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The New York City Early Childhood Research Network has launched the Early Career Scientists program to support applied research individuals who have the impact of improving early childhood policies and practices. Eligible candidates include doctoral students who have prepared their dissertation proposals, as well as post-doctoral researchers within 3 years of completing their doctoral studies.
In addition to presenting these awards, scientists participate in a learning community that includes bi-monthly meetings to share their work and meet with politicians and researchers working together as part of the NIC Early Childhood Research Network. The winners are expected to support each other and take an active part in the learning community.
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Ashley Renaire Davis is a doctoral student in educational psychology at the Alumni Center of New York University (CUNI). O, B.S. Psychology and B.A. He holds a doctorate and a master’s degree in sociology from Ohio State University. From Rutgers University. His research focuses on the relationship between the mathematical personalities and experiences of primary and early childhood teachers and the methods that mathematics is used by children in primary and early childhood classes. Ashley’s research on mathematical identity and the socialization of mathematics is based on her experiences as an early childhood educator and teaching elementary and early childhood teachers at Manhattan Community College and Queens College.
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Maria Mavrides is a PhD student at the CUNI Teaching Leadership Program at Calderon Hunter College. She is also a regular clinical lecturer on the Hunter Early Childhood Program and a coordinator for student teaching and field practice programs. Maria also serves on the boards of several nonprofits and provides advice on curriculum development and program implementation. Before joining Hunter College, Mary was the Director of Education on the University Campus, one of the largest CBOs in New York. In addition, Maria has extensive experience as an early childhood educator, supervisor, coach, and coach in New York City. Mary has led a number of advocacy initiatives, including the development of guidelines for the safety of young children and the protection of equal compensation and funding for all early childhood programs. Mary’s research focuses on the impact of policies, especially funding policies, compensation, and working conditions on the ecological system of early childhood programs (offices, teachers, parents, and children) in New York City. His field work has inspired his research agenda and focused on advocacy
Carolina Snyder is a doctoral candidate at Columbia University Teachers College who focuses on early childhood policy. He is also a researcher at the Education Policy Consortium for Research (CPRE-TC). He holds a master’s degree and a bachelor’s degree in educational management from Universidad Torcuato Di Tella. Psychology at the Universidad de Belgrano. The former preschool teacher has worked on the evaluation of educational policies and programs at the Carolina Ibero-American States (OEI) and the Argentine Committee of the World Organization for Early Childhood Education (OMEP). In general, Carolina’s research interests are in the design and implementation of early childhood programs that are well-received and involve all young children and their families. Her current research examines teachers’ understanding and the application of gender inclusive policies and practices in classrooms in kindergartens.
Kimberly Vanderbilt is a full-time teacher and professional development officer in the Department of Early Childhood Education at CUNI / Lehman College in the Bronx. In his early childhood, he taught social, independent, and Head Start programs. He is a PhD candidate in the Urban Education, Policy and Leadership Program at CUNI Graduate Center. Vanderbilt’s research focuses on the history of individual programs in early childhood. She uses school works and interviews to place individual community-based early education programs in a historical context to understand the relationship between communities and their early education programs. He writes the history of the Amalgamated Workmen’s Circle Baby School, now a nearly 100-year-old school in the Northwest Bronx.
He is a doctoral student and permanent instructor in the Primary Education and Training Program of the Teacher Training Faculty. Focusing on experienced female color teachers, her research examines early childhood teachers’ understanding of quality practices and their experiences with certified teachers in New York State.
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Kyle DeMeo Cook is an associate professor at St. John’s University School of Education. His research plan focuses on early education issues such as early access to education, transition to kindergarten, and collaboration between early education and K-12. He has worked closely with government agencies, school districts, and other local leaders to compile, conduct, and disseminate research on education that is relevant and relevant to politicians and practitioners. He holds a bachelor’s degree in human development, a master’s degree in research, measurement and evaluation in education, and a doctorate in applied development and educational psychology at Boston College.
Jill Gandhi is a doctoral student in developmental psychology at New York University. His main research area is the main contexts and interpersonal relationships that support children’s learning and cognitive development during the transition to school. He holds a bachelor’s degree in psychology and a 2011 Plan II Award from the University of Texas at Austin. He earned a master’s degree from the University of Chicago after teaching high school math with Teach for America in Jackson, Mississippi. Her work highlights the experiences of ethnically diverse and socio-economically disadvantaged children in order to better inform them of the policies and programs that serve them.
Dr. George-Pushkar has a doctorate. Educational Psychology, specializing in early childhood intervention management, at Neag University School of Connecticut. George Puskar began his career with an early childhood intervention during his undergraduate studies at the American Catholic University in Washington, D.C., and continued with a graduate degree in applied behavioral analysis at Penn State University. Her areas of focus include children with congenital malformations and retardation from birth to 5 years of age, support for children with autism spectrum disorders and their families, transition to preschool, use of information-based decision-making guidelines, and staff training.
Cecilia Scott-Croff is an experienced manager, teacher, programmer and family lawyer. She has been working in the field of early childhood for more than twenty years. Cecilia is eager to support young children and their families. He has two master’s degrees; one is focused on early childhood education and the other on management and supervision. Dr. Scott-Croff’s research interests are related to the experiences of parents of students who support children with special needs.
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Meghan McCormick is a researcher in family and child policy at MDRC. Her work uses experimental approaches to assess the impact of school and center programs and policies on the academic, behavioral, and socio-emotional outcomes of low-income children. McCormick is particularly focused on using innovative methods to explain the mechanisms behind the program’s impact and to identify strategies to reduce the negative effects of poverty on child development. He received his Ph.D. in Applied Psychology and Quantitative Methods from New York University in 2015, where he worked until his doctorate at the Institute of Educational Sciences and the National Academy of Education / Spencer’s dissertation. McCormick graduated from Woodrow Wilson School of Public Affairs at Princeton University.
Natalia Rojas is a PhD student in psychology and social intervention at New York University. He previously graduated from New York University. After graduation, she worked as a researcher at MDRC, a nonprofit social policy research organization, working on the implementation and evaluation of two large randomized controlled trials of early childhood interventions focused on socio-emotional and mathematical skills in low-income individuals. preschool children. In general, his research interests include the intersection between research and social policy, especially early childhood education, teacher professional development, and the design and testing of interventions to improve these environments and information policies.
Sam Melvin holds a PhD in Education Policy from Columbia University Teachers College and focuses on early childhood policy. Prior to working at TC, Sam ran the Developmental Neurology Laboratory at Columbia University, where he worked on numerous research projects on socio-economic inequalities in language and neurocognitive development in childhood and early childhood, including interventions to reduce poverty and address gaps. took. childhood education. settings. Combined with his time as a preschool educator and instructor, the study showed Semi’s interest in the power of politics to support young children and their families, as well as how to bridge the gaps between research, policy, and practice. . The workshop’s research interests focus on childcare policies, with particular emphasis on quality improvement initiatives for caregivers of infants and young children in both the center and the home environment. The first years of a child’s life are the key to further academic success. However, the lack of access to healthy and comprehensive early education in New York has led to the collapse of a system in which only families with sufficient financial resources and low enough income to qualify for free programming have access to early childhood education. We address these fundamental inequalities by expanding development services, guaranteeing early childhood learning through our universal pre-K and extended 3-K programs, and investing in universal literacy by second grade. We will ensure that all children, regardless of family income, have a strong start in education.
The sooner children with developmental disabilities or disabilities receive care, the sooner we can identify and develop a purposeful plan to meet their individual needs.
Nyc Early Childhood Research Network
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