- 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.*
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.