M. Susan Burns, Ph.D., is Professor Emerita at George Mason
University. She is educated in the disciplines of Education and
Psychology and received her Ph.D. from George Peabody College,
Vanderbilt University. Her entire career has focused on
literacy/cognition and early childhood education (birth through
grade 3) of children and families, especially those from culturally
diverse backgrounds and low-income backgrounds, and professional
development for teachers and others serving these children and
families. Her expertise in promoting mental health for young
children and their families and the role of play-based education as
a foundation for intellectual and literacy development is
integrated throughout her professional activities. Major
publications include Preventing Reading Difficulties in Young
Children and Eager to Learn: Educating Our Preschoolers, reports of
the National Academy of Sciences, and Knowledge to Support the
Teaching of Reading, report of the National Academy of Education.
Dr. Burns� (TM) publication listings (over 75), includes books,
chapters, and journal articles.
Richard T. Johnson, Ed.D., Professor, Institute for
Teacher Education, College of Education, University of Hawaii at
Manoa, 1776 University Avenue, Everly Hall 223D, Honolulu, Hawaii
96822
Dr. Johnson is a professor at the University of Hawaii at Manoa,
where he is on the faculty of the Institute for Teacher Education.
His recent research and field-based work includes no-touch policies
in education, risk, childhood subjectivity, and visual culture. He
has taught and served extensively in various field-based preservice
early childhood/ elementary teacher education programs for more
than 20 years. He earned his Ed.D. degree at Vanderbilt
University.
Mona M. Assaf, M.Ed., Head Start Teacher and Doctoral
Candidate at George Mason University, Post Office Box 114, Oakton,
Virginia 22124
Ms. Assaf has been a Head Start teacher in a large public school
district for the last 8 years, and she has conducted research in
community Head Start programs. She is passionate about improving
educational opportunities for culturally, linguistically, and
ability diverse young children and their families.
Linda Espinosa, Ph.D., has had experience as a preschool
teacher, child care center director, elementary school principal,
central office administrator, State program director, and corporate
Vice President of Education. Her practical experience and research
interests focus on the design and evaluation of optimal learning
environments for young children who are at risk for school failure.
Dr. Espinosa has worked extensively with low-income Hispanic/Latino
children and families throughout the state of California. She
completed her B.A. at the University of Washington, her Ed.M. at
Harvard University and her Ph.D. in Educational Psychology at the
University of Chicago.
"A unique contribution to preschool teachers' professional education. It provides a useful overview of foundational theorists in cognitive, social/emotional, language and physical development; learning; and curriculum." --Nancy Freeman, Ph.D.
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