McWayne, C. M., Zan, B., *Ochoa, W., Greenfield, D., & Mistry, J. (2022). Head Start teachers act their way into new ways of thinking: Science and engineering practices in preschool classrooms. Science Education. 0-0. https://doi.org/10.1002/sce.21714; Published online: March 2022
Mistry, J., Segovia, J., Li, L., McWayne, C. M., Zan, B., & Greenfield, D. (Accepted). “I woke up to science”: Teacher Narratives of Growth in a Culturally Sustaining Preschool STEM Program. To appear in the Special Issue, Building from Strengths: Culturally Situated STEM Learning in Childhood. Journal of Applied Developmental Psychology. Accepted: April 2022
Li, L., Ochoa, W., McWayne, C., Rocha, L., & Hyun, S. (2021). “Talk to me”: Do parent-teacher background similarity and communication quality relate to fewer barriers to school-based engagement for ethnoculturally diverse Head Start families? Cultural Diversity and Ethnic Minority Psychology. https://doi.org/10.1037/cdp0000497
McWayne, C. M., Hyun, S., Diez, V., & Mistry, J. (2021). “We Feel Connected… and Like We Belong”: A parent-led, staff-supported model of family engagement in early childhood. Early Childhood Education Journal, 50, 445-457. https://doi.org/10.1007/s10643-021-01160-x
McWayne, C. M., Greenfield, D., Zan, B., Mistry, J., & Ochoa, W. (2021). A Comprehensive Professional Development Approach for Supporting Science, Technology, and Engineering Curriculum in Preschool: Connecting Contexts for Dual Language Learners. In S. T. Vorkapić & J. LoCasale-Crouch(Eds.), Supporting children’s well-being during the early childhood transition to school (pp. 222-253). Hershey, PA: IGI Global.
McWayne, C. M., Mistry, J., Brenneman, K., Zan, B., & Greenfield, D. (2020). A model of co-construction for curriculum and professional development in Head Start: The Readiness through Integrative Science and Engineering (RISE) Approach. Teachers College Record, 122 (11).
McWayne. C. M., Mistry, J., Hyun, S., Diez, V., Parker, C., Zan, B., Greenfield, D., & Brenneman, K. (2020). Incorporating knowledge from children’s homes and communities: A home-to-school approach for teaching STEM in preschool. Young Children, 75 (5), 20-26.
McWayne, C. M., Doucet, F., & Sheridan, S. (Eds.) (2019). Research on Family-School Partnerships: Understanding Ethnocultural Diversity and the Home-to-School Link. New York, NY: Springer Publishers.
McWayne, C. M., Doucet, F., & Mistry, J. (2019). Family-school partnerships in ethnocultural communities: Redirecting conceptual frameworks, research methods, and intervention efforts by rotating our lens. In C. M. McWayne, F. Doucet, & S. Sheridan (Eds.), Research on Family-School Partnerships: Understanding Ethnocultural Diversity and the Home-to-School Link. New York, NY: Springer Publishers.
McWayne, C. M., Mistry, J., Brenneman, K., Greenfield, D., & Zan, B. (2018). Supporting family engagement in STE curriculum among low-income immigrant families with preschool children. In M. Caspe, T. A. Woods, & J. L. Kennedy (Eds.), Promising practices for engaging families in STEM learning: volume in family-school-community partnership issues (pp. 79-95). Charlotte, NC: Information Age Publishing, Inc.
Zan, B., & Geiken, R. (2010 January). Ramps and Pathways: Developmentally Appropriate, intellectually rigorous, and fun physical science. Young Children, 65(1), p.12-17.
Counsell, S.L., Escalada, L., Geiken, R., Sander, M., Uhlenberg, J., Van Meeteren, B., Yoshizawa, S., & Zan, B. (2015). STEM Learning with Young Children: Inquiry Teaching with Ramps and Pathways. Teachers College Press.
Dr. McWayne discussed RISE’s home-to-school approach towards family engagement and shared examples from the project’s two-year randomized controlled trial study (Phase 2). The talk, titled “Bridging Divides and Making Visible the Invisible: Connecting Parents and Teachers through Cultural Inclusion,” was presented virtually on April 29th, 2021 at the Early Childhood Initiative Lecture, Sanford Center for Child and Family Policy at Duke University.
Video retrieved from https://youtu.be/J5FVXTxnRns
Dr. Greenfield presented his talk, “Not too Early but just Right: Why Early Science Education is Key to Building a Foundation for High Quality Teaching & Lifelong Learning,” at the Buffett Institute PD for All: Children as Scientists on October 5th, 2017.
Video retrieved from https://www.youtube.com/watch?v=uOl0AVW6xhc
Dr. McWayne discusses the motivation and values behind RISE, along with the home-to-school approach to family engagement. The panel, titled “Panel 1: Engaging Families and Communities,” was presented on March 7th, 2019 at the National Academies of Science, Engineering, and Medicine.
Video retrieved from https://vimeo.com/322011977
Greenfield, D. (Speaker). (2016, April 21). White House Symposium on Early STEM. View the presentation here: https://www.youtube.com/watch?v=iUvEks2tutw
McWayne, C. (Speaker). (2014, December 8). Partnerships for Early Childhood Curriculum Development: Readiness through Integrative Science and Engineering (RISE). Invited lecture at the Tufts Department of Ed/CEEO STEM Lecture series. Tufts University. Medford, MA. View the presentation notes here: https://slideplayer.com/slide/10326794/
Greenfield, D. B. (Speaker). (2013, January 28). Science in the Preschool Classroom: Why and How This Can Be a Teacher’s Best Friend. Broadcast Series. The National Center on Quality Teaching and Learning. View the presentation here: https://eclkc.ohs.acf.hhs.gov/video/science-preschool-classroom-why-how-can-be-teachers-best-friend