Early Learning

Marion Goldstein

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Marion

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Goldstein

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Marion Goldstein leads R&D and evaluations that advance knowledge of strategies to strengthen STEM education for all students. Many of her studies examine how technology can be strategically employed to enhance preK–12 teaching and learning. To all of her research, she brings an extensive knowledge of developmental psychology, program evaluation, quantitative and qualitative research methodologies, and instructional design. Working in partnership with publishers, curriculum designers, game developers, programmers, teachers, students, parents, and administrators, she helps create tools that work in real-world settings and accommodate a variety of instructional needs.

Goldstein is a co-principal investigator on Next Generation Preschool Science, a four-year National Science Foundation-funded project to develop and evaluate a program to promote young children’s learning of key science practices and concepts. She is the project director for PLUM Rx, a mobile-accessible, digital media R&D project that is working to bring environmental science learning to hard-to-reach urban families. 

In partnership with Sesame Workshop and local research partners, Goldstein works internationally to develop assessments and evaluate the promise of Dream, Save, Do, a financial empowerment program for young children funded by MetLife. Additionally, she is a senior researcher on EDC’s Ready to Learn team, which has been funded by the U.S. Department of Education since 2006 to conduct research and evaluation studies to measure children’s learning from media-rich literacy, math, and science learning resources developed by the Corporation for Public Broadcasting and PBS with the goal of improving school readiness among preschoolers in high-need communities.

Goldstein served as research director for Year of the Solar System, funded by NASA, in which she directed the evaluation of digital resources designed to address the curricular needs of Grades 6–12 science teachers and students, and for Possible Worlds, an IES-funded project to develop and test a series of game-based activities to support science and literacy instruction. She presented findings from this work in a series of papers and reports, including "Using Students' Naive Theories to Design Games for Middle-Grades Science" and "Does Gameplay Prepare Students to Learn? Lessons From a Fieldtest." She also served as a lead researcher in an EDC initiative to identify and document lessons learned from New York City’s iSchool and Cisco’s 21st Century Initiative in Jefferson Parish (Louisiana) Public School System

Goldstein has co-authored numerous articles based on her research, including “What Constitutes Skilled Argumentation and How Does it Develop?” (Informal Logic), “Designing for Diversity: How Educators Can Incorporate Cultural Competence in Programs for Urban Youth” (New Directions for Youth Development), and “A Collaborative Approach to Nutrition Education for College Students” (Journal of American College Health). To support the translation of research to practice and policy-making, Goldstein regularly shares her findings at the annual conferences of such organizations as the International Society for Technology in Education, American Educational Research Association, Society for Information Technology & Teacher Education, National Association for Research in Science Teaching, Society for Research in Child Development, and Head Start.

Prior to joining EDC, Goldstein worked as a research consultant and coordinator for initiatives focused on health promotion and the evaluation and redesign of professional development.

Goldstein holds a BA from the University of Pennsylvania, an MA from New York University, and an EdD in Educational Technology from Teachers College, Columbia University.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

212-807-4293

Clare Irwin

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Clare Irwin

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Clare

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Irwin

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Clare Irwin is highly experienced in measurement, research methods, and early education research. She applies her experience and expertise across a wide range of activities including conducting quantitative and qualitative studies of early childhood education, developing technical assistance materials and tutorials for educators, and developing a range of survey instruments for use by education practitioners. In addition, Irwin has led several state contracts including a current evaluation of a state-level early childhood grant program.

Irwin is the lead for EDC’s Vermont Universal PreK Research Partnership, which is part of the work of the REL Northeast & Islands funded by the U.S. Department of Education’s Institute of Education Sciences. In this role, she collaborates with the Vermont Agencies of Education and Human Services to address the research needs present during implementation of Vermont’s universal prekindergarten (preK) model and to inform Vermont’s ongoing policy and practice decisions for universal preK. Previously, she was the lead researcher for EDC’s REL Northeast & Islands Early Childhood Education Research Alliance. She collaborated with stakeholders in Connecticut, Massachusetts, New Hampshire, Rhode Island, and Vermont to develop and implement a comprehensive research agenda focused on issues relating to assessment, standards, and practice in early childhood education.
 
As the co-Director of the Partnership for Early Education Research (PEER), Irwin works with researchers at Yale University and practitioners across multiple education agencies in the state of Connecticut. The goal of the partnership is to develop and implement a research agenda aimed at improving preschool and child outcomes in and beyond the participating school districts and communities. In late 2016, PEER was awarded a Spencer Foundation grant to further the work of the partnership by addressing several of PEER’s research agenda questions related to dual language learners.
 

Irwin is the lead author of the 2016 REL-NEI resource, Survey Methods for Educators: Collaborative Survey Development (Part 1 of 3) and the 2014 Early Childhood Educator and Administrator Surveys on the Use of Assessments and Standards in Early Childhood Settings. Her articles appear in peer-reviewed journals, including: “The Matter of Assessor Variance in Early Childhood Education, Or Whose Score Is It, Anyway?” (Early Childhood Research Quarterly); “The Preschool Learning Behaviors Scale” (School Psychology Review); and “Multidimensionality of Teachers’ Graded Responses for Preschoolers’ Stylistic Learning Behavior” (Educational and Psychological Measurement).

Before joining EDC, Irwin served as a Research Specialist for Providence Public School District where she assisted school and district leaders in using data to inform their policy and practice. In this role, Irwin worked closely with the district’s lowest performing schools to improve student learning. This experience prepared Irwin for her current work with an independent high school that she is assisting with collecting and systematizing student data, creating a culture of data use, analyzing and interpreting data, and undertaking a school-wide survey project.

Irwin received a BA in Philosophy from the University of Colorado Boulder and an MSEd in Human Development, MS in Quantitative Methods, and PhD in Policy Research, Evaluation, and Measurement from the University of Pennsylvania’s Graduate School of Education. Irwin was an IES Pre-doctoral Training Fellow from 2007–2011.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Christina Silvi

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Christina Silvi

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Christina

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Silvi

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Christina Silvi brings expertise in early literacy, child development, evidence based practices and research, and technology based professional development. She designs and provides accessible, research based professional learning that aligns with state and national standards and quality improvement initiatives for the Rhode Island Center for Early Learning Professionals co-led by EDC. She also collaborates with program administrators through technical assistance to strengthen program quality, increase access to resources, and build systems for continuous quality improvement.

Previously, Silvi led the development and delivery of high-quality professional development sessions, funded through the Rhode Island Department of Education, that helped PreK teachers translate the CLASS and ECERS research measures into classroom practice. In addition to her training and technical assistance work, Silvi has managed quantitative and qualitative data collection efforts for several Early Reading First research projects.

Silvi is the developer of several Web-based curricula and online resources, including early childhood online courses for the E-Learning for Educators initiative, and the content for Bookfinder, a searchable database of over 700 children’s books on the PBS Parents Web site. She is the co-author of several articles and reports, including: “Why Wordless Books?” (Early Childhood News) and Massachusetts Quality Rating and Improvement System (QRIS) Pilot: Final Evaluation Report.

As a curriculum developer, Silvi contributed to Steps to Success, a four-unit multimedia training package for Head Start mentor-coaches nationwide. The instructional design prepares mentor-coaches to guide Head Start teachers in adopting research-based practices that foster young children’s language and literacy development.

Silvi began her career as a preschool teacher, working in mixed-aged classrooms with children and families from a broad range of backgrounds, languages, and special needs in both rural and urban settings.

She received her BA from the University of Vermont in early childhood development and an MA in child development from Tufts University.

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Non-Staff Profile

Job title: 

Training and Technical Assistance Associate II

Program: 

Early Learning and Development

Mailing Address: 

535 Centerville Road, Suite 201
Warwick, RI 02886

Telephone: 

401-734-1285

Heidi Rosenberg

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Heidi Rosenberg

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Heidi

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Rosenberg

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Heidi Rosenberg is an expert in family engagement in children’s learning, early childhood education, and evaluation strategies to assess the impact of child- and family-serving programs. Her current work reflects the increasing recognition of the importance of early childhood interventions and the critical role of the birth-to-8 years in shaping children’s success in school and beyond, as well as the critical role of families and communities in promoting positive learning outcomes for children.

Rosenberg is the Principal Investigator (PI) of the study, Engaging Families to Promote Young Children’s Early Mathematics Learning and Mastery Motivation, funded by the Heising-Simons Foundation. Along with co-PIs Jessica Young and Kristen Reed, Rosenberg is examining whether engaging families in at-home family mathematics activities promotes preschool children’s learning outcomes in mathematics. A key component of the study is its emphasis on developing mathematics-focused family engagement strategies and materials that can be readily adopted and sustained by Head Start and other early childhood programs, without the need for ongoing external support.

Rosenberg also is the Director of Research for the National Center on Afterschool and Summer Enrichment (NCASE), funded by the Office of Child Care. In this capacity, she designs data collection strategies, analyzes state and regional data regarding school-age care policies and practices, helps develop training and technical assistance resources, and collaborates with federal, regional, and state school-age stakeholders to help promote families’ access to high-quality afterschool and summer programs for their school-age children.  In addition, Rosenberg serves as EDC’s liaison to the National Association for Family, School, and Community Engagement (NAFSCE), of which EDC is a founding partner.

Rosenberg’s previous research and evaluation projects include the OPRE-funded Child Care Collaboration Study and the OHS-funded National Center on Program Management and Fiscal Operations. She is the author/co-author of numerous articles on early childhood education, family engagement in children’s learning, and continuous program improvement, including: “State Policies and Practices Supporting Child Care for Infants and Toddlers,” “Bringing Families Into Out-of-School Time Learning” (Journal of Expanded Learning Opportunities), “Embracing the Use of Data for Continuous Program Improvement” (FINE Newsletter), and “Lessons from Evaluators’ Experiences with Scale” (The Evaluation Exchange).

Before joining EDC, Rosenberg was a Senior Research Analyst at Harvard Family Research Project, where she managed the Family Involvement Network of Educators. She also co-managed product development and evaluation work for the OHS-funded National Center on Parent, Family, and Community Engagement and the USDE-funded Parent Information and Resource Centers.

Rosenberg received a BSJ from Ohio University, an MSW from Boston College, and a PhD in Education Policy from the University of Michigan.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2349

Janna Kook

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Janna Kook

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Janna

Last name: 

Kook

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Janna Kook advances the field’s knowledge of effective early childhood education and early STEM learning and teaching, with a focus on the link between teacher professional development and child outcomes. An experienced researcher and program evaluator, she has expertise in advanced quantitative research methods.

Kook is currently responsible for research design, study coordination, measure development, data analysis, and dissemination work for three major studies.  In Games for Young Mathematicians, a National Science Foundation (NSF)-funded Core Research study aimed at understanding how young children’s mathematics learning can be supported through their development of mastery motivation, Kook is helping to analyze data from a randomized-control trial of a newly developed, game-based intervention. Within this same line of research, she is also part of an exploratory research study funded by the Heising-Simons Foundation, to understand aspects of teacher-child interaction and teacher language that contribute to children’s development of math skills and mastery motivation.

Kook is also contributing to the first study to examine middle school science fairs at a national level. As part of the NSF-funded Advancing Informal STEM Learning (AISL) study, Science Fairs Under the ‘Scope, she is helping to plan, implement, and analyze a large, nationally representative survey of middle school science fair leaders and a subsequent, more focused study of selected science fairs across the country and their effectiveness of supporting students’ science and engineering practices.

Kook played a key role in EDC’s Cultivating Young Scientists, a study funded by the Institute of Education Sciences (IES) that developed a three-course suite of professional development tools to support preschool teachers in engaging children in hands-on scientific inquiry in life, earth, and engineering sciences. She led the evaluation of the study’s professional development based on teacher feedback, assessment of teacher learning and performance, and student outcomes. She also contributed to an NSF-funded DRK-12 study that examined teachers’ professional development choices related to revised Advanced Placement curricula for biology, chemistry, and physics.

Kook is coauthor of "Foundations of Science Literacy:  Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction, Teachers' Pedagogical Content Knowledge, and Children's Observations and Predictions", along with several other peer-reviewed publications related to early childhood education, early science learning, and executive functions. She is also a co-developer of Lens on Science, a computer-based assessment of preschool science.

Before joining EDC, Kook received a PhD in Applied Developmental Psychology at the University of Miami. She was an IES predoctoral fellow and was awarded a Head Start Graduate Student Research Grant for her dissertation on teacher-child interactions that promote higher-level thinking. She received her BA from the University of Pennsylvania.

Staff: 

Staff Profile

Job title: 

Senior Research Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2797

Gary Resnick

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Gary Resnick

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Gary

Last name: 

Resnick

Bio: 

Gary Resnick, a nationally recognized expert in child development research, brings decades of experience at the nexus of child development and program evaluation. He has evaluated early childhood development programs, assessed young children’s school readiness outcomes (especially for children living in disadvantaged communities), examined Quality Rating and Improvement Systems (QRIS) for state early childhood agencies, and measured inter-agency collaboration and coordination.

Resnick is currently Principal Investigator for the Local Evaluation component of Educare in California at Silicon Valley (ECSV), which aims to lay the foundation for long-term success in school and beyond by narrowing or eliminating the achievement gap at kindergarten entry. To accomplish this, the program provides high-quality year-round educational programs and developmental childcare to at-risk children from six weeks to five years of age. In his capacity, Resnick works closely with ECSV leadership, teaching staff, family engagement specialists, coaches, and parents to utilize data for continuous program improvement.

To this role, Resnick brings extensive experience leading groundbreaking state and national research, including serving as Director of Instrument Development for the Early Childhood Longitudinal Surveys Birth Cohort (ECLS-B), Associate Project Director for the Head Start Family and Child Experiences Survey (FACES), Senior Technical Advisor for the Head Start Impact Study (HSIS), and Project Director for the State of New Jersey's Evaluation of Early Childhood Programming in Abbott School Districts.

Previously at EDC, Resnick served as co-Principal Investigator of the federally-funded Child Care Collaboration and Quality Project.  Before joining EDC, he was the Director of Research at Harder+Company Community Research, where he led evaluations of funded services in First 5 counties in California. Previously, he served as Senior Study Director of Child and Family Studies at Westat and was an Assistant Professor of Family and Human Development at Auburn University.

Resnick has worked with numerous federal, state, and county agencies, including the U.S. Department of Health and Human Services (HHS), the Maternal and Child Health Bureau, the HHS Office of the Assistant Secretary for Planning and Evaluation, the State of New Jersey, the Massachusetts Department of Early Education and Care, First 5 Los Angeles, and the Los Angeles County Office of Education.

He has published his findings in numerous chapters and articles, including “Emergent Literacy of Low-Income Children in Head Start: Relationships with Child and Family Characteristics, Program Factors and Classroom Quality” (in Handbook of Early Literacy Research: Vol. 2, 2006) and “Project Head Start: Quality and Links to Child Outcomes” (in Childhood Programs and Practices in the First Decade of Life: A Human Capital Integration, 2010). He has made numerous presentations at conferences nationally and internationally, and currently serves as Associate Editor and Special Content Editor for the Early Childhood Research Quarterly.

Resnick earned a BA in Psychology and an MSW in Program Evaluation from the University of Toronto, and a PhD in Applied Developmental Psychology from the Eliot-Pearson Institute of Child Study and Human Development at Tufts University.

Staff: 

Non-Staff Profile

Job title: 

Distinguished Scholar

Program: 

Early Learning and Development

Mailing Address: 

999 16th St. #9
San Francisco, CA  94107

Telephone: 

415-251-1781

Deborah Rosenfeld

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Deborah Rosenfeld

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Deborah

Last name: 

Rosenfeld

Bio: 

Deborah Rosenfeld is an early mathematics education researcher, instructional designer, and professional developer. She is committed to improving educational outcomes for all children, particularly those from underserved communities. She has taught young children, studied teachers’ knowledge and beliefs about early childhood mathematics, and worked with teachers to develop knowledge of mathematical development. Her current work uses technology and media to engage children in narratives and games that leverage their natural curiosity and strengths as learners to develop their mathematical understanding and promote their persistence in solving problems.   

Rosenfeld leads research efforts on the Ready to Learn project, which evaluates the learning potential of public media resources. Her most recent study looked at what mathematics children learned through interactions with the Peg+Cat suite of videos and activities, as well as how their ability to self-regulate, persist, and demonstrate flexibility in solving problems might change through watching Peg and her friends model such behaviors. She is contributing her research expertise to EDC's Heising-Simons Foundation-funded initiative Finding Our Way Around, including conducting literature reviews, informing development of digital resources, and leading a team in developing an assessment to test the resources. She is also advancing the goals of Monkeying Around, an initiative focused on supporting families in fostering preschoolers' computational thinking. 

Previously, she studied how districts and schools support teachers in the implementation of reform-based mathematics curricula and the impact of that support and implementation on student achievement. She also was involved in the development of an early mathematics assessment system for 3- to 5-year-olds, was a curriculum writer for the National Science Foundation (NSF)-funded elementary curriculum Think Math, and has supported teachers in implementing conceptual-based learning approaches in their elementary math classrooms. 

Rosenfeld is a co-author of the 2016 article, "Preparing Preschool Teachers to Use and Benefit from Formative Assessment: The Birthday Party Assessment Professional Development System" published in ZDM Mathematics Education. She contributed to the research reports Preschool Teachers Can Use a PBS KIDS Transmedia Curriculum Supplement to Support Young Children in Mathematics Learning: Results of a Randomized Controlled Trial and Peg+Cat Content Study. She authored a paper, “Increased Perceived Efficacy for Teaching Math” in the Journal of Mathematics Education at Teachers College. Her unpublished dissertation was titled, “Fostering Competence and Confidence in Early Childhood Mathematics Teachers.”

Before joining EDC, Rosenfeld was a teacher at the Rashi School and the Hong Kong International School. She taught 1stand 4th grades, as well as teaching algebra to 8th graders.

Rosenfeld received an AB in Psychology from Harvard College, an EdM in Human Development and Psychology from the Harvard Graduate School of Education, and a PhD in Educational Psychology with a focus on Mathematics Education from Teachers College, Columbia University.

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Fl
New York, New York 10014 

Telephone: 

212-807-4248

Kimberly Clear-Sandor

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Clear-Sandor

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Kimberly

Last name: 

Clear-Sandor

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Kimberly Clear-Sandor is passionate about leveraging her understanding of health, families, and early childhood settings to advance children’s health, safety, growth, and development within educational settings and the home.

Clear-Sandor is a member of the National Center on Early Childhood Health and Wellness team. In this capacity, she provides evidence-based tools and techniques, and training with a special focus on children’s health, children with special health care needs, and safe environments. She also supports child care health consultants and professional networks for Head Start health, nutrition, and mental health managers, and works with health partners at the American Academy of Pediatrics in collaboration with Georgetown University Center for Child and Human Development, National Maternal and Child Oral Health Resource Center, and Health Care Institute at the University of California Los Angeles. 

Clear-Sandor is the Executive Director of the Connecticut Nurses’ Association, a state affiliate of the American Nurses' Association. She also provides private health consultation to early childhood programs and offers trainings and technical assistance to increase awareness of the role of health in early childhood environments.

A published author, Clear-Sandor reviewed the environmental standards in Caring for Our Children, 3rd Edition. She collaborated with the Connecticut State Department of Education to update the Education Guidelines for the Prevention and Management of Lead Poisoning in Children. She has also been a contributor/reviewer for other Connecticut State Department of Education publications, including Action Guide for Child Care Nutrition and Physical Activity Policies.

Clear-Sandor received her BSN from Boston College and her MSN as a Family Nurse Practitioner from Columbia University.

Staff: 

Non-Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2854

Jana Martella

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Jana Martella

First name: 

Jana

Last name: 

Martella

Affiliation/Organization: 

EDC

Bio: 

Jana Martella is the Co-Director of the U.S. Department of Education (ED)-sponsored comprehensive technical assistance Center on Enhancing Early Learning Outcomes (CEELO). Martella brings to her work over 30 years of experience in education and has served as a state legislative liaison, coordinator for federal programs, school administrator, and teacher. She has worked on multiple initiatives designed to advance high quality in early education. A central part of her focus has been on education system and program improvement through standards-based reform.

As Co-Director of CEELO, Martella oversees the delivery of technical assistance and policy advice to state education agency offices of early learning and the 22 US-ED Comprehensive Content and Regional Centers. CEELO staff, partners, and experts work to advance states’ use of early childhood comprehensive assessment systems; promote the use of assessment data and other information to improve program quality; increase the knowledge and skills of the early learning workforce; strengthen the alignment of birth through Grade 3 educational policies and systems; and improve the coordination of resources and policies across statewide systems.

A widely published author, Martella’s works include: Vision to Practice: Setting a New Course for Early Childhood Governance; Preschool Education: New Jersey and the Nation; and Measure What Matters: National Trends in Early Childhood Standards and Assessments.  She serves on several boards and advisory committees, including High Scope; Early Childhood Outcomes Center (Office of Special Education, ED); National Center for Research in Early Childhood Education (Institute of Education Sciences, ED); Research Connections (Child Care and Early Education at the National Center for Children in Poverty); and First School (Frank Porter Graham Child Development Institute, UNC-Chapel Hill).

Prior to joining EDC, Martella was the executive director of the National Association of Early Childhood Specialists in State Departments of Education (NAECS-SDE) and the National Association for Regulatory Administration (NARA Licensing), providing leadership and support to states and organizations on early childhood initiatives.

Martella received a BS from Pepperdine University, an MS from Johns Hopkins University School of Advanced International Studies, and an MS from San Diego State University.

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Early Learning and Development

Mailing Address: 

1025 Thomas Jefferson Street NW, Suite 700 West
Washington, DC 20007

Telephone: 

202-572-5311

Mary Mackrain

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Mary Mackrain

First name: 

Mary

Last name: 

Mackrain

Bio: 

Mary Mackrain is a nationally recognized expert in infant and early childhood mental health, child development, resilience, and early childhood education. She specializes in providing national- and state-level training, technical assistance, resource development, research, and systems and policy development.

Mackrain is the Project Director for the Home Visiting Collaborative Improvement and Innovation Network (HV CoIIN) managed through a collaborative agreement between the Maternal and Child Health Bureau’s Division of Home Visiting and Early Childhood Systems and EDC. The HV CoIIN is a time-limited learning activity (24 months) that brings together a select group of Maternal Infant and Early Childhood Home visiting (MIECHV) grantees and teams from local home visiting service agencies, with support from the Maternal and Child Health Bureau, to seek improvement in specific topic areas that are of concern to home visiting.

Prior to the HV CoIIN project, Mackrain was responsible for providing technical assistance to early childhood mental health grantees in her work for the Project LAUNCH Technical Assistance Center. She also worked closely with Georgetown University's Center for Early Childhood Mental Health Consultation to develop and disseminate birth to five research-based materials and tools for supporting child, family, and early childhood staff mental wellness.

Mackrain is a national trainer for the Devereux Center for Resilient Children and was the lead developer of the Devereux Infant and Toddler (DECA-I/T) Program developed to promote protective factors of children birth to three and their caregivers. She is also a lead author of the Devereux Infant and Toddler Assessment, Devereux Infant and Toddler Strategies Guide, For Now and Forever: A Family Guide for Supporting the Social and Emotional Development of Infants and Toddlers, and Building Your Bounce, Simple Strategies for a Resilient You.

Currently, Mackrain is a board member of the Michigan Association for Infant Mental Health and a member of several Michigan state committees that work on behalf of mental health policies for children ages birth to eight.

Before joining EDC, Mackrain was an infant and early childhood mental health consultant for the Michigan Department of Community Health, Division of Mental Health Services to Children and Families. Earlier in her career, she worked as a teacher for children with autism and as a special education and mental health consultant for early childhood programs.

Mackrain holds an MEd in Educational Psychology from Wayne State University and an Infant Mental Health Endorsement Level (IV) in policy from the Michigan Association for Infant Mental Health.

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Early Learning and Development

Mailing Address: 

450 Cambridge Street
Birmingham, Michigan 48009

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