Teaching 4-To-8-Year-Olds: Literacy, Math, Multiculturalism, and Classroom Community: Literacy, Math, Multiculturism, and Classroom Community - Softcover

Donald B. Bailey, Jr., Ph.D., is Distinguished Fellow at RTI International. He is internationally known as an expert on young children with disabilities. For 27 years, he was on the faculty of the University of North Carolina at Chapel Hill where he was a W.R. Kenan, Jr. Distinguished Professor and, for 14 years, director of the Frank Porter Graham Child Development Institute. Dr. Bailey has addressed a variety of issues in his research and publications related to early intervention of children with disabilities and their families, with a particular focus on family support, inclusion, early identification, and fragile X syndrome. He has an extensive record of publications, with more than 200 peer-reviewed articles, chapters, and books on a wide variety of topics related to early education, early intervention, disability, and family support.

M. Susan Burns, Ph.D., Associate Professor of Early Childhood Education, George Mason University, Graduate School of Education, MS 4B3, 4400 University Drive, Fairfax, Virginia 22030

Dr. Burns is Associate Professor of Early Childhood Education at George Mason University. Her research centers on the development and learning of young children (birth through Grade 3). Her work includes all children: those with diverse abilities (children with disabilities), those living in poverty, and those from multilingual and multicultural backgrounds. Of particular interest to Dr. Burns are language and early literacy development. She has numerous publications presenting her research in these areas. A former employee at the National Research Council, she is a coeditor of Eager to Learn: Educating Our Preschoolers, Preventing Reading Difficulties in Young Children, and Starting Out Right: A Guide to Promoting Children's Reading Success, all publications of the National Academy Press of the National Academies of Science. She earned her Ph.D. degree in psychology at Peabody College, Vanderbilt University.

Carollee Howes, Ph.D., is the director of the Center for Improving Child Care Quality, Department of Education, and a professor of the Applied Developmental Psychology doctorate program at the University of California, Los Angeles. Dr. Howes is an internationally recognized developmental psychologist focusing on children's social and emotional development. She has served as a principal investigator on a number of seminal studies in early child care and preschool education, including the National Child Care Staffing Study; the Family and Relative Care Study; the Cost, Quality, and Outcomes Study; and the National Study of Child Care in Low Income Families.

Dr. Howes has been active in public policy for children and families in California as well as across the United States. Her research focuses on children's experiences in child care, their concurrent and long-term outcomes from child care experiences, and child care quality and efforts to improve child care quality. Dr. Howes is the editor of Teaching 4- to 8-Year-Olds: Literacy, Math, Multiculturalism, and Classroom Community (Paul H. Brookes Publishing Co., 2003) and the coeditor of The Promise of Pre-K (Paul H. Brookes Publishing Co., 2009) and Foundations for Teaching Excellence: Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States (Paul H. Brookes Publishing Co., 2011).