jresematheduc-2020-0044

Northrop, L. (2017). Breaking the cycle: Cumulative disadvantage in literacy. Reading Research Quarterly, 52(4), 391-396. https://doi.org/10.1002/rrq.195

Rand, M.K. & Morrow, L.M. (2021). The contribution of play experiences in early literacy: Expanding the science of reading. Reading Research Quarterly, 56(51), S239-S248. https://doi.org/10.1002/rrq.383.

Rowe, D.W. (2018). Pointing with a pen: The role of gesture in early childhood writing. Reading Research Quarterly, 54(1), 13-39. https://doi.org/10.1002/rrq.215

Schachter, R.E., & Piasta, S.B. (2021). Doing assessment: A multicase study of preschool teachers’ language and literacy data practices. Reading Research Quarterly. https://doi.org/10.1002/rrq.419

Snell, E.K., Wasik, B.A., & Hindman, A.H. (2022). Text to talk: Effects of a home-school vocabulary texting intervention on prekindergarten vocabulary.  Early Childhood Research Quarterly, 60(3), 67-79. https://doi.org/10.1016/j.ecresq.2021.12.011

Vo, A.K., Sutherland, L.S., Conroy, M.A. (2012). Best in class: A classroom-based model for ameliorating problem behavior in early childhood settings. Psychology in the Schools, 49(5), 402-415. https://doi.org/10.1002/pits.21609 Wasik, B.A., Bond, M.A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98(1), 63-74. https://doi.org/10.1037/0022-0663.98.1.63