Ph.D. Faculty

Learning environments, early childhood leadership, multiage education, constructivist versus traditional teaching methods in elementary classrooms, and teacher preparation models.

Academy for Teaching

Through a partnership between Clemmer College Teacher Preparation and Kingsport City Schools the innovative academy for teachers was developed as a rigorous approach for preparing future teachers. In collaboration with my colleagues, Dr. Karin Keith and Dr. Stacy Edwards the academy was launched in Fall 2018.  The academy and reciprocal relationship with the local education agency is mutually beneficial to teacher candidates and the teachers and students within the school system classrooms where teacher candidates are placed. The academy expanded in Fall 2020 to include the ETSU University School.

Trauma Informed Care

In collaboration with Dr. Carol Trivette and three doctoral students, Jennifer Bilbrey, Ruth Copeland, and Kristy Castanon, we identified a need for further research on the topic of trauma informed care in the region. A survey was developed and distributed among PreK-3 teachers in northeast Tennessee and southwest Virginia.  Analysis is underway with results expected in Spring 2021.

Bilbrey, J., Castanon, K. Copeland, R., Evanshen, P., Trivette, C. (2022). Primary early childhood educators’ perspectives of trauma-informed knowledge, confidence, and training. Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00582-9

Nyabando, T., & Evanshen, P. (2022). Second grade students’ perspectives of their classrooms’ physical learning environment: A multiple case study. Early Childhood Education Journal, 50, 709-720.

Evanshen, P., & Faulk, J. (2019). Room to learn: Elementary classrooms designed for interactive explorations. Silver Spring, MD: Gryphon House.

Isbell, R., & Evanshen, P. (2012). Real classroom makeovers: Practical ideas for early childhood classrooms. Silver Spring, MD: Gryphon House.

Evanshen, P., & Faulk, J. (2011). A room to learn: Rethinking classroom environments. Silver Spring, MD: Gryphon House.

Faulk, J. & Evanshen, P. (2016). Linking the primary classroom environment to learning. In Copple, C., Bredekamp, S., Koralek, D., & Charner, K., (Eds.), Spotlight on young children: Teaching and learning in the primary grades. Washington, DC: NAEYC.

Faulk, J. & Evanshen, P. (2014). Linking the primary classroom environment to learning. In Copple, C., Bredekamp, S., Koralek, D., & Charner, K., (Eds.), Developmentally appropriate practice: Focus on children in first, second and third grades (pp. 108-114). Washington, DC: NAEYC.

Evanshen, P. (2010). Gode læringsmiljøer i skolen: Hvordan man engagerer born gennem god skolepraksis. (Quality learning environments in the primary school: Incorporating best practices to engage learners). In G. Kragh-Müller, F. Andersen, & L. Hvidtved (Eds.), Gode lærings miljøer for born (pp.195-210). Copenhagen: Hans Reitzels Forlag.

Ringsmose, C., & Evanshen, P. (February, 2007). Mange FORDELE ved ALDERSINTEGRATION (Why Multiage Classrooms?). Frie Skoler (Magazine for Danish Free School), 2, 32-33.

Ringsmose, C., & Evanshen, P. (February, 2007). Niveaudelt- eller aldersintegreret. (A comparative narrative of the Danish “Folkeskole” and a Primary Multiage School in America). Underviserre (The Danish Magazine for Teachers), 36-37.

Evanshen, P., & Faulk, J. (2013). Linking the primary classroom environment to learning. Young Children, 68 (4), 40-45.

Evanshen, P., Myron, M., & Grewal, D. (2009). The virtual classroom: Theory to practice. NALS, 31(2), 18-22.

Evanshen, P., & Phillips, L. (2006). Family fun day: Making a difference. Dimensions of Early Childhood, 34(2), 20-25.

Evanshen, P., & Clark, B. (2005). Maximizing early childhood practices by incorporating constructivist principles in an elementary school. The Constructivist, 16(1).

Evanshen, P., & Lewis, S. (2003). Reading and writing workshop in a multiage primary classroom.

Tennessee Reading Teacher, 31(2), 2-5.

Evanshen, P. (2002, Winter). Non-graded, multiage classrooms: Structural processes that actually work.

Tennessee’s Children, 25-27.

I enjoy working with students at the undergraduate, master’s and PhD levels.  I engage students in various projects related to my roles as Department Chair, teacher and researcher. As a member and leader of the National Association for Early Childhood Teacher Educators I involve students in various ways to support the organization. As Department Chair, I strive to provide funding to support students with research efforts and opportunities to present at professional conferences.

Thesis and Dissertation Committees where I served as Committee Chair

Nyabando, T. (2019). Children’s perceptions about the physical learning environment of 2nd grade classrooms. East Tennessee State University.

Boggs, T. (2016). The effects of environmental modifications and visual supports in the home on engagement and challenging behaviors in children with autism. East Tennessee State University.

Pipkin-Hensley, C. (2015). Use of the physical classroom environment as a teaching and learning tool including the impact of the common core state standards initiative in kindergarten through third grade primary classrooms in northeast Tennessee. East Tennessee State University.

Hensley, C. (2010). Project third grade environment: Descriptive phenomenological study of the physical   and learning environment in a transformed third grade classroom. East Tennessee State University.

Moore, L. (2008). Relationships between primary teacher beliefs and practice in the primary classrooms of a small urban school in East Tennessee. East Tennessee State University.

Qualitative research, professional development for PreK and elementary teachers on the topic of learning environments, and constructivist approaches to teaching and learning. Early childhood leadership and organizational skills, team building, creating vision and mission, and creating a sense of community in educational settings.

Emergent Inquiry Curriculum

• Emergent curricula teacher planning practices
• Emergent curricula teacher practices
• Teacher development
• Teacher Professional Development
• Learning communities and other collaborative, democratic, constructivist modes
• Art as inquiry/research

Embedded in these are other topics

• Creativity
• Documentation
• Play
• Children's perceptions of their peer culture and social structure during play
• The role of materials and environment on learning
• Children’s conceptual understanding of their world/conceptual development
• Family involvement
• The teaching and learning environment
• Constructivist theory and principles are embedded in all interests noted
• The early learning environment

Extensions of these interests

• Advocacy for Children's rights and Quality EC 

Cycle of Inquiry Research

My research has focused on Reggio inspired emergent curriculum. With my colleague, Seong Bock Hong (University of Michigan-Dearborn), we developed the Cycle of Inquiry System (COI) a pedagogical tool to aid teachers in documenting the  thinking processes they engage in when planning emergent curricula based on their observations of children.

Broderick, J. & Hong, S.B. (2020). From children’s interests to children’s thinking: Using a cycle of inquiry to plan curriculum. Washington, DC: NAEYC.

Click to learn more about the COI.

With the assistance of Mike Garrett, Early Childhood PhD graduate, we developed a model for emergent curricula observation and planning processes based on a cycle of inquiry.  We also developed a COI rubric indicating levels of development with documenting within a cycle of inquiry curriculum.

COI Related Studies

Orimaye, K. H., Broderick, J. T., Alhassan, A. (in-progress). Preschool teachers facilitating STEM experiences.

 

Broderick, J. T. & Hong, S. B. (2017-ongoing). Preschool teachers perceptions of a Cycle of Inquiry. To learn what teachers in two Reggio inspired preschools document for their planning practices. To identify teachers’ perceptions of Reggio inspired observation and planning practices. To identify the ways that different groups of Reggio inspired teachers define Reggio inspired practices, to see if these align across groups and how they align with identified practices.

 

Art as inquiry

Broderick, J. T., Hong, S.B., & Yu, G. (2020). What are the developmental thinking processes of art educators and EC educators as they learn art as inquiry processes?

• Studying educators perceptions through aspects of their participation in an art as inquiry online course with six modules.

2025

Streagle, J. & Broderick, J. T. (July 2025) What is a Friend? Investigating children’s theories about friendship. ETSU Early Childhood Conference, Johnson City, TN. 

2024 

Yu, G.G.S., Broderick, J., & Bock Hong, S. (2024). The language of collaboration: Art inquiry among art and early childhood educators. Arts Education Policy Review, 1-17. 

Yu, G.G.S., Broderick, J., & Bock Hong, S. (2024). The language of collaboration: Art inquiry among art and early childhood educators. Association for Constructivist Teaching, Boulder, CO. 

Broderick, J. T., Dias, M. J., & Orimaye, K. H. (March 2024). Framing Open-Ended Explorations of Materials Within the Context of Creativity and Constructivist Theories. Exchange Magazine (spring). 

Perry, A.A., Shook, A., Broderick, J.T. (2024). A focus on social-cultural diversity & anti-bias leadership in a PhD course. NAECTE virtual summer conference. 

2023 

Broderick, J.T., Bock, S., Hatcher, A., Moran, M. (2023, November) Teachers as Researchers: Interpreting and Questioning to Plan for Emergent Inquiry Curriculum Centered on Children’s Thinking. National Association for the Education of Young Children, Nashville, TN 

Broderick, J. T. & Evanshen, P. (2023). Studying Reggio-Inspired Early Childhood Emergent Inquiry Online. Exchange Magazine (summer). 

Broderick, J. T. & Hong, S. B. (2023). Undergraduates Use of Materials Explorations and Documentation to Study Re-Representation and Multi-Symbolic Representation in Learning Processes, Association for Constructivist Teaching, Boone, NC. 

Broderick, J. T. & Hong, S. B. (2023). Undergraduates use of materials explorations and documentation to study re-representation and multi-symbolic representation in learning processes. NAECTE summer virtual conference 

Broderick, J.T., Bock, S., Hatcher, A., & Moran, M. (2023, November). Teachers as researchers: Interpreting and questioning to plan for emergent inquiry curriculum centered on children’s thinking. National Association for the Education of Young Children, Nashville, TN.  

Broderick, J. T. & Hong, S. B. (2023). Undergraduates Use of Materials Explorations and Documentation to Study Re-Representation and Multi-Symbolic Representation in Learning Processes. Association for Constructivist Teaching, Boone, NC. 

*Broderick, J.T., Bock, S., Hatcher, A., Moran, M. (2023, November) Teachers as Researchers: Interpreting and Questioning to Plan for Emergent Inquiry Curriculum Centered on Children’s Thinking. National Association for the Education of Young Children, Nashville, TN  

Broderick, J. T., & Hong, S. B. (2023) Application of Emergent Inquiry and Representation Processes in Current Contexts, National Association of Early Childhood Teacher Educators, Nashville, TN. 

Broderick, J. T. & Hong, S. B. (2023). Undergraduates Use of Materials Explorations and Documentation to Study Re-Representation and Multi-Symbolic Representation in Learning Processes. NAECTE Summer Virtual Conference. 

2022 

Hong, S. B., Broderick, J. T., Streagle, J., Lopez, M. & Hu, Yi-Cheng (2022). Digging Deeper into Studying With and Planning for Inquiry with Children: A Focus on Friendship. Presented virtually at the Association for Constructivist Teaching conference.

 
Orimaye, K. H., Carter, J. C., & Broderick, J. T. (2022). Challenges facing inquiry-based teaching in early childhood education. National Association for the Education of Young Children fall conference, Washington, D.C. 

Broderick, J. T., Dias, M. J., & Orimaye, K. H. (2022). Framing open-ended explorations of materials within the context of creativity and constructivist theories. National Association for Early Childhood Teacher Educators fall conference, Washington, D.C 

Broderick, J.T., Hong, S.B., Streagle, J., Lopez, M. & Hu, Yi Cheng (2022). Using a cycle of inquiry to create documentation panels: Making learning and thinking visible. Presented virtually at the Association for Constructivist Teaching conference 

2021 

Broderick, J. T., Sareh, N., Mensah-Bonsu, P (in-review). Teaching preschool teachers to converse productively with children.

Broderick, J., Hong, S. B., & Yu, G. (2021). What are the developmental thinking processes of art educators and EC educators as they learn art as inquiry processes? A 10-week, four-module Art as Inquiry workshop series pairing Reggio-inspired preschool teachers with art educators who work with young children and Reggio-inspired atelieristas. Initial findings will be presented at the virtual Association for Constructivist Teaching conference in the fall. 

Yu. G., Broderick, J., & Hong, S. B. (2021). What are the developmental thinking processes of art educators and EC educators as they learn art as inquiry processes? Presented at the Association for Constructivist Teaching virtual conference. 

Orimaye, K.H., & Broderick, J.T. (2021). Challenges facing inquirybased teaching in early childhood education. Presented at the Association for Constructivist Teaching virtual conference.

 
Broderick, J. T., Hong, S. B., & Venier, A. (2021). What makes you powerful: using a cycle of inquiry to plan a long-term project. Presented at the National Association for the Education of Young Children virtual conference. 

Broderick, J.T., Sareh,N., Mensah-Bonsu, P. (in press). Teaching preschool teachers to converse productively with children. Early Childhood Education Journal. 

Voit, T. T., Broderick, J. T. (in review). Head Start preschool teachers’ perceptions of Reggio Emilia principles practiced within their own setting: a case study. 

Broderick, J.T. (2021). Children, Art, Artists: a book review. Innovations Journal. 

2020 

Broderick, J. T. & Hong, S. B (2020). From children’s interests to children’s thinking: Using a cycle of inquiry to plan curriculum. Washington, DC: NAEYC 

Hong, S. B., Broderick, J. T., & McAuliffe, C. M. (2020). Drawing to learn: A classroom case study. Early Childhood Education Journal, (v48 n4), 1‐11 

Broderick, J. T., Boniol, K., Martin, K., Robshaw, K. & Holley, V. (2020). Impression obsession: Exploring science phenomena in a play centered preschool classroom, Science & Children. (Jan/Feb 2021 issue) 

Voit, T. and Broderick, J. T. (2020) Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study. Association for Constructivist Teaching, Virtual Conference. 

Broderick, J. T., Hong, S. B., Semana, S., & Hernandez, V. (2020), Cycle of Inquiry online with preschool children: Reconstructing equitable learning community from a distance. Association for Constructivist Teaching, Virtual Conference. 

Broderick, J. T., Hong, S. B., Semana, S., Hernandez, V. (2020), Cycle of Inquiry online with preschool children: Reconstructing equitable learning community from a distance. National Association of Early Childhood Teacher Educators, Virtual Conference. 

 

Characteristics of my work with students: I really enjoy research and working with students, and find that I learn so much from students.

• I recommend establishing consistent meeting schedules to move research along (2 or 3-week intervals depending).
• I am a flexible thinker who works creatively to draw out student's ideas, to really hear what the student is thinking and help the student build on that.
• I like to work collaboratively with the committee members throughout, organizing a group who brings skills necessary for the project and relying on their expertise as needed.
• As a mentor of a GA or Fellow I like to partner with students, use their ideas, hold collaboration meetings to consistently keep communications, goals and tasks clear.
• Former Early Childhood GAs and Fellows state that I keep them actively informed and involved.

Dissertations for which I served or am serving as a Chair

• Ashley Shook
• Jessica Carter (2025)
  • Carter, Jessica, "Learning to Think, Thinking to Learn: A Qualitative Investigation of Inquiry-Based Learning and Metacognition in Preschools" (2025). Electronic Theses and Dissertations. Paper 4593. https://dc.etsu.edu/etd/4593
• Erin Cameron
• Mercy Ngum Chebe
• Saundra Stiles (Co-Chair) (2025)
  • Stiles, Saundra, "Forest School Educators’ Approaches and Perceptions of Teaching, Learning, and Children's Behaviors: A Qualitative Multiple-Case Study" (2025). Electronic Theses and Dissertations. Paper 4501. https://dc.etsu.edu/etd/4501
• Fatimah Rubayyi (2024)
  • Rubayyi, Fatimah Ahmed, "The Perspectives and Experiences of Arabic Mothers About Families’ Home and School Engagement" (2024). Electronic Theses and Dissertations. Paper 4427. https://dc.etsu.edu/etd/4427
• Tara Voit (2020)
  • Terry Voit, Tara, "Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study" (2020). Electronic Theses and Dissertations. Paper 3812. https://dc.etsu.edu/etd/3812

Theses for which I served or am serving as a Chair

Pearce, L. (2021). The Impact of Natural Playscapes on Toddler Play.

Ballantyne, K, 2021). Student Collaboration: Early Childhood Teachers' Roles and Perspectives

I have engaged students in several research projects that have also led to presentations at conferences for professional organizations. Some are listed here and in the citations section of my bio you can see that the citations with * represent those with students.

Broderick, J. T., Sareh, N. & Mensah-Bonsu (2019). Social Structure of Children’s Play: Children’s Perceptions of Status and Roles. National Association for Early Childhood Teacher Educators, Nashville, TN.

Broderick, J. T., Sareh, N. & Mensah-Bonsu (2019). Social Structure of Children’s Play: Children’s Perceptions of Status and Roles. National Association for Early Childhood Teacher Educators, Nashville, TN.

Broderick, J. T., Sareh, N. & Mensah-Bonsu (2019). Social Structure of Children’s Play: Children’s Perceptions of Status and Roles.  Association for Constructivist Teaching, Ann Arbor, MI.  

Hatcher, A. & Broderick, J. (2018). A fresh start: Year one in our Reggio inspired program,  ETSU Early Childhood Conference, Kingsport, TN.

Mensah-Bonsu, P., Sareh, N., Broderick, J. (2018) Increasing preschool teachers’ productive conversations using a cycle of inquiry system. National Association for Early Childhood Teacher Educators, Washington, DC.

Mensah-Bonsu, P. & Sareh, N. (2018). Examining the effects of a teacher training system on preschool teachers’ productive and non-productive conversation with children during the free play time, ETSU Early Childhood Conference, Kingsport, TN.

Mensah-Bonsu, P. & Sareh, N. (2018). Examining the effects of a teacher training system on preschool teachers’ productive and non-productive conversation with children during the free play time, Appalachian Research Forum, ETSU.

Broderick, J. T., Hong, S. B., & Sareh, N. (2018). A Cycle of Inquiry System training, teachers’ productive conversations, and CLASS. Association for Constructivist Teaching, Colombia, SC.

Broderick, J., Ballantyne, K., & Aslinger, R., Hong, S. B.  (2017). Children's perceptions of their social world, Association for Constructivist Teaching, Fullerton, CA.

Broderick, J., Ballantyne, K., & Aslinger, R. (2017). Children's perceptions of their social world, ETSU Early Childhood Conference, Kingsport, TN. 

Qualitative research, single case design, constructivist theory and approaches to teaching and learning, arts as inquiry, strong with organization skills and collaboration with committee members to best utilize the skills of each.

 Teacher efficacy, especially in relation to two areas many teachers struggle with: classroom management and work with non-English speakers. 

How early childhood teachers in various countries have responded to the COVID-19 pandemic.

Dr. Atiles had a manuscript accepted for publication. It is about early childhood teacher responses to COVID-19. This summer she and co-researchers interviewed (talked with) private and public sector early childhood teachers in various American countries (USA, Mexico, Costa Rica, Nicaragua, Brazil, Puerto Rico, Dominican Republic…) and wrote based on their stories. Some of the teachers have been extremely innovative in responding to the challenges that accompanied the mandate to teach young children remotely.  She is super proud to have  Maria Dias, doctoral fellow, as the first author. 

Dias, M. J. A., Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., & Zúñiga León, I. (in press). Innovative early childhood teachers rise to the challenges brought about by COVID -19. Childhood Education: Innovations.

2024

Atiles, J.T. (2024). There is much we can learn from listening to the voices of research participants in academic inquiry (Editorial). European Early Childhood Education Research Journal, 32(2), 189-191. doi.org/10.1080/1350293x.2324.2316956 

Atiles, J.T. (2024, April 12). Early education and child development graduate student mentor/mentee gathering (Panel presentation). American Educational Research Association, Philadelphia, PA. 

Atiles, J.T. (2024, March 1). Interpersonal alchemy: The power of relationships on the path to professorship. ETSU Great Lecture Series, Johnson City, TN 

Nabalta, C., Raevsky, M., Atiles, J. (July, 2024). “This child can’t self-regulate!” Understanding the sensory integration issues of very young children. ETSU Early Childhood Conference 

McMullen, M. B., & Atiles, J.T. (2024, October 17). Work-life balance for women in academia [Webinar]. Indiana University -Universitas Indonesia webinar series (Empowered Women Voices). https://www.youtube.com/watch?v=RNfNH3UPu8U  

Atiles, J.T., Chavarría Vargas, A., Dias, M.J.A., & Zúñiga León, I. (2024). A teacher workforce to develop bilingual Latin American learners is needed: Costa Rican early childhood educators’ voices. International Journal of Early Childhood Education, 30(2), 27–?? 

Atiles, J.T. & Clevinger, C.S. (2024, November 6).  Translanguaging and teachers’ views of support for emerging bilinguals [Poster presentation]. National Association of Early Childhood Teacher Educators, Anaheim, CA 

2023

Atiles, J. T., Dias, M. J. A, & Moore, J. D. (2023). Strategies for early childhood educators who work with emergent bilinguals. HS Dialog: The Research to Practice Journal for the Early Childhood Field, 26(3). https://journals.charlotte.edu/dialog/issue/view/140. 
Dias, M. J. A., Atiles, J. T., & Moore, J. D. (2023). Preparing early childhood educators to work with emergent bilinguals. HS Dialog: The Research to Practice Journal for the Early Childhood Field, 26(3). https://journals.charlotte.edu/dialog/issue/view/140. 

Atiles, J. T., Almodóvar, M., & Owusu, R. S. (2023, November 15-18). Building a foundation for a kinder world: How to teach empathy to preschoolers [Paper presentation]. National Association for the Education of Young Children, Nashville, TN  

Almodóvar, M., & Atiles, J. T. (2023, November 15-18). ¿Cómo enseñarle empatía a los niños de edad preescolar? Construyendo una base para un mundo más amable [Paper presentation]. National Association for the Education of Young Children, Nashville, TN. 

Atiles, J. T., Perry, A. A., & Puni-Nyamesem, C. (2023, November 15). Child care centers licensing standards in the United States from 1981 to 2023 [Poster presentation]. National Association of Early Childhood Teacher Educators, Nashville, TN. 

Atiles, J. T., Maron-Puntarelli, C., Costa, M., & McMullen, M. B. (2023, September). Touched by care: Life stories of sharing understanding, respect, peace, and compassion, with young children [Paper presentation]. 31st European Early Childhood Education Research Association Conference, Cascais, Lisbon, Portugal. 

Atiles, J. T., Chavarría Vargas, A., & Zúñiga León, I. M. (2023, August). A teacher workforce to develop bilingual learners is needed: Costa Rican early childhood educators’ voices. [Poster presentation]. 31st European Early Childhood Education Research Association Conference, Cascais, Lisbon, Portugal. 

Chroust, A. J., Atiles, J. T., Chavarría Vargas, A., & Zúñiga León, I. (2023). Sense of efficacy of Costa Rican early childhood teachers in face-to-face and distance education instructional settings. [Manuscript accepted for publication]. Department of Psychology, East Tennessee State University. (International Journal of Early Childhood, July 17, 2023). 

Atiles, J. T., & Chavarría Vargas, A. (2023, July 13). Sentido de eficacia, expresiones de afecto y actitudes de las personas docentes hacia la enseñanza del Inglés como lengua extranjera, que atienden niños de 4 hasta 6 años, en ambientes de enseñanza presenciales y a distancia, en instituciones públicas costarricenses [Sense of efficacy, expressions of affection, and attitudes of teachers serving children ranging in age from 4 to 6 towards the teaching of English as a foreign language, in face-to-face and distance learning environments, in Costa Rican public institutions]. Virtual presentation, Ministry of Public Education of Costa Rica. 

Dias, M. J. A., Atiles, J. T., & Moore, J. D. (2023). Preparing early childhood educators to work with emergent bilinguals. HS Dialog: The Research to Practice Journal for the Early Childhood Field, 26(3). https://journals.charlotte.edu/dialog/issue/view/140.  

Atiles, J. T., Almodóvar, M., & Owusu, R. S. (2023, November 15-18). Building a foundation for a kinder world: How to teach empathy to preschoolers [Paper presentation]. National Association for the Education of Young Children, Nashville, TN.  

Almodóvar, M., & Atiles, J. T. (2023, November 15-18). ¿Cómo enseñarle empatía a los niños de edad preescolar? Construyendo una base para un mundo más amable [Paper presentation]. National Association for the Education of Young Children, Nashville, TN.  

Atiles, J. T., Perry, A. A., & Puni-Nyamesem, C. (2023, November 15). Child care centers licensing standards in the United States from 1981 to 2023 [Poster presentation]. National Association of Early Childhood Teacher Educators, Nashville, TN.  

Atiles, J. T., Maron-Puntarelli, C., Costa, M., & McMullen, M. B. (2023, September). Touched by care: Life stories of sharing understanding, respect, peace, and compassion, with young children [Paper presentation]. 31st European Early Childhood Education Research Association Conference, Cascais, Lisbon, Portugal.  

Atiles, J. T., Chavarría Vargas, A., & Zúñiga León, I. M. (2023, August). A teacher workforce to develop bilingual learners is needed: Costa Rican early childhood educators’ voices. [Poster presentation]. 31st European Early Childhood Education Research Association Conference, Cascais, Lisbon, Portugal. 

2022

*Atiles, J. T., Dias, M. J. A., Chroust, A. J. (2022, November). Teaching styles that drive children’s academic and life-long success [Paper presentation]. National Association of Early Childhood Teacher Educators fall conference, Washington, D.C.

*Atiles, J. T., & Dias, M. J. A. (2022, November). Building bridges between emergent bilingual families and school [Paper presentation]. National Association for the Education of Young Children fall conference, Washington, D.C.

Atiles, J. T. (2022, 3rd quarter). Early childhood education in Costa Rica: A look at teachers’ efficacy, expressions of affection, and language teaching practices in different environments. Clemmer College Internal Research Advisory Committee Fund Request for Research Activity, East Tennessee State University. $1,622.12 

Atiles, J. T., Dunlap, R. L., & Tester, M. (in press). Educators' responses to COVID‐19: How Head Start addressed challenges and accommodated pre‐service teachers completing the final practicum. Childhood Education: Innovations. (This one is coming out in Jan/Feb 2021 issue) 

2021 

Atiles, J. T., Dunlap, R. L., & Tester, M. (2021). Educators’ responses to COVID-19: How Head Start addressed challenges and accommodated pre-service teachers completing the final practicum. Childhood Education: Innovations.  

Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A.,  Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1). Advance online publication. doi.org/10.1080/1350293X.2021.1872674. 

Atiles, J. T., Lin, H., Buffington, J. & Larzelere, R. (2021). A measure of educators’ teaching styles. [In press]. Early Childhood Education, East Tennessee State University. Educational Research Quarterly ERQ060421001 
Rose, J.R., Dias, M.J.A., Atiles, J.T. (in press) Teaching young English  language learners got a bit more challenging. Childhood Education: Innovations. 

Almodóvar, M., Atiles, J.T., Experiencias y desafíos de los docentes en la “nueva normalidad:” Perspectivas internacionales [Challenges and experiences of educators in the “new normal”: International perspectives]. [Paper presentation]. National Association for the Education of Young Children Annual Conference. Grandes Comienzos initiative. 

Atiles, J.T., Dias, M.J.A., Preparing teachers to work with emergent bilinguals (paper presentation) NAECTE 2021 virtual conference. 

Atiles, J.T., Dias, M.J.A., Emergent literacy and read-aloud strategies to emergent bilinguals. UETHDA Head Start Professional Development, Kingsport, TN 

2020

Dias, M. J. A., Almodóvar, M., Atiles, J. T., Chavarría Vargas, A., & Zúñiga León, I. (2020). Innovative early childhood teachers rise to the challenges brought about by COVID ‐19. Childhood Education: Innovations, 96(6), 38‐40. 

Almodóvar‐López, M., Atiles, J., Chavarría‐Vargas, A., Dias, M., & Zúñiga‐León, I. (2020). La enseñanza remota no viene sin retos [Remote teaching doesn’t come without challenges]. Revista Electrónica Educare, 24(Suplemento), 1‐ 4. https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14495/20300 

Atiles, J. T., & Almodóvar, M. (2020). ¿Sabes si tus estudiantes entienden lo que leen? Estrategias para aumentar la comprensión [Do you know if your students understand what they read? Strategies to increase comprehension]. Paper presented at the National Association for the Education of Young Children Annual Conference, Virtual. Grandes Comienzos initiative. 

Atiles, J. T., Dunlap, R., & Tester, M. (2020). Practicum in Pandemic: How university instructors collaborated with Head Start. Paper will be presented at the Fall 2020 National Association of Early Childhood Teacher Educator's Virtual Conference. 

Atiles, J. T., & Dias, M. J. A. (2020). Teachers’ experiences and challenges in the “new normal”: International perspectives. Paper will be presented at the Fall 2020 National Association of Early Childhood Teacher Educator's Virtual Conference. 

Atiles, J. T., Grafwallner, R., & Montavani, S. (2020). Panel discussants’ perspectives of staff and settings. In J. Peeters, Aspects of the impact of COVID‐19 on settings and staff. International Narratives about COVID‐19 and Early Childhood. European Early Childhood EducationResearch Association, online webinar. 

*Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., Zúñiga León, I. M. (2020).  International responses to COVID-19: Challenges faced by early childhood professionals [Manuscript submitted for publication]. Department of Early Childhood Education, East Tennessee State University.

Nash, K. T., Warner, C. K., Strekalova-Hughes, E., Thomas, R., Panther, L., Bell, C., & Atiles, J. T. (2020). You have to do something new: Learning Teaching as Interpretative Process. [Manuscript submitted for publication]. Teacher Education and Curriculum Studies, University of Missouri- Kansas City.

*Atiles, J. T., Lin, H., Buffington, J. & Larzelere, R. (2020). A measure of educators’ teaching styles and its relationship with efficacy. [Manuscript submitted for publication]. Human Development and Family Science, Oklahoma State University.

Atiles, J. T., Dunlap, R. L., & Tester, M. (in press). Educators' responses to COVID-19: How Head Start addressed challenges and accommodated pre-service teachers completing the final practicum. Childhood Education: Innovations.

*Almodóvar-López, M., Atiles, J., Chavarría-Vargas, A., Dias, M., & Zúñiga-León, I. (2020). La enseñanza remota no viene sin retos [Remote teaching doesn’t come without challenges]. Revista Electrónica Educare, 24(Suplemento), 1-4. https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14495.

* Dias, M. J. A., Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., & Zúñiga León, I. (2020). Innovative early childhood teachers rise to the challenges brought about by COVID -19. Childhood Education: Innovations, 96(6), 38-40.

Warner, C. K., Bell, C. V., Álvarez-McHatton, P., & Atiles, J. T. (2020). Navigating mandates and working toward coherence: Our journey with a high-stakes teacher performance assessment. The Educational Forum, 84(3), 226-239. doi:10.1080/00131725.2020.1739182.

I enjoy working with students at the undergraduate, master’s and PhD levels.  I engage students in various projects related to their interests and experience. I involve students in various ways to support their professional development, such as inviting them to present with me at national conferences.

Above publications preceded by * have been collaborations with students

Following are collaborations with students resulting in professional presentations

*Atiles, J. T., & Dias, M. J. A. (November, 2020). Teachers’ experiences and challenges in the “new normal”: International perspectives. Paper will be presented at the Fall 2020 National Association of Early Childhood Teacher Educator's Virtual Conference.

*Atiles, J. T., Noland, T., & Washburn, I. (2015, April). How school culture impacts teacher adherence to the NAEYC Code of Ethical Conduct for Educators. Poster presented at the Annual Meeting “Toward Justice: Culture, Language, and Heritage in Education Research and Praxis” of the American Educational Research Association, Chicago, IL.
 
 *Atiles, J. T., Ehlers, V., Pendergast, M., Almodóvar, M. & Smith, C. (2012, November). These struggling readers just don't get it: Simple strategies every teacher can do. Three-hour workshop presented at the annual meeting of the National Association for the Education of Young Children, Atlanta, GA.

*Atiles, J. T. & Chess, K. (2011, April). Students develop self-control and learn how to behave responsibly. Paper presented at the Association for Childhood Education International Conference, New Orleans, LA.

*Atiles, J. T. & Pinholster, L. (2011, February). Survival techniques of the student teacher. Paper
presented at the 2011 Future Educators Association® International Conference, Atlanta, GA.

 Professional development for early childhood teachers on the topics of working with English language learners.  Quantative researcher.

1. Teacher Preparation for Literacy Instruction
2. Professional Development Programs for Early Childhood Educators (related to language and literacy instruction)
3. Diversity Competence of Early Childhood Professionals
4. Diversity in Early Childhood Settings

2025 

Facun-Granadozo, R. & Sareh, N. (July 2025) Creative sustainability: Repurposing materials to support storytelling, social-emotional learning, and environmental awareness in early childhood. ETSU Early Childhood Conference, Johnson City, TN 

2024 

Facun-Granadozo, R., Nyabando, T., & Sareh, N. (2024, November). Culturally rich pages: Picture books as launchpads for enhancing children’s awareness and appreciation of self, others, and the world. National Association for the Education of Young Children (NAEYC) Annual Conference, Anaheim, CA. 

Yoshizawa, A., Facun-Granadozo, R., & Livingston, J. (2024, November). Nurturing musical minds: Building intentional sound and music learning environments. National Association for the Education of Young Children (NAEYC) Annual Conference, Anaheim, CA. 49. https://doi.org/10.18023/ijece.2024.30.2.002 

McCormick, K., Kumar, A., Espinosa Cordoba, T., Nyabando, T., Facun-Grandozo, R. (April 2024). Studying anti-bias education practice: ECE teacher educators working in the third space of a community of practice. AERA Annual Meeting, Philadelphia, PA 

Ugwu, L., Cornelison, A.M., Facun-Granadozo, R. (July, 2024). Leveraging quality early language and literacy experiences in fostering young children’s social and emotional development. ETSU Early Childhood Conference 

2023 

Facun-Granadozo, R., (2023, November) “Dear Teacher…”: Early Childhood Educators’/Parents’ Perspectives on Supporting Immigrant and Foreign National Children and Families to Thrive in US Early Childhood Settings. National Association for the Education of Young Children, Nashville, TN 

Kumar, A., Facun-Granadozo, R., Espinosa Cordoba, T., Nyabando, T., Swartz, R., Taylor, N., & Beisley, A. (2023, June). Learning together: Reflections from a community of practice on anti-bias education. National Association for Early Childhood Teacher Educators (NAECTE). Virtual  

Kumar, A., Facun-Granadozo, R., Nyabando, T. (2023, June). Tensions, tussles, and uncertainties in nurturing anti-bias early childhood educators. National Association for the Education of Young Children (NAEYC) Professional Learning Institute. Portland, OR 

Facun-Granadozo, R. (2023, February). Supporting literacy in the primary grades through after-school programs. A presentation to the ETSU Public Service Corps Scholarship Recipients. Johnson City, TN 

Facun-Granadozo, R. (2023, November) “Dear Teacher…”: Early childhood educators’/parents’ perspectives on supporting immigrant and foreign national children and families to thrive in US early childhood settings. National Association for the Education of Young Children, Nashville, TN. 

2021

Facun-Granadozo, R., Olubowale, O., & Ejiogu, C. (March 2021). Clarifying cultural misrepresentations and promoting healthy social identities through texts. A paper presented at the virtual conference of the Southern Early Childhood Association. 

2020 

Facun‐Granadozo, R. & Olubowale, O. (2020). Enabling teacher candidates to work with English learners: A literature review. A paper presented at the Virtual Fall Conference of the National Association for Early Childhood Teacher Educators. 

Facun‐Granadozo, R. (2020). Working with children from diverse backgrounds in afterschool settings. A virtual presentation to the ETSU Public Service Corps Scholarship Recipients. 

Dr. Facun-Granadozo is currently working on research studies related to teacher candidates’ development in different areas (e.g., questioning, planning instruction, general pedagogical knowledge). She is also working with different groups on campus and in the community on topics related to working with children from diverse cultural and linguistic backgrounds.

Dr. Facun-Granadozo involves her graduate assistants in all her research undertakings. She believes that having extensive research-related experiences is very helpful for developing scholars. She invites doctoral students, who are interested in qualitative inquiry and/or have similar research interests as hers, to work with her for their research apprenticeship. Additionally, she mentors a couple of doctoral students in their teaching-related experiences.

Dr. Facun-Granadozo has a good preparation for both qualitative and quantitative research methods. She has strong time management and organization skills, and is also attentive to details – all of which are critical skills for completing a dissertation/other research undertaking. One of her strengths is finding and analyzing key pieces of information to inform future directions.

Early childhood science, technology, engineering, and mathematics (STEM) professional development, teaching, and learning.
Issues related to teaching young dual language learners (DLLs)
Family engagement and informal learning in STEM.

Lange, A. A. (2022-2025). Principal Investigator. Libraries Count: Co-Developing a Professional Learning Program to Build Capacity of Libraries to Support Young Children and their Families in Math. Laura Bush 21st Century Librarian Program, Institute of Museum and Library Services.

Lange, A. A. (2022-2023) Principal Investigator. Computer Science Hub Outreach Grant: NE TN STEM Innovation Hub. Battelle/TN Department of Education.

Robertson, L., Lange, A. A., Price, J., Lowery, A.,** Lester, L., Tian, Q.*, & Nivens, R., (2023). Making Stone Soup: A Collaborative Approach to Integrated STEM. Science and Children. 

Lange, A. A. (2022-2023). Principal Investigator. NE TN STEM Innovation Hub -Operations and Innovative Workshops. Battelle/TN Department of Education. $35,000. 

2025 

Lange, A., Bilbrey, J. & Sareh, N. (July 2025) STEM that grows anywhere: Cultivating curiosity across Curricula. ETSU Early Childhood Conference, Johnson City, TN 

2024 

Chi-Ing, L., Lange, A.A., Perry, A.A. (July, 2024). Where do I start? Using a learning trajectories approach to cultivate inclusive STEM learning experience. ETSU Early Childhood Conference. 

Lange, A.A., & Perry, A.A., (2024, November) “What can you teach a toddler?”: Aligning developmentally appropriate practice with STEM education for infants and toddlers. National Association for the Education of Young Children, Anaheim, CA. 

Lange, A.A., & Perry, A.A., (2024, November) Beyond standardized professional learning: Bringing STEM to life virtually. National Association of Early Childhood Teacher Educators, Anaheim, CA.  

Lamie, C., Lange, A.A., Payne, S., & Perry, A.A., (September 4, 2024) STEM Ed starts here: Inspiring education and community connections across the lifespan in northeast Tennessee. STRONG ACC Regional Symposium. 

Jagger, S., Lange, A.A., & Perry, A.A. (October 26, 2024) Community mapping & STEM. Preschool STEM Workshop. 
Lange, A.A., Robertson, L., Watson, H., Perry, A.A., Stephens, M., & Martin, H. Publication – A science center as a connector: 8 tips to start your own collaboration with higher education. Dimensions. 

2023 

Perry, A.A, Lange, A.A, (2023, November) Pre-service teachers’ reflections on community-engaged learning in a STEM Course (paper session) National Association of Early Childhood Teacher Educators, Nashville, TN 

Lange, A.A., Morton, M., Galisini, T., & Perry, A.A. (2023, November). Exploring early math outdoors. Annual conference of National Association of Early Childhood Education. Nashville, TN. 

Lange, A.A. & Culter, C. (2023) Webinar. Integrating math meaningfully with science and engineering. First webinar hosted by the Early Math Interest Forum, NAEYC (Lange is co-facilitator), September. NAEYC. 

Robertson, L., Lange, A. A., Price, J., Lowery, A., Lester, L., Tian, Q., & Nivens, R. (2023). Making Stone Soup: A Collaborative Approach to Integrated STEM. Science and Children.  

Lange, A. A., Atkins, E., Tian, Q., Bullen, K., & Lodien, L. (2023). I need to make it taller! Engineering to solve wind challenges in preschool. Teaching Young Children. 

Lange, A.A. (2023). We Borrowed That? Bringing biomimicry to life in the early childhood classroom. Early Years Column, Science & Children—July/August 2023 (Volume 60, Issue 6). Washington, DC: National Science Teachers Association. 

Perry, A.A., & Lange, A.A., (2023, November) Pre-service teachers’ reflections on community-engaged learning in a STEM Course (paper session). National Association of Early Childhood Teacher Educators, Nashville, TN.  

Lange, A.A., & Culter, C. (2023) Webinar. Integrating math meaningfully with science and engineering. First webinar hosted by the Early Math Interest Forum, NAEYC (Lange is co-facilitator), September. NAEYC. 

2022 

Lange, A. A. (2022-2025). Principal Investigator. Libraries Count: Co-developing a Professional Learning Program to Build Capacity of Libraries to Support Young Children and their Families in Math. Laura Bush 21st Century Librarian Program, Institute of Museum and Library Services, $467,000. 

Lange, A. A. (2022-2023) Principal Investigator. Computer Science Hub Outreach Grant: NE TN STEM Innovation Hub. Battelle/TN Department of Education. $50,000.  

Lange, A. A. (2022). Lead Presenter. Early childhood STEM education. 2-day invited workshop for 165 teacher coaches statewide. Child Care Resource & Referrals (CCR&R). Sep 13-14. $25,289.  

Lange, A. A. (2022). Lead Presenter. Preschool STEM: Diving into STEM and SEL. Half-day invited workshop for 100 teachers in mid-Cumberland region. Child Care Resource & Referrals (CCR&R). Sep 17. $1,700. 

Lange, A. A. (2022-2023). Principal Investigator. NE TN STEM Innovation Hub -Operations and Innovative Workshops. Battelle/TN Department of Education. $35,000.  

Lange, A.A., Robertson, L., Tian, Q., Nivens, R., & Price J. (2022). The effects of an early childhood-elementary teacher preparation program in STEM on pre-service teachers. Eurasia Journal of Mathematics, Science and Technology Education. 18 (12), https://doi.org/10.29333/ejmste/12698. 

Lange, A.A. (2022). Space science explorations as equity. Early Years Column, Science & Children. Nov/Dec. Washington, DC: National Science Teachers Association. https://www.nsta.org/science-and-children/scienceand-children-novemberdecember-2022/space-science-explorations-equity.  

Lange, A.A. (2022). What if? Supporting scientific literacy with young children through connections with our earth. Early Years Column, Science & Children. Aug/Sep. Washington, DC: National Science Teachers Association.  

Lange, A.A. (2022). Webinar Series: Early Education Science & Engineering. Invited panelist for the National Academies of Science, Engineering, and Medicine report, “Enhancing science and engineering in prekindergarten through fifth grade.” June 8, virtual.  

Lange, A.A. (2022). Water play is science. Early Years Column, Science & Children. March/April. Washington, DC: National Science Teachers Association. 

Orimaye, K., Lange, A.A. Reed, K, & Ginet, L. (2022). Programs, innovations, and partnerships that have brought us together to support children, educators, families, and communities in early math. Presentation at the Annual Conference of the National Association for the Education of Young Children fall conference, Washington, D.C.  

Tian, Q., & Lange, A. A. (2022). The impact of an Integrated STEM collaborative approach on preservice teachers’ pedagogical content knowledge and curricular role identity for teaching science. Presented Poster Session at the National Association of Early Childhood Teacher Educator’s fall Conference. Washington, D.C. 

Robertson, L., Lange, A., Booker, C., Previtera, A., & Amburgey, K. (2022). Building community through the ETSU eagle cams. Presentation at the Tennessee Science Teacher Association Conference, Murfreesboro, TN. 

McCreedy, D., McDougall, T., Johnson, D., Hoffman, H., & Lange, A.A. (2022). Building collaborations having statewide impact: Exploring asset-based approaches to partnering, implementing and funding rural communities. Presentation accepted for the Association of Science & Technology Centers (ASTC) Annual Conference. 

2021 

Lange, A. A., Rice, E., Howe, N., & Tian, Q. (2021). A Light Challenge: First Graders Engineer an Obstacle Course with Flashlights. Science and Children. 

2020 

Lange, A. A. (2020). Math and Science Story Time (MASST): Spanish‐English bilingual library‐based curriculum for preschoolers and their families (activity plans). EC STEM Lab. www.masstprogram.com. 

Robertson, L., Nivens, R.A., Lange, A., & Prince, J. (2020). Innovative collaboration for curriculum integration. Poster presentation at the 14th Annual STEM Education Research Conference. February 16‐17, 2020. Cookeville, TN. 

Lange, A.A., Brenneman, K., & Sareh, N. (2020). Using number games to support mathematical learning in preschool and home environments. Early Education and Development. https://doi.org/10.1080/10409289.2020.1778386 

Robertson, L., Lange, A., Prince, J., Booker, C., Chase, T.J., Cleek, S., Flomberg, D., Moore, V., & Pendola, A. (2020). Making stone soup: A partnership between elementary teachers, pre‐service teachers, and education professors. Presentation at the 2020 Tennessee Science Teacher Association Virtual Conference. 

Lange, A.A. (2020). Preschool STEM: Integration, Professional Learning, & Pre‐Service Teacher Education. Invited expert contributor presentation to the National Academies of Science, Engineering, and Medicine panel on “Enhancing Science and Engineering in Prekindergarten through Fifth Grade.” Oct 28, virtual. https://www.nationalacademies.org/event/10‐28‐2020/enhancing‐science‐and‐engineering‐in‐prekindergarten‐through‐fifth‐grade‐committee‐meeting‐3‐virtual 

Lange, A.A. (2020). Playful Preschool STEM: Three Tips to Support Young Learners Every Day. Invited presenter at the STEMIE Fest virtual conference event, September 15. https://sched.co/dxpe  

Lange, A. A. (2020). Math and Science Story Time (MASST): Spanish‐English bilingual library‐based curriculum for preschoolers and their families (activity plans). EC STEM Lab. www.masstprogram.com 

Lange, A. A., Roberson, L., Price, J., Nivens, R., & Tian, Q. (under review). Impacts of a collaborative approach to preservice teacher preparation in elementary and early childhood STEM education. 

Lange, A. A., Nayfeld, I., Mano, H., & Jung, K. (2021). Effects of a professional development model on preschool teachers’ attitudes, beliefs and knowledge around STEM and teaching DLLs. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2021.1911891 

Lange, A. A., St. Lawrence, S., Robertson, L., Pretivera, A., & Armstead, J. (in press). “The nest weighs as much as a fridge!”: supporting preservice teachers in STEM through an eagle-focused, multifaceted preschool collaboration. Childcare Exchange. 

Lange, A. A., Atkins, E., Tian, Q., Bullen, K., & Lodien, L. (in press). I need to make it taller! Engineering to solve wind challenges in preschool. Teaching young children. 

Robertson, L., Lange, A. A., Price, J., Lowery, A., Lester, L., Tian, Q., & Nivens, R., (in press). Making stone soup: a collaborative approach to integrated STEM. Science and Children. 

Lange, A.A., Mano, H., Lech, S., & Nayfeld, I. (in press). Playing around with number composition: games, stories, and everyday problemsolving in the preschool classroom. Teaching Young Children. 

Lange, A. A., Robertson, L., Price, J., & Craven, A. (2021). Teaching early and elementary STEM. Johnson City, TN: East Tennessee State University. dc.etsu.edu/etsu-oer/8 

Lange, A.A. (2021). EC STEM Lab – Virtual Exhibit Hall. Invited featured organization at the 2021 STEMIE Fest. stemie.fpg.unc.edu/stemiefest 

Lange, A.A. (2021). Playful preschool STEM: 3 tips to support your young learner. Invited guest expert blog for Genius of Play. thegeniusofplay.org/genius/expert-advice/articles/playfulpreschool-stem-3-tips-to-support-your-young-learner.aspx#.YJKJa6EpA2w 

Lange, A.A. & St. Lawrence, S.T. (2021). Bringing life science to life with eagle cams in a preschool and university collaboration. Annual conference of the Tennessee Association for Children’s Early Education (TACEE). 

Lange, A.A. & Shelton, A. (2021). Where’s the STEM? Finding opportunities for preschool STEM teaching and learning in the context of the garden. Annual conference of the Tennessee Association for Children’s Early Education (TACEE). 

Shelton, A. & Lange, A.A. (2021). Collaborative capacity-building in preschool integrated STEM and literacy. Annual Virtual Conference, National Association for Early Childhood Teacher Education (NAECTE).  

Lange, A.A. & Trivette, C. M. (2021). Playful STEM with families and children with special needs. Invited co-presenter for the STEMIE Webinar series. 

2023-2025    Doctoral Dissertation Committee Chair. Kehinde Helen Orimaye. East Tennessee State University.

2023-2025  Doctoral Dissertation Committee Chair. Amani Alhassan. East Tennessee State University.

2018-2020  Doctoral Dissertation Committee Chair. Narges Sareh. East Tennessee State University.

2017-2018  Masters in Early Childhood Education - Research Track advisor. Wynona Shue.  East Tennessee State University.

2017-2022   Doctoral Dissertation Committee Member. Guillermo Mendoza. East Tennessee State University.

2016-2017      Aresty Undergraduate Research Assistant supervisor. Cassie Sanchez & Zoe Wang, Rutgers University.

2014-2015      Aresty Undergraduate Research Assistant supervisor. Lavina Ng. Rutgers University.

2013-2014      Aresty Undergraduate Research Assistant supervisor. Maryrizelle Carrillo. Rutgers University.

2010                Doctoral Dissertation Advisor. Teresa Pontón Ladino. Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.

Lange, A. A., & Tian, Q. (2018). Effects of a Math and Science Library-Based Bilingual Program on Preschoolers, Their Families, and the Library. Poster proposal submitted to the ETSU Annual Early Childhood Conference, July 12-14, Kingsport, TN.

Ford, M. & Lange, A. A. (2018). Preliminary psychometrics for a Spanish-language version of an early oral language tool using narrative retell. Poster proposal submitted to the ETSU Annual Early Childhood Conference, July 12-14, Kingsport, TN.

Lange, A. A., & Tian, Q. (2017). Changing preschool teachers’ attitudes and beliefs about STEM. Poster presented at the ETSU Annual Early Childhood Conference, July 14-15, Johnson City, TN.

Shue, W., & Lange, A. A. (under review). Gender differences in teachers’ and children’s spatial language during preschool geometry activities. Research poster proposal for the annual meeting of the National Association for the Education of Young Children.

Sarah, N., & Lange, A. A. (2018). The influence of children's gender on preschool teachers' math talk in the classroom. Poster accepted to the annual meeting of the National Association for the Education of Young Children, November 15, Washington, DC.

Quantitative research methods; Professional development for in-service teachers; Program evaluation

1. Age Groups - PreK through Adolescence; College Students
2. Developmental Domains - Socioemotional Development; Prosocial Behavior and Development (emphasis on altruism and empathy)
3. Research Topics - Environmental Attitudes, Knowledge, Behaviors, and Concerns; Nutrition Knowledge, Behaviors, Attitudes; Pet Attachment; Technology; Video Games; Computer Usage; Worries, Concerns, Stress & Coping; Empathy

2023 
Nyamesem, C., & Malkus, A. J. (November, 2023). Young children’s screen media use: Insights from a study on familial regulation of young of young children’s TV viewing in Ghana. Poster presented at the annual conference of the National Association for the Education of Young Children, Nashville, TN 

Malkus, A.J. (October, 2023). From algorithms to imaginations: Crafting a constructivist learning voyage with AI. Keynote address presented at the annual conference of the Association for Constructivist Teaching, Boone, NC 

Formatting and Reading of Dissertations for the Early Childhood Master’s and PhD Program, 2016-present

Doctoral Candidates:

• Dissertation Chair – 6 students (3 currently in progress)
• Dissertation Committee Member – 5 ECED and 4 ELPA students

Master’s Candidates:

• Master’s Thesis Chair – 4 students
• Master’s Thesis Committee Member – 7 (1 currently in progress)

Undergraduate Candidates:

• Undergraduate Thesis Chair – 1 student
• Undergraduate Thesis Committee Member – 1 student)

Additional Research Work with Undergraduate Candidates:

• Research project advisor for BIOL 3047 and BIOL 3048 – Great Ideas in Science – mentored 5 undergraduates students through a 2-semester research project. 2005-2006
• Malkus, A. J., Edmonds, K., Leitnaker, S., Lutz, S., Moore, J., & Rose, J. (July 2006). The relationship of video games and physical activity to homework performance in fourth and fifth grade students. Paper presented at the annual East Tennessee State University Early Childhood Conference, Johnson City, TN. (This paper was also presented at the Appalachian Undergraduate Student Research Symposium and the 2006 Appalachian Student Research Forum in March 2006 in Johnson City, TN).

Knowledge of APA; Technological Skills; Knowledge of Scale Development including Reliability and Validity Issues

1. Teacher and pre-service dispositions
2. Early childhood literacy
3. Classroom management
4. Teacher evaluations
5. Science in early childhood

2024 
Sharp, L.K., Shelton, A.M. (February, 2024). Balancing theory and practice with scripted curricula. Tennessee Association of Colleges for Teacher Education virtual conference.  

Shelton, A.M., Sharp, L.K. (July, 2024). Phonological awareness, phonemic awareness, and phonics. Oh my! ETSU Early Childhood Conference 

2023 
Shelton, A. M. & Sharp, L. K. (2023, November). Residency Bootcamp: A Collaborative Project for a Successful Residency Experience. National Association of Early Childhood Teacher Educators, Nashville, TN.  

Shelton, A. M. & Sharp, L. K. (2023). Residency Boot camp. IDG grant. ($1,500). 

Zhao, H. & Sharp, L. K. (Spring, 2023). Predictors of preschoolers’ classroom engagement: Teacher-child interaction, teacher-child relationships, and children’s self-control. Submitted and under revision. 

Sharp, L. K. & Shelton, A. M. (August, 2023). Phonological Awareness, Phonemic Awareness and Phonics. Oh my! Presentation to the Scott County Head Start. 

Sharp, L. K. (April, 2023). Literacy Today. Presentation at Northwest Missouri University 

2022 
Sharp, L. K. & Dias, M. J. (2022). Using literacy to support social and emotional development in early childhood classrooms. Literacy Association of Tennessee’s Annual. Murfreesboro, TN.  

Sharp, L. K. & Shelton, A. M. (2022). Phonological awareness, phonemic awareness, and phonics instruction: A user’s guide. Literacy Association of Tennessee’s Annual Conference. Murfreesboro, TN. 

Shelton, A. M. & Sharp, L. K. (2022). Literacy routines and trauma-informed care: Advocating for classroom connections. National Association of Early Childhood Teacher Educators. Washington, D.C. 

2021 
Sharp, L. K. & Shelton. A. (2021). Shedding some light on phonological awareness, phonics, and phonemic awareness. Presented at the Literacy Association of TN conference 

2020 
Taylor, R. K. & Sharp, L. K. (August 2020). A critical time for virtual critical literacy. Journal of Education and Social Policy. 7(3). 

Sharp, L. K. & Shelton, A. M. (2020). Using Children's Literature to Teach Diversity. NAECTE annual conference 

I try to make the research support areas of interest (e.g., potential dissertation topics) while also developing good research and writing skills. I enjoy meeting with students to discuss their reading and research, and to help them set goals for their learning.

I enjoy tailoring projects to each student’s particular areas of interest and/or need. As much as possible, I look for opportunities to apply the project to the field and working with children and/or families. I meet with students on a regular basis to discuss reading, research, and assignments.

• Faculty collaborative grant: Using Expository Texts in Pre-K
• Directed Boland Symposium presentation of research in spring of 2014
• Presentations on writing development, assessment and instruction in early childhood
• Research and presentations on using literacy to address bullying in the early childhood classroom 

Chair of 6 completed dissertation committees and chair of 1 active dissertation committees. I am also a committee member on 3 dissertation committees. I chaired one completed master’s thesis committee and was a member of another committee.

Dr. Sharp and Rebekah Taylor

 

 

1. My main focus is early mathematics teaching and learning.
2. Gender equity in math.
3. Best and most effective practices in early childhood teacher education.

Traditional early childhood preservice teachers’ and faculty’s perceptions of the effectiveness of teaching strategies being used in the classrooms in three universities across the United States (Qualitative design) Sareh, N. Nyabando, T., Tian, Q., Mensah-Bonsu Aggrey, P. (2022).

2025 
Lange, A., Bilbrey, J. & Sareh, N. (July 2025) STEM that grows anywhere: Cultivating curiosity across Curricula. ETSU Early Childhood Conference, Johnson City, TN 

Facun-Granadozo, R. & Sareh, N. (July 2025) Creative sustainability: Repurposing materials to support storytelling, social-emotional learning, and environmental awareness in early childhood. ETSU Early Childhood Conference, Johnson City, TN 

2024 
Alaofin, B.A., Clevinger, C.S., Sareh, N. (July, 2024). Using informational text to enhance learning in the preschool classroom. ETSU Early Childhood Conference. 

2023 
Edokhamhen, E., Sareh, N., Nyabando, T., Tian, Q., Mensah Bonsu, P. (October 2023). Embracing Constructivism in a digital age: Empowering Learning Journeys with Gen Z. Association for Constructivist Teaching, Boone, NC 

Moore, R., Seipel, S., & Sareh, N., Hood, M., Johnson. A. (November 2023). Developing authentic STEM inquiry experiences for infants and toddlers: Early childhood preservice teachers’ experiences in an infant toddler practicum. National Association for the Education of Young Children, Nashville, TN 

Tian, Q., Nyabando, T., Sareh, N., Mensah-Bonsu, P., Edokhamhen, E. (November, 2023). Effective Early Childhood Teacher Education Strategies: Teaching Generation Z. National Association of Early Childhood Teacher Educators, Nashville, TN 

Sareh, N. (November 2023). The Relationship between the amount of time spent in the Block Center and Gender Differences in Preschool Children’s Spatial Performance. National Association for the Education of Young Children, Nashville, TN 

Baugher, D.J. & Sareh, N. (2023) Book-Tasting Presentations within an Early Childhood Educator Preparation Program. The Advocate, 28(2). DOI: 10.4148/2637-4552.1180  

2022 
Tian, Q., Nyabando, T., Sareh, N., Mensah-Bonsu Aggrey, P. (2022) Early Career Teacher Educator’s support group. National Association for Constructivist Teaching Conference. 

Broderick, J. T., Sareh, N., & Mensah-Bonsu (2022). Teaching Teachers to converse productively with children: A multiple baseline single-case study with preschool teachers. Early Childhood Education Journal, P 1-14. 

Sareh, N., Lange, A. (2022) The relationship between the amount of time spent in the block center and gender differences in preschool children’s spatial performance. National Research Conference in Early Childhood. 

2021 
Nyabando, T., Sareh, N. (2021). The impact of COVID-19 pandemic on early childhood education: Using trauma-informed care and education to ensure healthy social-emotional education for preschoolers. New Mexico Association for the Education of Young Children (NMAEYC) virtual conference. 

2020 
Lange, A. A., Brenneman, K. & Sareh, N. (2020): Using Number Games to Support Mathematical Learning in Preschool and Home Environments, Early Education and Development, DOI: 10.1080/10409289.2020.1778386 

I believe in collaborating with my students to support their work and research. I value their ideas and input and strive to create a safe and inclusive environment where students feel comfortable sharing their thoughts and opinions. I make it a priority to provide guidance and resources to my students, while also giving them the freedom to explore and pursue their own interests and passions.

I am new to the Department this Fall 2023 semester and look forward to support students on research projects. As a former doctoral student at ETSU I am familiar with the Appalachian Research Forum where students at ETSU can submit and present poster presentations. I am interested in helping students in this journey.

In my previous institution I supported five groups to design and then present their research posters.

• Quantitative research
• Qualitative research
• Teaching with interactive strategies that promote constructivist practices
• Taking time to be supportive with students, I really enjoy problem solving related to coursework and research