Ginny earned her BA in Psychology at New College of Florida and her PhD in Developmental Psychology at the University of Miami. Prior to joining the team at Teachstone, she spent a year at the Center for Advanced Study of Teaching and Learning (CASTL) at the University of Virginia as a research associate. At Teachstone, Ginny worked with partners to develop evaluation strategies and to maintain Teachstone's strong commitment to bringing research to practice. She is now bringing her policy experience back to the research arena with a move back to CASTL, but continues to advise Teachstone on research-to-practice and the latest research findings.
We’re so lucky at Teachstone® that people see value in what we do. Thank goodness—for many reasons—that stakeholders in the early childhood community urgently want to focus on teacher-child interactions. Yes, it means that we all have jobs. But it also means that word is getting out that these things really matter.
I have to admit, I cringe a little each time I walk into an infant classroom and see a monthly curriculum posted to the bulletin board. Usually it’s filled with age-appropriate activities that any baby would love. But there’s always that moment when I wonder, does this center feel the pressure to focus on pre-academic skills, even for their littlest clients?
I’ve been using the slow weeks around the holidays to catch up on the latest CLASS™ research findings. There’s a lot that I’d like to get to in another post (like this! And this!). However, I came across a study by a research group I read up on from time to time. Their work is so fascinating that I just had to share.
I’m very excited to say that Teachstone is finally putting together a one-day training on giving CLASS-based feedback to teachers. People in the field have asked us to weigh in on this for years but we were so busy preparing observation trainings for all six age levels that we’re only getting to it now.
I’m very excited to go to the Zero to Three National Training Institute next week in Texas. I’ve never been before, and I hear that it’s an energizing and inspiring conference. I’m especially excited for Nathan Fox’s plenary session on the developing brain. Dr. Fox is an amazing researcher who studies temperament and individual differences in infancy.
Expanding access to high-quality pre-K is officially a bipartisan issue! Elections held all over the country this week included measures to increase pre-K funding, and candidates on all sides addressed pre-K in their platforms. Despite major advances over the past decade, though, this election brought a mixed bag of victories and defeats.
Since I joined Teachstone back in 2010, one of the most common questions I’ve been asked is, “Can the CLASS measure be used in classrooms that serve dual language learners?” I’ve had many conversations about this with CLASS users in the field as well as research colleagues at the University of Virginia.