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Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity
African American children and families, early childhood mental health, ethnic and gender-based achievement gaps, and the factors associated with and outcomes of preschool quality. He conducted a longitudinal study of child development in South Africa after the end of apartheid and authored Mandela’s Children: Child Development in Post-Apartheid South Africa. Currently, he is leading studies targeting the academic needs of boys of color and their families. He recently organized and led the International Conference: Developmental Science and Early Schooling, sponsored by the Society for Research in Child Development, the Frank Porter Graham Child Development Center, and the Foundation for Child Development, which involved presentations and discussion of issues of translating research into practice. He has a B.A. from St. Joseph’s Seminary College, an M.A. in counseling psychology from New York University, and M.S. and Ph.D. degrees in psychology from Rutgers University.
Sybilla Beckmann is professor of mathematics at the University of Georgia. Her mathematics research is focused on algebra/group theory, arithmetic geometry/algebraic number theory, commutative algebra/algebraic geometry, and tilings of the plane. She recently completed the second edition of Mathematics for Elementary Teachers, along with an activities guide and an instructor resource guide. Her recent work has focused on professional development of pre-service and in-service mathematics teachers, including preparing mathematicians to teach mathematics content to teachers and directly leading professional development workshops with teachers of mathematics. She was a member of the Curriculum Focal Points writing team conducted by the National Council of Teachers of Mathematics. In addition, she was a member of an expert panel on mathematics teacher preparation for the National Research Council Committee on Teacher Preparation. She also taught a daily class of sixth grade mathematics during the 2004-2005 school year. She has a Sc.B. in mathematics from Brown University and a Ph.D. in mathematics from the University of Pennsylvania.
Sue Bredekamp is director of research for the Council for Early Childhood Professional Recognition in Washington, DC. In her current role, she develops resources related to the administration of the Child Development Associate National Credentialing System. Previously, during her tenure at the National Association for the Education of Young Children, she developed the accreditation system for early childhood programs and coauthored the initial and revised edition of Developmentally Appropriate Practice inEarly Childhood Programs. Throughout her career, she has focused on promoting the professional development of the early childhood workforce and developing standards for practice, also serving as a consultant to numerous programs and initiatives. She has a B.A. in English, an M.A. in