Art Baroody is a Professor of Curriculum and Instruction in the College of Education at the University of Illinois at Urbana-Champaign. His research focus is children's mathematical learning, particularly the development of counting, number, and basic arithmetic concepts and skills during early childhood. Currently, he is studying the development of number and operation sense among preschoolers (1.5 to 5 year olds). Art has written numerous books, including, Children's Mathematical Thinking: A Developmental Framework for Preschool, Primary, and Special Education Teachers. He also co-authored the third edition of the preK-3 diagnostic test, Test of Early Mathematics Ability (TEMA-3), and co-wrote the number and operation standards for early childhood mathematics, which are included in the book, Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education.
Ingrid Chalufour, senior curriculum developer at Education Development Center, Inc. (EDC), designs and delivers educational programs for children and professionals in childcare, Head Start, and public schools. She recently co-led the development of the Young Scientist Series (YSS), a comprehensive curriculum designed to improve science teaching and learning in early childhood programs across the country. Her extensive work in teacher professional development has focused on challenging and supporting educators as they adopt new approaches and improved practices. As part of EDC's Excellence in Teaching initiative, she created professional development programs for teachers of young children that focus on the improved teaching of early childhood science and other topics.
Laura J. Colker is the author or co-author of numerous articles, monographs, and books for teachers, caregivers, administrators, families, and children. She co-authored the revised edition of The Creative Curriculum for Infants & Toddlers, as well as the fourth edition of The Creative Curriculum for Preschool. In addition, she has served as guest editor for Young Children, the education specialist for ERIC's EDRS, and an ongoing consultant to the Department of Defense Education Activity's Sure Start and kindergarten programs. Laura also conducts staff development and teaches courses on child development issues worldwide.
Tracie Costantino is an Assistant Professor of Art Education at the Lamar Dodd School of Art, University of Georgia. She received her Ph.D. in aesthetic education and curriculum and instruction at the University of Illinois at Urbana-Champaign, and her M.A. degree in art history from Brown University. Her research interests include the transformative potential of aesthetic experience, the development of aesthetic understanding, the theory and practice of museum education, and program evaluation theory and practice. She has published articles in several peer-reviewed journals, including Studies in Art Education, Arts Education Policy Review, American Journal of Evaluation, Educational Theory, and the Arts & Learning Research Journal. She also serves as an educational evaluation consultant, conducting evaluations in K-12 public school settings on arts education, arts integration, teacher professional development, and literacy education projects.
George Graham is a Professor in the Department of Kinesiology at Penn State University. He joined the faculty there in 2002 after teaching for 17 years at Virginia Tech. He has published extensively on physical activity for children, with twelve books and monographs to his credit and over 50 articles. A recipient of numerous awards, in 2005 he was named a fellow in the American Academy of Kinesiology and Physical Education. He served as the President of the National Association for Sport and Physical Education (NASPE) in 2003-04. George is the senior advisor for PE Central (www.pecentral.org), the ultimate Web site for physical education teachers that averages over 100,000 unique visitors per month.
Marilou Hyson is Senior Advisor for Research and Professional Practice at the National Association for the Education of Young Children (NAEYC). While at NAEYC, Marilou has been involved in teacher education and program review, publications, position statement development, and other content and policy issues. Previously, she was a preschool and kindergarten teacher, and Professor and Chair of the University of Delaware's Department of Individual and Family Studies. Other professional activities include serving as editor-in-chief of Early Childhood Research Quarterly, and holding an Executive Branch Policy Fellowship in the U.S. Department of Education's National Institute on Early Childhood Development and Education. Her publications include the second edition of The Emotional Development of Young Children: Building an Emotion-Centered Curriculum, and a chapter she co-authored on early childhood education for the sixth edition of the Handbook of Child Psychology.
Kim Norman is an Associate Professor of Education at California State University, Fullerton. She began her career teaching elementary school students in multilingual urban and suburban settings. Currently, she equips elementary school teachers to teach children (K-8) how to communicate at high levels through reading and writing. Kim's research interests include the development of teacher knowledge, language and literacy. Her work has been published in professional journals including The Reading Teacher, Teacher Education Quarterly and Teachers College Record, and she has co-authored chapters in Learning to Teach Reading: Setting the Research Agenda and Translating Theory and Research into Educational Practice. Kim has also served on the Reading Panel for the California Commission on Teacher Credentialing and as an advisor to Tenth Planet Explorations in the development of multimedia curricula.
Robert Pianta is the Director of the Center for Advanced Study of Teaching and Learning (CASTL) at the University of Virginia. He is a professor in both the Curry School of Education, where he is the Novartis U.S. Foundation Professor in Education, and in the Department of Psychology. A former special education teacher, his current work focuses on investigating the effects of schooling on children's social and academic outcomes and on improving school and classroom experiences through teachers' professional development. He is a principal investigator on several major research and training initiatives and is also Editor of the Journal of School Psychology. He is the author of more than two hundred journal articles, chapters, and books in the areas of early childhood development, transition to school, school readiness, and parent-child and teacher-child relationships.
Steve Sanders is the Director of the School of Physical Education, Wellness, and Sports Studies at the University of South Florida. Since the beginning of his career, he has taught and promoted the concept of being physically active throughout life while working with children of all ages, from infant/parent and toddler movement classes, to teaching preschool, elementary and high school physical education. Steve has written extensively on physical education, including the books, Designing Preschool Movement Programs and Active for Life: Developmentally Appropriate Movement Programs for Young Children. Steve is the editor of the preschool section for the nationally acclaimed physical education Web site, PE Central. He has also served on advisory boards for PBS TeacherSource and Sesame Workshop's Healthy Habits for Life initiative.
Judy Schickedanz is Professor of Education at Boston University, where she has also served as director of the Early Childhood Laboratory Preschool and as coordinator of the early childhood program. Judy's extensive writing on the development of language and literacy in early childhood includes Much More than The ABCs and Writing in the Preschool: Orchestrating Meaning and Marks. Judy works with several Early Reading First projects across the country. In 2004, she was a member of the Teaching Resources Team that helped revise the National Association for the Education of Young Children's (NAEYC) accreditation standards. Judy has also served within the International Reading Association as past president of the Literacy Development in Young Children Special Interest Group, member of the Early Literacy Committee, and on the Early Literacy Development Commission.
Rose Sevcik is Associate Professor of Psychology at Georgia State University, Atlanta. She is a developmental psychologist whose scholarly and research interests center on the development of symbolic processes, specifically oral and written language development. Her research has focused on the language, reading, and communication development of children and youth with, and at risk for, developmental and learning disabilities. She has an extensive publication record and has given numerous presentations to national and international audiences. She is a Fellow of the American Speech-Language-Hearing Association and the American Association on Mental Retardation and has served as the Associate Editor for Language for the Journal of Speech Language and Hearing Research.
Jeff Winokur is a senior research associate at the Center for Science Education at Education Development Center (EDC) and an early childhood and elementary science specialist at Wheelock College in Boston. He has worked in early childhood and elementary science education for more than 25 years. Jeff consults with elementary school districts and early childhood programs, conducts professional development programs in science education, and teaches pre-service and in-service courses in the teaching of science to children. He is a member of a team helping elementary teachers to make authentic connections between science and literacy to help deepen students' science understanding. Jeff's recent work includes curriculum development, and he is one of the contributing authors of The Young Scientist Series, an early childhood science curriculum.