Daryl Greenfield

People

Organization/Institution: 
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *): 
  • Bustamante, A. S., Greenfield, D. B., & Nayfeld, I. (2018). Early childhood science and engineering: Engaging platforms for fostering domain-general learning skills. Journal of Education Sciences 8, 144, 1 -13.*
  • Bustamante, A. S., White, L. J., Greenfield, D. B. (2018). Approaches to learning and science education in Head Start: Examining bi-directionality. Early Childhood Research Quarterly, 44(3), 34-42.
  • McWayne, C., Mistry, J., Brenneman, K., Zan, B. & Greenfield, D. B. (2018). Supporting Family Engagement in Science, Technology, and Engineering (STE) Curriculum among Low-income Immigrant Families with Preschool Children. In Promising Practices in Engaging Families in STEM Learning. Charlotte, N.C.: Information Age Publishing.*
  • Greenfield, D. B., Alexandra, A., Frechette, L. (2017). Unleashing the Power of Science in Early Childhood: A Foundation for High-Quality Interactions and Learning. Zero to Three, 37(5), 13-21.
  • McWayne, C. M., Mistry, J., Brenneman, K., Zan, B., & Greenfield, D. (In Press). 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.*
Tufts University
09/01/2012

The RISE project is creating curriculum resources for dual language learners (DLLs) in science, technology and engineering (STE). Participants include teachers in pre-K programs in the Boston area selected to target Hispanic and Chinese students and their families. The curriculum will be based on the Massachusetts framework, one of only a few states with pre-K standards. The evaluation will monitor both the progress of the research and development and the dissemination to the target audiences.

Tufts University
10/01/2016

Building upon prior research on Head Start curriculum, this phase of Readiness through Integrative Science and Engineering (RISE) will be expanded to include classroom coaches and community experts to enable implementation and assessment of RISE in a larger sample of classrooms. The goal is to improve school readiness for culturally and linguistically diverse, urban-residing children from low-income families, and the focus on science, technology, and engineering will address a gap in early STEM education.