Douglas Clements, Ph.D.
Douglas Clements, Ph.D., is currently the Executive Director of the Marsico Institute for Early Learning and Literacy. He is also the Kennedy Endowed Chair in Early Childhood Learning and a Professor at the University of Denver's Morgridge College of Education.
Previously a kindergarten teacher for five years and a preschool teacher for one year, he has since conducted research and published widely in the areas of:
- The learning and teaching of early mathematics
- Computer applications in mathematics education
- Creating, using, and evaluating a research-based curriculum and in taking successful curricula to scale using technologies and learning trajectories
- Development and evaluation of innovative assessments of mathematics achievement, as well as mathematics teaching
While a SUNY Distinguished Professor at the University of Buffalo, he was a member of President Bush's National Math Advisory Panel, convened to advise the administration on the best use of scientifically based research to advance the teaching and learning of mathematics, and coauthor of the Panel's report. He was also a member of the National Research Council's Committee on Early Mathematics and co-author of their report. He helped develop the Common Core State Standards committee of the National Governor's Association and the Council of Chief State School Officers, writing national academic standards and the learning trajectories that underlie them.
Currently, Julie Sarama and he are conducting several research projected funded by the National Science Foundation (NSF) and the U.S. Department of Education's Institute of Education Sciences (IES). For example, "Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies" and " Longitudinal Study of a successful scaling up project Extending TRIAD" are the third and fourth large research projects funded by the IES to evaluate our model for scaling up successful educational innovations (TRIAD = Technology-enhanced, Research-based Instruction, Assessment, and professional Development). Two recent research projects have just been funded by the NSF. In "Using Rule Space and Poset-based Adaptive Testing Methodologies to Identify Ability Patterns in Early Mathematics and Create a Comprehensive Mathematics Ability Test," we are developing a computer-adaptive assessment for early mathematics. In "Early Childhood Education in the Context of Mathematics, Science, and Literacy," we are developing an interdisciplinary preschool curriculum. See the "Research Projects" tab of Dr. Clement's Portfolio for more detail.
Julie Sarama, Ph.D.
Julie Sarama is the Co-Executive Director of Marsico Institute, Kennedy Endowed Chair in Innovative Technology, and Professor at the University of Denver. She was previously a Professor of Mathematics Education at the University at Buffalo (SUNY). She conducts research on young children's development of mathematical concepts and competencies, implementation and scale-up of educational reform, professional development models and their influence on student learning, and implementation and effects of her own software environments in mathematics classrooms, published in more than 50 refereed articles, 4 books, 30 chapters, and 60 additional publications. She has been Principal or Co-Principal Investigator on five projects funded by the National Science Foundation, including Building Blocks—Foundations for Mathematical Thinking, Pre-kindergarten to Grade 2: Research-based Materials Development and Planning for Professional Development in Pre-School Mathematics: Meeting the Challenge of Standards 2000. She is co-directing two large-scale studies funded by the U.S. Education Department's Institute of Educational Studies (IES). The first is a Phase II project, Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies was just awarded by the IES. The second is Increasing the Efficacy of an Early Mathematics Curriculum with Scaffolding Designed to Promote Self-Regulation. Sarama was previously the lead co-PI at the Buffalo site on another IES-funded project, A Longitudinal study of the Effects of a Pre-Kindergarten Mathematics Curriculum on Low-Income Children's Mathematical Knowledge (IES). This is one of seven national projects conducted simultaneously at the local and national levels (combined data) as part of the IES's Preschool Curriculum Evaluation Research project. Dr. Sarama has taught secondary mathematics and computer science, gifted math at the middle school level, preschool and kindergarten mathematics enrichment classes, and mathematics methods and content courses for elementary to secondary teachers. She designed and programmed over 50 published computer programs, including her version of Logo and Logo-based software activities (Turtle Math, which was awarded Technology & Learning Software of the Year award, 1995, in the category "Math"). See Dr. Sarama's portfolio here.
Carrie Germeroth, Ph.D.
Carrie Germeroth, Ph.D., Assistant Director of Research at the Marsico Institute for Early Learning and Literacy, conducts research and publishes widely in the areas of the social emotional development and early childhood classroom quality. Germeroth currently serves as a member of the Colorado Department of Education’s School Readiness assessment subcommittee tasked with providing recommendations on school readiness assessment design features. Germeroth also served as project manager on the development of Colorado’s Early Learning and Development Guidelines as well as the Pre-Kindergarten Standards for the State of North Dakota. She recently concluded work on an efficacy study examining a curriculum designed to improve executive function in early childhood students for which she was trained by Dr. Adele Diamond on her battery of executive function measures for preschool and kindergarten children. She has extensive experience with early childhood self- regulation and achievement tests (including the Woodcock Johnson, K-BIT, TEMA, TERA, CBQ, BASC, Posner Attention tasks, Delay of Gratification, NEPSY, PPVT, TS GOLD, and Carol Dweck’s motivation paradigm) as well as classroom assessment (CLASS and ELLCO). Germeroth has led the evaluation of the impact of a preschool physical activity program in Head Start on children’s level of activity and teacher’s beliefs about including structured physical activity in the curriculum. She has experience in both quantitative and qualitative evaluation techniques such classroom observations, field study, and management of large databases. Germeroth also provides professional development and technical assistance on Scaffolding Early Learning and Tools of the Mind. She has published research in several peer-reviewed early childhood journals, including the Journal of Applied Developmental Psychology and Early Child Development, Care, and Phi Delta Kappan.
Crystal Day-Hess, Ph.D.
Crystal Day-Hess, Ph.D., Research Projects Director at the Marsico Institute for Early Learning and Literacy, conducts early childhood research and professional development trainings across the country. She has extensive experience developing, coordinating, and conducting research in the early childhood field focusing on young children’s cognitive, social, and emotional school readiness skills (e.g., self-regulation/executive function, play, achievement motivation, caregiver sensitivity). Day-Hess has conducted research in coordination with administrators, teachers, parents, and students in multiple settings, including public and private preschools, Early Head Start and Head Start programs, and social service agencies. As part of this research, she has had in-depth experience administering a variety of early childhood assessments, including the following: K-BIT, DAS-II, PPVT, TERA, TEMA, BASC, CBQ, Self-Evaluative Emotions Coding System, Carol Dweck’s motivation paradigm, and a variety of caregiver sensitivity and attachment measures. Day-Hess also has experience developing, coordinating, and conducting professional development workshops for early childhood educators and administrators in multiple contexts and settings. She worked on several Early Reading First projects and has served as a training manager for the Scaffolding Early Learning and Tools of the Mind early childhood programs. Her work has been published in such journals as Early Education and Development and NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, and in conjunction with ASCD.
Jessica Craig, M.A., is the Office and Project Manager for the Marsico Institute. Jessica brings over 12 years of volunteerism and professional involvement in the nonprofit sector. Her talents and work experience include donor management, event coordination, client relations, funding research, contracting, grants and budget management. Formerly an early childhood educator, she has developed young children's curricula and has coordinated numerous early childhood projects. Jessica has worked closely with diverse communities and is highly interested in social-emotional development and its effects on early literacy. Her other interests include early childhood intervention and mental health for children and families. At the Marsico Institute, Jessica manages the day-to-day operation of the office and provides administrative support to the directors. She is committed to advancing the successful execution of the institute's strategic plans, aiding the directors and team in these efforts. She maintains and enhances the institute's website, and coordinates closely with the college's human relations and logistics teams. On the financial side, Jessica manages and oversees institute budgets, as well as prepares grant and contract documents. She is highly skilled in planning and coordinating logistics for special community events, such as the Marsico Institute's Community Lecture Series.