CURRICULUM VITAE

DINA C. CASTRO, M.P.H., Ph.D.

CONTACT INFORMATION

Email: dina.castro@unt.eduPhone: 940-565-2590 (office)

1. EDUCATION AND EXPERIENCE

Degrees and Professional Licenses___________________________________________________________________________________________

Degree/ YearInstitution/Location License Conferred Major

___________________________________________________________________________________________

The University of North Carolina at Chapel Hill Ph.D. 1996 Early Childhood Education andSpecial Education

The University of North Carolina at Chapel Hill Graduate 1996 Latin American Certificate Studies

The University of Alabama at Birmingham M.P.H. 1986 Public Health

Universidad Peruana Cayetano Heredia Professional 1986 Clinical andLicense Community Psychology

Universidad Peruana Cayetano Heredia B.Sc. 1984 Psychology____________________________________________________________________________________________

Other Education

2005 Salzburg Seminar Session 428: Early Childhood Development: Improving Linkages between Research, Practice and Policy. Salzburg, Austria. Oct. 5-12.

2000. BRIDGES: Leadership Program for Women in the Academia. The University of North Carolina at Chapel Hill. Division of Continuing Education. (September-December).

1999. National Coalition Building Institute, Diversity Train-the-Trainer Workshop. December 7-9, Chapel Hill, North Carolina.

1995 Seminar on Program Evaluation offered by The Evaluation Center at Western Michigan University (October –November).

1990 Course "Strategic Planning in Health Services". Health Administration Program. Graduate School of the Universidad Peruana Cayetano Heredia. Lima, Peru. Sponsored by the Pan American Health Organization (PAHO).

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1989 Seminar "Toward a Child Care Policy in Peru". Organized by the Working Group on Urban Services and Low Income Women. Lima, Peru.

1988 Course on “Primary Health Care: Theory and Practice”. Multidisciplinary Primary Health Care Program. Universidad Peruana Cayetano Heredia. Lima, Peru.

2. PROFESIONAL EXPERIENCE / EMPLOYMENT

2014-Present Professor (tenured) and Velma E. Schmidt Endowed Chair in Early Childhood Education, College of Education, University of North Texas.

2015, 2016, Visiting Professor, Pontifícia Universidad Católica del Perú (June-July, 2015; June-August, 2016; 2017, 2018 June-July, 2017; May-July, 2018).

2014-Present Graduate Faculty, College of Education, University of North Texas.

2014-Present Affiliate faculty, Latino/a and Mexican American Studies (LMAS) Program, College of Arts and Science, University of North Texas.

2013-2014 Research Professor of Early Childhood Education, Mary Lou Fulton Teachers College, Arizona State University.

2010-2013 Senior Research Scientist, FPG Child Development Institute, UNC-Chapel Hill.

2012-2013 Research Professor of Early Childhood Education, School of Education, UNC-Chapel Hill

2009-2013 Graduate faculty, Division of Speech and Hearing, School of Medicine, UNC-Chapel Hill.

2009-2013 Affiliate faculty, Curriculum in Global Studies, UNC-Chapel Hill

2006-2012 Research Associate Professor, School of Education, UNC-Chapel Hill.

2005-2010 Scientist, FPG Child Development Institute, UNC-Chapel Hill.

1998-2005 Investigator, FPG Child Development Institute, UNC-Chapel Hill.

2003 Visiting Assistant Professor, School of Education, University of North Carolina at Chapel Hill (to teach the course “Working with socio-culturally diverse children and families”) (July-December).

1997-1998 Research Associate, FPG Child Development Center, UNC-Chapel Hill.

1997. Graduate Research Assistant, Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.

1995. Consultant to teach the graduate course “Introduction to Exceptional Children with Limited English Proficiency”, School of Education, UNC-Chapel Hill.

1995. Graduate Research Assistant, Institute of Latin American Studies, University of North Carolina at Chapel Hill.

1991. Assistant Professor, Universidad Peruana Cayetano Heredia, Department of Psychology. Lima, Peru.

- Coordinator of the Psychology Internship Program, Universidad Peruana Cayetano Heredia, Lima, Peru.

- Principal Investigator, “Home-based community day care in Canto Grande”. Grant from W. K. Kellogg Foundation. Universidad Peruana Cayetano Heredia, Lima, Peru. (Award: $55,000).

- Co-director of the Community Development Project “Tambo de Canto Grande”. Grant from the German International Cooperation (GTZ). Universidad Peruana Cayetano Heredia, Lima, Peru. ($75,000).

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- Coordinator of Woman and Child Development Program, Primary Health Care Project, Universidad Peruana Cayetano Heredia, Lima, Peru. Grant from W. K. Kellogg Foundation. (Award: $1,500,000).

3. AWARDS & HONORS

Policy contributions

- Member at Large (elected) of the National Association for the Education of Young Children (NAEYC) Governing Board, the largest professional organization for early childhood care and education in the United States. June, 2017- May, 2021. Member of the Early Learning Systems sub-committee and the Workgroup that elaborated the organization’s:

1. New position statement on Advancing Equity in Early Childhood Education (https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/5-23-18_initial_public_draft_naeyc_equity_statement_0.pdf).

2. Revised position statement on Professional Standards and Competencies for Early Childhood Educators (https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/public_draft_1.pdf).

- Member (inducted) of the Organización Mundial para la Educación Pre-escolar (OMEP) (World Organization for Preschool Education) – Peru Chapter. March, 2017.

- Presented at two Congressional Briefings sharing research findings and policy implications of the work of the Center for Early Care and Education Research: Dual Language Learners. Sponsored by Representative Raúl Grijalva (Arizona) and Senator Patty Murray (Washington). May 14th, 2013.

- Nominated to apply for the position of Deputy Assistant Secretary and Director of the Office of English Language Acquisition of the U.S. Department of Education as part of President Barak Obama’s administration. 2010 (declined to continue research career).

- Advisor to the U.S. Senate Committee on Health, Education, Labor and Pensions on early education needs of dual language learners and Latino children and their families. 2009.

- Invited by the President-Elect’s Education Policy Transition Team to submit a brief with recommendations for early childhood initiatives to promote development and learning among young English language learners. 2008.

Grant review panels

- Grant Review Panel, Language and Communication Study Section, National Institute of Child Health and Human Development (ad hoc reviewer; 2018- ).

- Grant Review Panel, Biobehavioral and Behavioral Sciences Subcommittee, National Institute of Child Health and Human Development (2012-2015; 2016-2018).

- External Grant Proposal Reviewer. Vice-Rectorado de Investigación de la Pontificia Universidad Católica del Perú. (2015-present).

- Grant Review Panel for the Division of Research on Learning in Formal and Informal Settings (DRL), Discovery Research K-12 (DRK-12) program. National Science Foundation (2014).

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Media presence (in English and Spanish)

- Podcast (in Spanish)– Interview for the Puerto Rico Association for the Education of Young Children (PRaeyc) an affiliate of the National Association for the Education of Young Children (NAEYC). October 22, 2018. Available at http://praeyc.org/conversando-con-dina-castro/

- Message to early childhood professionals requesting their feedback to the revised Professional Standards and Competencies for Early Childhood Educators. Fall 2018.Available at https://www.naeyc.org/resources/position-statements/draft-professional-standards-competencies

- Featured Speaker Lecture: Developmental Science and the Equitable Early Education of Bilingual Children. Invited by the Center for Children and Families, University of Texas at Dallas. March 23, 2018.Available at https://www.youtube.com/watch?v=FoGyegwn8dI

- WebTV series “Un buen comienzo” [A good start] and “La primera infancia primero” [The early years first]. Dr. Castro was invited by Sagalú TV, a non-profit organization in Perú to discuss the topic of “Diversity in Early Care and Education”. This programming is part of a national network for teacher professional development. Available in https://www.salgalu.tv/vervideo/1849

- https://www.youtube.com/watch?v=GmtpGhLF6bc

- Research Series Video by the University of North Texas featuring Dr. Castro’s international researchhttps://www.youtube.com/watch?v=731HSn64TR8

- Research interview (in Spanish) published at Investiga CISE. Bulletin of the Center for Education Research and Services at the Pontificia Universidad Católica del Perú (PUCP). October, 2016 (p. 2-3). http://cise.pucp.edu.pe/wp-content/uploads/2016/11/OctubreBolet%C3%ADnInvestigaCISE.pdf

- Press release at the website of the Pontifícia Universidad Católica del Perú about Dr. Castro’s visiting scholar appointment posted on August 12th, 2016.http://departamento.pucp.edu.pe/educacion/noticias/visita-de-la-dra-dina-castro/

- Press Conference with national media, and a Policy Forum at the National Press Club at Washington, DC, to share research findings and policy recommendations for providing high quality early education to dual language learners (birth-five years of age). May 14th, 2013.

- News magazine coverage: Dual Language in Early Education Best for Youngest ELLs, Report Says. By Lesli A. Maxwell on May 14, 2013 10:29 AM. Education Week. http://blogs.edweek.org/edweek/learning-the-language/2013/05/dual_language_in_early_educati.html

- National television interview (in Spanish): Invited by UNIVISION, the US largest Spanish television channel, to participate in the program “Estudiante Único”. An hour-long program in which a panel of experts on bilingual development and early education of Latino children was interviewed. The program was broadcasted nationally as part of UNIVISION’s campaing to promote the educational success of Latino children and youth. March 6th, 2013. https://www.youtube.com/watch?v=OBkG0oggCbw

- Video interview: "Supporting Language and Literacy Development for Young English Language Learners through Evidence Based Instructional Practices" at the Kansas In-service Training Institute. Summer institute 2010. Available online.

Faculty award nominations (at University of North Texas)4

- Nominated by the Teacher Education and Administration Department and the College of Education for the University Distinguished Research Professorship Award 2017.

- Nominated by the Teacher Education and Administration Department for the College of Education Senior Researcher Award 2016.

Study / travel awards

- Travel award for conference presentation from the Institute of Latin American Studies, The University of North Carolina at Chapel Hill. 1997.

- Doctoral Traineeship from the School of Education, The University of North Carolina at Chapel Hill. 1994.

- Kellogg Foundation Fellowship for doctoral studies in Education at The University of North Carolina at Chapel Hill. 1992-1995.

- J. Sparkman Center Fellowship for Master in Public Health studies at The University of Alabama at Birmingham. 1984-1986.

4. EXPERIENCE IN RESEARCH AND PROGRAM EVALUATION

- Principal investigator for the project “Improving Teacher Preparation across Borders” (Ricardo Gonzalez & Rossana Boyd, Co-PIs) (2017-2018) funded by The Charn Uswachoke International Development Fund through the UNT International Office (Award: $4,600). In collaboration with faculty from the Universidad de Guadalajara and Secretariat of Education of Jalisco, Mexico.

- Principal Investigator of the study “Intercultural Education: A Case Study with Shipibo Communities from the Amazon in Lima and Ucayali”, a collaborative study with Nora Cépeda and Pilar Lamas, faculty in the Department of Education at the Pontifícia Universidad Católica del Perú (PUCP) (2016-2017). Funded by the PUCP (grant award) and the UNT Velma E. Schmidt Endowed Chair in Early Childhood Education (Award: $16,000).

- Principal Investigator of the Early Care and Education Research Scholars: Head Start Graduate Student Research Grant (2010-2012) funded by the Administration for Children and Families, Office of Planning, Research and Evaluation, U.S. Department of Health and Human Services to mentor Ms. Lucia Mendez during the completion of her dissertation research. (Award: $50,000).

- Principal Investigator / Director of the “Center for Early Care and Education Research: Dual Language Learners” (CECER-DLL) (2009-2014) funded by the Administration for Children and Families, Office of Planning, Research and Evaluation, U.S. Department of Health and Human Services. The primary goal of the CECER-DLL is to advance the research field to improve assessment, child care, and education for dual language learners (DLLs) from birth through five years of age. This is a national research center working in collaboration with over 30 DLL experts and managing 7 subcontracts with universities and research organizations from across the country (Award: $4,500,000). http://cecerdll.fpg.unc.edu/

- Principal Investigator for the project “Nuestros Niños Program: Promoting School Readiness for English Language Learners” (2009-2014) funded by the National Institute of Child Health and Human Development (NICHD), U.S. Department of Health and Human Services to study the efficacy of an intervention to promote

school readiness in Spanish-speaking preschool dual language learners. This is a randomized controlled, longitudinal study being conducted in California, Florida and North Carolina (Award: $3,472,521). http://nnrp.fpg.unc.edu/

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- Principal Investigator for the project “Choices of Care Among Low-Income Working Families: A Study of Latino families in the New South” (2007-2011) funded by the U. S. Department of Health and Human Services, Administration for Children and Families to study family and program characteristics related to Latino families’

choices of care, and the quality of practices in the early childhood programs they utilized. The study interviewed Latino immigrant parents, and conducted observations in centers and family child care homes in three regions of North Carolina (Award: $800,000). http://www.fpg.unc.edu/~latino_ccc/

- Principal Investigator for the project “Growing Healthy Kids: Evaluation of a community intervention to prevent childhood obesity among Latino children” (2009-2011) pilot project funded by the Robert Wood Johnson Foundation (in collaboration with the Orange County Partnership for Young Children). Latino families participated in community gardens, nutrition classes and events to promote physical activity (Award: $70,000).

- Co-Principal Investigator for the “Evaluation of Cradling Literacy in Children in Kentucky: Project CLICK” funded by the U.S. Department of Education, Early Childhood Educator Professional Development (2007-2010) to assess the effectiveness of a literacy-focused professional development intervention on teacher practices and children’s school readiness outcomes (Total budget: $1,024,810).

- Investigator for the project “Promoting Academic Achievement of Boys of Color (PAS)” (2008-2009) funded by the. W. K. Kellogg Foundation to develop and evaluate a comprehensive intervention model to improve academic achievement of African-American and Latino boys in 6 elementary schools from three states: Florida, Illinois and Michigan (Award: $6,000,000).

- Principal Investigator (with Virginia Buysse) for the project “Improving Teacher Quality to Address the Language and Literacy Skills of Latino Children in Pre-K” (2004-2008) funded by the U. S. Department of Education, Institute of Education Science to develop and evaluate (using an experimental design) an intervention targeting pre-kindergarten teachers to support language and literacy learning among Latino children who are English language learners. (Award: $1,467,046).

- Co-Principal Investigator for the project Nuestros Niños/Our Children: Addressing the Needs of Young Latino Children and Families (2001-2005) funded by the U.S. Dept. of Education, Office of Educational Research and Improvement to study policies and practices related to serving Latino children and families in early education and intervention. The study conducted a national survey of state administrators of early childhood programs and conducted interviews with Latino parents, program directors, teachers and specialist, as well as classroom observations in early childhood programs from three states: Florida, North Carolina and Washington (Award: $1,327,915).

- Principal Investigator in the evaluation of the “21st Century Community Learning Centers” (2003-2006). Contract with the Chapel Hill-Carrboro City Schools, Orange County, NC. (Contract: $60,000). This project evaluated the effectiveness of an after-school program in improving academic achievement among minority students (grades 1-5) in three elementary schools.

- Lead Investigator in the study “Parental Involvement in Head Start Programs” (1997-2000). Sub-study conducted as part of the North Carolina Research Center on Head Start Quality (Donna Bryant and Ellen Peisner-Feinberg, Co-Principal Investigators) to examine how much and in which ways are parents involved in Head Start programs, and what parent and teacher characteristics are related to parent involvement.

Other Research Experience- Child and Family Factors in Oral Language and Reading of First Grade Peruvian Children in Poor Urban

Communities. Doctoral Dissertation. The University of North Carolina at Chapel Hill (UNC-CH), School of Education. (1995-1996).

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- Family Stories, Family Strengths and Family Needs: Resilience and Risk Factors Among Latino Immigrants in North Carolina (Investigator with Deborah Bender, Principal Investigator). University of North Carolina-Duke University Program on Latin American Studies. (1995-1996).

- Language Development of Children of Bilingual Quechua-Spanish Migrants in a Poor Urban Community of Lima. Master thesis. The University of Alabama at Birmingham, School of Public Health. (1986).

- Principal Investigador in the study “Language Development of Preschool Children in a Poor Urban Community of Lima”. Grant from the Asociación Multidisciplinaria de Estudios en Población [Multidisciplinary Association for Population Studies]. Lima, Peru. (1985).

Grant proposals submitted- Co-Principal Investigator in the study “Supportive Environments to Promote Physical Activity and Health

(SEPAH): Interventions with Head Start Centers' Underserved Preschoolers and Families” (Tao Zhang, PI; Dept. Kinesiology, Health Promotion & Recreation). R01 proposal submitted to the National Institutes of Health (NIH). (Award: $2,880,653). (Submitted: February, 2018) (Not funded, to be resubmitted in Spring 2019).

5. PROFESSIONAL DEVELOPMENT AND TECHNICAL ASSISTANCE EXPERIENCE

- Evaluator for Project Success (Rossana Boyd, PI) funded by the Office of English Language Acquisition, U.S. Department of Education to conduct professional development for teachers in North Texas’ school districts and enhance teacher education programs at UNT to increase academic achievement of English Learners EC-5th grade (Spring 2019). (Award: $2,700,000).

- Principal Investigator for the project “National Research Summit on Early Care and Education of Dual Language Learners” (2014) funded by the Heising-Simon Foundation (Award: $30,000) and the McKnight Foundation (Award: $30,000) to Arizona State University.

- Consultant for the Early Learning Academy at Rutgers University to conduct a professional development program on language, literacy and culture in early education for Pre-K to third grade teachers (Feb-May, 2008) (Contract: $20,915).

- Principal Investigator for the project “New Voices/Nuevas Voces: Cultural and Linguistic Diversity in Early Intervention” (2001-2006) funded by the U.S. Dept. of Education, Office of Special Education Programs to develop, demonstrate and evaluate a model for providing training and technical assistance to professionals working with children with disabilities who are from diverse cultural and linguistic backgrounds, with a special focus on Latino children and families. (Award: $695,820). www.fpg.unc.edu/~nv

- Consultant in the project “Partners for Literacy” (Barbara Wasik and Joseph Sparling, Principal Investigators). Contract with Westat (2003-2005). This project’s goal was to design, implement and evaluate the effectiveness of an early childhood/parenting education curriculum for a national study of the federal Even Start Family Literacy Program. About 50% of the children and families served by Even Start programs participating in this study are of Latino descent. (Contract: $3,500,000).

- Principal investigator for the project “Cultural and Linguistic Diversity in Early Childhood: A Training

Program” (1999-2000). Grant awarded by the Orange County Partnership for Young Children in North Carolina for providing training to child care providers (Award: $7,667).

- Consultant for the project “Walking the Walk Project” (2000-2001). Grant awarded by the U.S. Dept. of Education to implement an intervention aimed to increase the number of well-qualified, culturally and linguistically diverse leadership personnel available to serve young children, especially those with disabilities, in North Carolina. (Pamela Winton and Camille Catlett, Co-Principal Investigators).

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- Investigator for the “Parent Leadership Development Project” (1999-2000). (Virginia Buysee and Patricia Wesley, Co-PIs). Grant from the U.S. Dept. of Education to develop, implement, and evaluate innovative methods of preparing parents to enhance their advocacy skills.

- Investigator for the project “Quality of Early Intervention Services: Development and Field Testing of an Assessment Scale” (1998-2000). Study conducted by the National Center of Early Development and Learning (Don Bailey, Principal Investigator). Funded by the U.S. Dept. of Education.

Grant proposal submitted

- Principal Investigator for the project Early Education and Special Needs Services for Dual Language Learners in Urban and Rural North Texas: A Focus on Equity and Inclusion. A proposal submitted to the Caruth Foundation. (Award: $1,000,000). (Submitted: August, 2018). Not funded.

- Co-Principal Investigator for the project Leveling the Playing Field: Engaging Middle-Grades Females and Minorities in STEM (Colleen Eddy, PI). A proposal submitted to the Caruth Foundation. (Award: $1,000,000). (Submitted: August, 2018). Not funded.

At Universidad Peruana Cayetano Heredia:

- Principal Investigator, "Home-based community day care in Canto Grande" (1990-1991). Dr. Castro designed and directed this 15-month long project. Because of the absence of child care services, the organization of child care homes was identified as an appropriate and affordable community-based solution for the provision of such services in poor communities. A group of women from the targeted communities were selected based on their personal characteristics and interest in working with young children. They were trained in child development, nutrition, health and safety, and education of children from birth to 5 years of age. They also learned organizational and administrative skills, as well as methods for working with families and community organizations. Thirteen child care homes were set up through this project. Funded by the W. K. Kellogg Foundation (Award: $50,000).

- Co-Director, “ Tambo de Canto Grande” (1989-1990) . The project consisted in the development of infrastructure for training families and community leaders, as well as preschool teachers, and also supported the initial operation of training programs on child development and education, health and community development activities. Funded by Germany’s Government International Cooperation Agency (Award: $ 300,000).

- Program Coordinator, "Primary Health Care Project" (1986-1990).This interdisciplinary project involved coordinated participation of the University, Ministries of Health and Education, and community grassroots organizations. The project included in-service teaching and research programs to improve living conditions, health and education in selected poor urban communities in Lima and rural communities in the sierra and jungle of Peru. Faculty and students of medicine, dentistry, nursing and psychology participated. Dr. Castro coordinated the participation of psychology faculty, interns and undergraduates in the project. Their activities included professional development activities for preschool and primary school teachers, organization of resource and special education classrooms, and summer programs for children at risk of grade retention, as well as, training of personnel at community health centers, and educational programs for members of community organizations on topics related to addressing the developmental, educational and health needs of children and families. Dr. Castro also coordinated the project's Community Development Program and the Woman and Child Development sub-program at poor urban settings. Participatory education activities to empower women and to promote integral development of children under six years of age were carried out with families and community organizations as part of the

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program. Women who participated in grassroots organizations received training on leadership, community organizing and conflict resolution. The project's activities were developed working simultaneously with 5 community health centers, 8 elementary schools, 20 formal and non-formal preschools, and 50 grassroots organizations. Funded by the W. K. Kellogg Foundation (Award: $1,500,000).

6. PUBLICATIONS

Book

Castro, D. C., Ayankoya, B., & Kasprzak, C. (2010). The New Voices ~ Nuevas Voces Guide to Cultural and Linguistic Diversity in Early Childhood. Baltimore: Brooks Publishing, Inc.

Book chapters

Castro, D. C. & Pryshker, N. (2018). Early childhood education for bilingual children and the road to multilingualism. Handbook of Early Childhood Care and Education. Wiley Blackwell Publishing.

Castro, D. C. (2016). Cultural and linguistic responsiveness. Encyclopedia of Contemporary Early Childhood Education. CA: SAGE Publications Inc.

Gillanders, C. & Castro, D. C. (2015). Assessment of English language acquisition in young dual language learners. In Saracho, O. N. & Spodek, B. (Eds). Educational Assessment and Evaluation in Early Childhood Education (ages 0 to 8). Contemporary Perspectives in Early Childhood Education Series. Charlotte, NC: Information Age Publishing.

Gillanders, C. & Castro, D. C. (2014). Storybook reading for young dual language learners. In NAEYC. Spotlight on Young Children: Exploring Language and Literacy. Washington, D.C.: Author.

Gutiérrez, K. D., Zepeda, M., & Castro D. C. (2013). Advancing early literacy learning for all children: Implications of the NELP report for dual language learners. In Alvermann, D.E., Unrau, N. J. & Ruddell, R. B. (Eds). Theoretical Models and Processes of Reading, (6th ed., pp. 375-384). Newark, DE: International Reading Association.

Castro, D. C., Mendez, J., Garcia, S., Westerberg, D. (2012). Family literacy programs for Latino families in the United States. In Wasik, B. & Van Horn, B. (Eds.). Handbook of Family Literacy. Second Edition.

Castro, D. C., Espinosa, L., & Páez, M. (2011). Defining and measuring quality early childhood practices that promote dual language learners’ development and learning. In Zaslow, M., Martinez-Beck, I., Tout, K., & Halle, T. (Eds.). Quality Measurement in Early Childhood Settings. Baltimore: Brookes Publishing.

Halle, T., Castro, D. C., Franco, X., McSwiggan, M., Hair, E., & Wandner, L. (2011). The role of early care and education in the development of young Latino dual language learners. In Cabrera, N., Villarruel, F. & Fitzgerald, H. (Eds). Latino/a Adolescent Psychology and Mental Health. Volume I: Early to Middle Childhood – Development and Context. Santa Barbara, CA: ABC-CLIO.

Castro, D. C., Peisner-Feinberg, E., Buysse, V. & Gillanders, C. (2010). Language and literacy development of Latino dual language learners: Promising instructional practices. In Saracho, O. N. & Spodek, B. Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education. Charlotte, NC: Information Age Publishing.

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Bender, D., & Castro, D. (2004) (2nd Edition). Exploring the birth-weight paradox with a photo narrative technique. In Ulin, P. R., Robinson, E. T., Tolley, E. E., & McNeill, E. T. (Eds.), Qualitative Methods: A Field Guide for Applied Research in Sexual and Reproductive Health (pp.103-105). Research Triangle Park, NC: Family Health International.

Bender, D., & Castro, D. (2002). Exploring the birth-weight paradox with a photo narrative technique. In Ulin, P. R., Robinson, E. T., Tolley, E. E., & McNeill, E. T. (Eds.), Qualitative Methods: A Field Guide for Applied Research in Sexual and Reproductive Health (pp.103-105). Research Triangle Park, NC: Family Health International.

Peer-reviewed journal articles

Castro, D. C., Cépeda Garcia, N., & Lamas Basurto, P. (in press). Concepciones de interculturalidad y práctica en aula: Estudio con maestros de comunidades shipibas en el Perú [Conceptions about interculturality and classroom practice: A study with teachers from shipibo communities in Peru]. Revista Educación. Pontificia Universidad Católica del Perú.

Castro, D. C., Gillanders, C., Franco, X., Bryant, D. M., Zepeda, M., Willoughby, M. T., & Mendez, L. I. (2017). Early education of dual language learners: An efficacy study of the Nuestros Niños School Readiness professional development program. Early Childhood Research Quarterly, 40, 188-203. Impact factor: 2.436; 5-year impact factor: 3.103. DOI: 10.1016/j.ecresq.2017.03.002.

Espinosa, L. M., LaForett, D. R., Burchinal, M., Winsler, A., Tien, H., Peisner-Feinberg, E. & Castro, D. C. (2017). Child Care Experiences among Dual Language Learners in the US: Analyses of the Early Childhood Longitudinal Study-Birth Cohort. AERA Open, 3 (2), 1-15. Impact factor: Not available. DOI: 10.1177/2332858417699380.

Gillanders, C., Franco, X., Seidel, K., Castro, D. C., & Mendez, L. I. (2017). Young dual language learners' emergent writing development. Early Child Development and Care, 187, 371-382. Impact factor: 0.66. DOI: 10.1080/03004430.2016.1211124.

Méndez, L. I., Crais, E., Castro, D., & Kainz, K. (2015). A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners. Journal of Speech, Language and Hearing Research. 58(1), 93-106. Impact factor: 1.771; 5-year: 2.327.

Castro, D. C. (2014). The development and early care and education of dual language learners: Establishing the state of knowledge. Early Childhood Research Quarterly, 29, 693-698. Impact factor: 2.436; 5-year impact factor: 3.103.

Gillanders, C., Castro, D. C., & Franco, X. (2014). Learning words for life: Promoting vocabulary in dual language learners. The Reading Teacher, 68 (3), 213-221. Impact factor: 0.748. DOI: 10.1002/trtr.1291

Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The Cognitive Development of Young Dual Language Learners: A Critical Review. Early Childhood Research Quarterly, 29, 699-714. Impact factor: 2.436; 5-year impact factor: 3.103.

Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C. & Sandilos, L. E. (2014). The Language and Literacy Development of Young Dual Language Learners: A Critical Review. Early Childhood Research Quarterly, 29, 715-733. Impact factor: 2.436; 5-year impact factor: 3.103.

Winsler, A., Burchinal, M. R., Tien, H., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., LaForett, D. R., Kim, Y. K., De Feyter, J. J. (2014). Early Developmental Skills of Diverse Dual Language Learners: The Roles of Home

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Language Use, Cultural Heritage, Maternal Immigration, and Sociodemographics in the ECLS-B. Early Childhood Research Quarterly, 29, 750-764. Impact factor: 2.436; 5-year impact factor: 3.103.

Peisner-Feinberg, E., Buysse, V., Fuligni, A. S., Halle, T., Espinosa, L., Burchinal, M., & Castro, D. C. (2014). Using Early Care and Education Quality Measures with Dual Language Learners: A Review of the Research. Early Childhood Research Quarterly, 29, 786-803. Impact factor: 2.436; 5-year impact factor: 3.103.

Castro, D. C., Samuels, M., & Harman, A. (2013). Growing Healthy Kids: A Community Garden-Based Obesity Prevention Program. American Journal of Preventive Medicine (AJPM), 44 (3-S3), 193–199. Impact factor: 4.465, 5-year impact factor: 5.590.

Castro, D. C., Páez, M., Dickinson, D., & Frede, E. (2011). Promoting language and literacy in dual language learners: Research, practice and policy. Child Development Perspectives, 5 (1), 15-21. Impact factor; 3.911.

Zepeda, M., Castro, D. C. & Cronin, S. (2011). Preparing teachers to work with young English language learners. Child Development Perspectives, 5 (1), 10-14. Impact factor: 3.911.

Gillanders, C. & Castro, D. C. (2011). Storybook reading for young dual language learners. Young Children, 66 (1), 91-95.

Gillanders, C. & Castro, D. C. (2011). Storybook reading for young dual language learners: Study Guide. Next for Young Children, 66 (1), 1-5.

Buysse, V., Castro, D. C. & Peisner-Feinberg, E. (2010). Effects of a professional development program on classroom practices and outcomes for Latino dual language learners. Early Childhood Research Quarterly, 25, 194-206. Impact factor: 2.436; 5-year impact factor: 3.103.

Gutiérrez, K. D., Zepeda, M., & Castro D. C. (2010). Advancing early literacy learning for all children: Implications of the NELP report for dual language learners. Educational Researcher, 39 (4), 334-339. Impact factor: 3.827.

Gillanders, C., & Castro. D. (Fall, 2007). Reading Aloud to English Language Learners. Children and Families. The Magazine of the National Head Start Association, Vol. XXI (3), 12-14.

Buysse, V., Castro, D. C., West, T. & Skinner, M. (2005). Addressing the needs of Latino children: A national survey of state administrators of early childhood programs. Early Childhood Research Quarterly, 20, 146-163. Impact factor: 2.436; 5-year impact factor: 3.103.

Castro, D. C., Bryant, D., Peisner-Feinberg, E. & Skinner, M. (2004). Parent involvement in Head Start: The role of parent, teacher and classroom characteristics. Early Childhood Research Quarterly, 19, (3), 413-430. Impact factor: 2.436; 5-year impact factor: 3.103.

Aytch, L., Castro, D. C. & Selz-Campbell, L. (2004). Early Intervention Services Assessment Scale (EISAS): Conceptualization and development of a program quality self-assessment instrument. Infants and Young Children, 17(3), 236-246. Impact factor: 0.822.

Castro, D. C., Lubker, B. B., Bryant, D. M. & Skinner, M. (2002). Oral language and reading abilities of first grade Peruvian children: Associations with child and family factors. International Journal of Behavioral Development, 26 (4), 334-344. Impact factor: 1.850; 5-year impact factor: 2.058.

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Bender, D., & Castro, D. (2000). Explaining the birth weight paradox: Latina immigrants’ perceptions of resilience and risk. Journal of Immigrant Health, 2 (3), 155-173. Impact factor: 1.314.

Review papers & research briefs (invited)

Castro, D. C. (2018). Equidad y Calidad en la Educación Inicial: Consideraciones desde una Perspectiva Bilingüe e Intercultural [Equity and Quality in Early Childhood Education: Considerations from a Bilingual and Intercultural Perspective]. Segundo Congreso Internacional de Educación Inicial. Lima, Peru: Editorial Centauro.

Castro, D. C., Garcia, E. E., & Markos, A. (December, 2015). Early Care and Education of Dual Language Learners: Policy Thinkers Brief. Tempe, AZ: Arizona State University.

Castro, D. C., Garcia, E. E., & Markos, A. (December, 2015). Early Care and Education of Dual Language Learners: Policy Makers Brief. Tempe, AZ: Arizona State University.

Castro, D. C., Garcia, E. E., & Markos, A. (November, 2015). Early Care and Education of Dual Language Learners: Administrators Brief. Tempe, AZ: Arizona State University.

Castro, D. C., Garcia, E. E., & Markos, A (September, 2015). Early Care and Education of Dual Language Learners: Parent Brief. Tempe, AZ: Arizona State University. (Available online in eight languages: Arabic, English, Hmong, Korean, Mandarin Chinese, Spanish, Somali, and Vietnamese ).

Castro, D. C., Garcia, E. E., & Markos, A. (August, 2015). Early Care and Education of Dual Language Learners: Teacher Brief. Tempe, AZ: Arizona State University. (Available in English and Spanish).

Castro, D. C. (October, 2014). Research base on best practices for dual language learners in PreK-3rd grade: Instructional strategies and language of instruction approaches. Commissioned paper: National Research Summit on Early Care and Education for Dual Language Learners. Tempe: Arizona State University.

Castro, D. C. & Espinosa, L. (2014). Developmental Characteristics of Young Dual Language Learners: Implications for Policy and Practice in Infant and Toddler Care. Zero To Three Journal, Vol. 34 (3), 34-40.

Castro, D. C., & Halgunseth, L. C. (2012). Measuring Quality of Practices for Cultural and Linguistically Diverse Children: Informing State Quality Rating & Improvement Systems (QRIS). Unpublished commissioned paper. Washington, D.C.: BUILD.

Castro, D. C. (2011). High Quality Early Education for Young Dual Language Learners: What can be done? NHSA Dialog, a publication of the National Head Start Association, 14 (2), 1-8.

Castro, D. C., Samuels, M., & Harman, A. (2011). Community garden project helps increase Latino children’s access to healthy foods, saves families money. Research Brief. Salud America! The Robert Wood Johnson Foundation Research Network to Prevent Obesity Among Latino Children.

Castro, D. C. (2010). Child Care Research with Linguistically and Culturally Diverse Populations: Lessons Learned from a Study with Latino Immigrant Families in the “New South”. Unpublished research brief.

Gillanders, C., & Castro, D. (2007, Fall). Reading aloud to English language learners. Children and Families, 21(3), 12–14.

Espinosa, L., Castro, D. C., Crawford, G., & Gillanders, C. (2007). Early school success for English language learners: A review of evidence-based instructional practices for pre-k to grade 3. In V. Buysse & L. Aytch (Eds.), Early

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school success: Equity and access for diverse learners. Executive Summary. Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Castro, D. C., Bryant, D. M., & Peisner-Feinberg, E. (July, 2005). Parent involvement: A New Question for Head Start. FPG Snapshot #24. Chapel Hill, NC: FPG Child Development Institute, University of North Carolina.

Castro, D. C. (2005). Working with young English learners: Benefits of bilingual learning. ATN! All Together Now, 11

(3), 8-9. Chapel Hill, NC: FPG Child Development Institute, University of North Carolina.

Research, evaluation and policy reports

Cépeda, N., Castro, D. C., & Lamas, P. L. (2017). Intercultural education: A case study with Shipibo communities from the Amazon in Lima and Ucayali. Final Report. Lima-Peru: Pontificia Universidad Católica del Perú, Vicerectorado de Investigacion.

Garcia, E. E., Castro, D. C. & Markos, A. (Spring, 2015). Helping America’s dual language learners succeed: A research-based agenda for action. Tempe: Arizona State University, Mary Lou Fulton Teachers College.

Castro, D. C. (2014). Center for Early Care and Education Research – Dual Language Learners: Final Report. Washington, D. C.: Office of Planning, Research and Evaluation, Administration for Children and Families, U. S. Department of Health and Human Services.

Castro, D. C., García, E. E., & Markos, A. M. (2013). Dual language learners: Research informing policy. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Center for Early Care and Education—Dual Language Learners.

Bandel, E., Atkins-Burnett, S., Castro, D. C., Wulsin, C. S., Putnam, M. (2012). Examining the Use of Language and Literacy Assessments with Young Dual Language Learners. Final Report. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Center for Early Care and Education Research: Dual Language Learners.

Yazejian, N., Peisner-Feinberg, E., & Castro, D. C. (2010). Evaluation of Project CLICK: Final Report. Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Castro, D. C. (2007). Evaluation of the Culturally Responsive and Aware Dual Language Education (CRADLE) project. Final Report. Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Castro, D. C. (2006). Evaluation of the Chapel Hill – Carrboro City Schools 21st Century Community Learning Centers. Final Report. Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Buysse, V., Castro, D. C., West, T. & Skinner, M. (2004). Addressing the needs of Latino children: A national survey of state administrators of early childhood programs. Executive Summary. Chapel Hill, NC: FPG Child Development Institute, University of North Carolina at Chapel Hill.

Bender, D., Castro, D. & O’Donnell, K. (1999). Family stories, family strengths, and family needs. Latina women on Piedmont North Carolina. Insight Out, 1 (Spring), 18-20.

Professional development products

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Castro, D. C., Espinosa, L., & Garcia, E. (March, 2013). Featured Video: Dual Language Learners in Early Care and Education Contexts: A Conceptual Framework to Guide Developmentally Appropriate Practices and Research. Washington, DC: National Association for the Education of Young Children.

Gillanders, C., & Castro, D. C. (2011). Study guide. Storybook reading for young dual language learners. NEXT for Young Children, 66(1), 1-5.

Castro, D. C., Ayankoya, B., & Kasprzak, C. (2011). The New Voices ~ Nuevas Voces Guide to Cultural and Linguistic Diversity in Early Childhood: Facilitator Manual CD-ROM. Baltimore: Brooks Publishing, Inc.

Castro, D. C., Gillanders, C., Franco, X., & Zepeda, M. (2011). Nuestros Niños School Readiness Program: Participant Handbook. Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Gillanders, C. & Castro, D. C. (February, 2011). Oral Language Development and Learning in Young Dual Language Learners. Raleigh, NC: North Carolina Department of Public Instruction. Webinar available online.

Yandian, S., Italiano-Thomas, G., Espinosa L., Castro, D. C., Rein, R. (May, 2010). Assessing the progress of English language development of children who are dual language learners in Head Start and Early Head Start. Washington, DC: Office of Head Start. U.S. Department of Health and Human Services. Webinar available online.

Castro, D. C., Gillanders, C., Machado-Casas, M., & Buysse, V. (2006). Nuestros Niños Early Language and Literacy Program: Participant Handbook. Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Castro, D. C., Ayankoya, B. & Kasprzak, C. (2006). New Voices ~ Nuevas Voces. A Handbook on Cultural and Linguistic Diversity in Early Childhood. Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Ayankoya, B., Castro, D. C., & Kasprzak, C. (2006). New Voices ~ Nuevas Voces. A Handbook on Cultural and Linguistic Diversity in Early Childhood: Facilitator Manual. Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Research instrument development

Castro, D. C. (2013). Classroom Language Environment Observation Scale (CLEOS). Chapel Hill, NC: FPG Child Development Institute, University of North Carolina.

Castro, D.C., Ayankoya, B. & Kasprzak, C. (2010). Cultural and linguistic diversity in early childhood: New Voices / Nuevas Voces Self-Assessment Scale. Baltimore: Brooks Publishing, Inc.

Gillanders, C. & Castro, D. C. (2009). Assessment of English Language Acquisition in Young Dual Language Learners (AELA). Chapel Hill, NC: FPG Child Development Institute, University of North Carolina.

Castro, D. C. (2005). Early Language and Literacy Classroom Observation - Dual Language Learners (ELLCO-DLL). Chapel Hill, NC: FPG Child Development Institute, University of North Carolina (Revised 2018).

Aytch, L., Castro, D. C. & Selz-Campbell, L. (2004). Early Intervention Services Assessment Scale (EISAS). Chapel Hill, NC: FPG Child Development Institute, University of North Carolina.

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Selected published abstracts

Castro, D. C., Bryant, D., & Peisner-Feinberg, E. (2001). Parent involvement in Head Start classrooms: Findings from an observational study. Proceedings of the Head Start’s Fifth National Research Conference “Developmental and Contextual Transitions of Children and Families”. June 28-July 1, 2000. Washington, D.C.

Bender, D., Castro, D. & O’Donnell, K. (1999). Cuentos familiares (Family Stories: Strengths and needs that influence the health of immigrant Latinos in North Carolina). IRIS. The UNC Journal of Medicine, Literature and Visual Arts. UNC-Chapel Hill. 48-49.

Castro, D., Mejia, S., La Rosa, E., Fano, S., Chavez. & Zubieta, J. (1990). Habilidades básicas para la lecto-escritura en niños de primer grado de cinco centros educativos de Canto Grande. [Early reading and writing abilities in first grade children of five schools in Canto Grande]. Proceedings, VI Scientific Meeting of the UPCH.

Castro, D. & Velasquez, C. (1990). Experiencias innovadoras en la formación de psicólogos: Internado de Psicologia en comunidades urbano-marginadas. [Innovative experiences for professional training of psychologists: Psychology internship in poor urban communities]. Proceedings, VI Scientific Meeting of the UPCH.

Castro, D., Mosquera, M. & La Rosa, E. (1988). Talleres de Estimulación Infantil en comunidades urbano-marginadas de la parte alta de Canto Grande. [Centers for stimulating child development in poor urban communities of Canto Grande]. Proceedings, V Scientific Meeting of the UPCH.

Castro, D. (1986). Estudio del dominio del lenguaje en niños de educación primaria hijos de migrantes bilingues Quechua-Castellano en una población urbano marginada de Lima. [Study of language in primary school children of bilingual Quechua-Spanish migrants in a poor urban community of Lima]. Proceedings, IV Scientific Meeting of the UPCH.

Research and policy briefs, and working papers of the Center for Early Care and Education Research: Dual Language Learners (Castro, Director & PI; 2010-2015)

Research briefs

- Research Brief #1: Issues in Conducting Research with Dual Language Learners: Summary from Listening Sessions

- Research Brief #2: Policy and Practice Issues Related to Serving Dual Language Learners: Summary from Listening Sessions

- Research Brief #3: Considerations for Future Research with Young Dual Language Learners.

- Research Brief #4 - Evaluating Early Care and Education Practices for Dual Language Learners: A Critical Review of the Research

- Research Brief #5 - Early Care and Education Measures: A Critical Review of the Research Related to Dual Language Learners

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- Research Brief #6 - Language and Literacy Development in Dual Language Learners: A Critical Review of the Research

- Research Brief #7 - Social-Emotional Development in Dual Language Learners: A Critical Review of the Research

- Research Brief #8 - Factors Associated with Development of Dual Language Learners: Results from a Secondary Analysis of the ECLS-B

- Research Brief #9 - Assessment Tools for Language and Literacy Development of Young Dual Language Learners (DLLs)

- Research Brief #10 - Approaches to Assessing the Language and Literacy Skills of Young Dual Language Learners (DLLs)

- Research Brief #11 – Cognitive Development of Young Dual Language Learners: A Critical Review of the Research.

- Research Brief #12 – Family Contexts of Young Dual Language Learners: A Review of Language and Literacy Practices of DLL Families.

Policy briefs

- Policy Brief # 1 – Dual Language Learners: Research informing Policy. Congressional Staff Brief.

- Policy Brief #2 - Dual Language Learners: Research informing Policy. Press Conference.

- Policy Brief #3 – Dual Language Learners: Research informing Policy. Policy Forum.

Working papers

Espinosa, L. M. & Garcia, E. (November, 2012). Developmental assessment of young dual language learners with a focus on Kindergarten entry assessments: Implications for state policies. Working Paper #1. Center for Early Care and Education Research-Dual Language Learners (CECER-DLL). Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Fuligni, A. S., Hoff, E., Zepeda, M. & Mangione, P. (April, 2014). Development of infants and toddlers who are dual language learners. Working Paper #2. Center for Early Care and Education Research-Dual Language Learners (CECER-DLL). Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Manuscripts / book under review or in preparation

Castro, D. C., Garcia, E. E., Gillanders, C., Espinosa, L., Genesee, F., Hammer, C. S., LaForett, D., Peisner-Feinberg, E., Nydia Prishker, with Rivera, A., Martinez-Beck, I., DeCourcey, W. (resubmitted). Advancing research for the study of young bilingual children’s development and learning: Critical considerations to close the existing gaps. Child Development. (peer-reviewed publication).

Franco, X., Bryant, D. M., Gillanders, C., Castro, D. C., Zepeda, M., Willoughby (resubmitted). Examining linguistic interactions of dual language learners in preschool classrooms using the Language Interaction Snapshot (LISn). Early Childhood Research Quarterly (peer-reviewed publication).

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Castro, D. C. & Artiles, A. J. (Eds.). (in preparation). Language, Learning and Disability: Issues & Opportunities in the Education of Young Bilingual Children. Washington, D.C.: Center for Applied Linguistics (book under contract with Multilingual Matters Publishing).

Castro, D. C., Hammer, C. S., & Franco, X. (in preparation). Documenting bilingual experiences in the early years: Validation of the CECER-DLL Family and Teacher Questionnaires. To appear in Bilingualism: Language and Cognition, Mini-Series: Tools to Document Language Experiences. Co-edited by Gigi Luk and Alena Esposito.

Geedes, H., Valdiviezo Arista, L. M., & Castro, D. C. (in preparation). A Critical Analysis of Policies for Afro-Peruvians: A Case of Persistent Political and Cultural Exclusion. (peer-reviewed publication).

La Forett, D. R., Rojas, A., Castro, D. C., & Liy, A. (in preparation). Parental well-being, efficacy and social support among Latino families participating in different types of child care arrangements. (peer-reviewed publication).

7. INSTITUTIONAL RESPONSIBILITIES AND TEACHING EXPERIENCE

Academic and Administrative Committees

University of North Texas

- University committee membership

August, 2015- UNT International Affairs Committee, representing the College of Education (member).

Latino and Mexican American Studies Program (LMAS) (Affiliate faculty).

UNeTe, a UNT Latino faculty and staff organization (member).

- College committee

October, 2018- College of Education Research and Scholarship Committee (member).

- Departmental Committees

Oct. 2018- Departmental Search Committee (member) to hire the next Chair of the Department of Teacher Education and Administration to replace Dr. James Laney.

Oct. 2017- Departmental Search Committee (Chair) to hire a Senior Lecturer on Early Childhood Studies (ongoing).

July 2016 Departmental Search Committee (member) to hire a Senior Lecturer on Early Childhood Studies. The new lecturer began working in Fall 2016.

January-May Departmental Search Committee (member) to hire for a lecturer position on bilingual education and2016 English as a Second Language (ESL) instruction.

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August, 2015- Departmental Search Committee (Chair) to hire for a faculty position (open rank) in early childhood studies. Committee was established and began review process in Fall 2015. The search was closed and reopened in Fall 2016 changing from open rank to assistant professor. The search was closed again and reopened in Fall 2017. The position was filled and began in Fall 2018.

August, 2015- Personnel Affairs Committee (PAC); Faculty Grievance; Program Assessment, and Scholarship (2017-2018) Committees (member).

Jan-July 2015 Departmental Search Committee (Chair) to hire for a Senior Lecturer position on early childhood studies. The search and hiring occurred in Spring 2015 and the new lecturer began working in Fall 2015.

August, 2014- Departmental Executive Committee; Review, Promotion and Tenure Committee (Chair, 2017-2018); Diversity and Equity Committee (Chair, 2017-2018 & 2018-2019); and Student Affairs-Graduate Subcommittee (committee member).

Program Coordinator for Early Childhood Studies Masters Program (2017-2018); Program Facilitator and Lead Advisor for the Doctoral Concentration in Early Childhood Studies, Ph.D. in Curriculum and Instruction.

University of North Carolina at Chapel Hill

Sept., 2009- Member of FPG International Initiatives Committee.August, 2013

Nov., 2008- Member of the Planning Committee for the 15th Annual Summer Public Health ResearchJune, 2009 Videoconference on Minority Health, a collaborative initiative led by the UNC School of Public

Health, UNC Diversity and Multicultural Affairs, UNC Counseling and Wellness Services the UNC Center for Health Promotion and Disease Prevention, and A&T State University.

Sept., 2006- Member of FPG’s Management Team.August, 2007;Sept, 2008-August, 2009; Sept. 2010-June, 2012

Jan., 2008- Member of the Latino/a Faculty and Staff Caucus of the University of North Carolina at Chapel Hill.Aug., 2013

Aug., 2007- Member of FPG Race & Ethnicity Initiative.Aug., 2013

Jan., 2007- Member of FPG Appointment and Promotions Committee. 2010

January- Member of FPG Search committee for the Associate Director for Research Administration and CoreMarch, 2007 Management position.

January, 2004- Member of FPG’s Multicultural Initiative, Evaluation Initiative and Disability Initiative groups.

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April, 2009

Oct., 2003- Member of the FPG investigators’ meetings committee.Sept., 2004

February, 2001 Member of the FPG Equity, Access and Inclusion Task Force charged with identifying strategies to address the Center’s goals related to this topic.

Nov., 1999- Member of the FPG-NCEDL search committee for the recruitment of a senior investigator toJan., 2000 lead a program of research or policy analysis related to culturally and linguistically diverse children

and families that resulted in the hiring of Dr. Oscar Barbarin.

1998-2004 Member of the Human Participants Local Review Committee at FPG Child Development Institute. This committee reports to the Academic Affairs Institutional Review Board of The University of North Carolina at Chapel Hill.

Universidad Peruana Cayetano Heredia:

1991 Member of the Coordination Committee of the University Office of Community-Oriented Academic Affairs.

1988 - 1990 Coordinator of the Psychology Internship Program (in poor urban communities).

1988 - 1990 Member of the joint University-Health Department Teaching-Service-Research Committee of the San Juan de Lurigancho District, Lima, Peru.

Courses taught

Graduate courses (*indicates that Dr. Castro developed entirely new content for these existing courses)

- Research Strategies in Early Childhood Education. UNT, College of Education (masters). (developed for the Accelerated Online Masters Program in Early Childhood Education).*

- Early Education for Bilingual Children: Considerations for Research, Policy and Practice. UNT, College of Education (doctoral) (developed as a new course).

- Early Education Policy for Texas Dual Language Learners, UNT, College of Education (doctoral) (developed as a new course). Blended.

- Advocacy and Activism in Early Childhood Studies, UNT, College of Education (doctoral). Blended.*

- History, Philosophy and Ethics in Early Childhood Education, UNT, College of Education (doctoral). Blended.*

- Current Readings and Research in Early Childhood Education. UNT, College of Education (doctoral).*

- Social Change and Leadership in Early Childhood Studies. UNT, College of Education (doctoral). (developed as online course) *

- Contemporary Issues in Early Childhood Studies. UNT, College of Education (doctoral).*

- Qualitative Research Methods in Education. UNT, College of Education (doctoral).

- Independent Study: Early literacy intervention to promote bilingual vocabulary development: Pilot study. UNC-Chapel Hill, School of Education (doctoral)

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- Independent Study: Early literacy intervention to promote bilingual vocabulary development: Intervention development and research plan. UNC-Chapel Hill, School of Education (doctoral).

- Independent Study: Bilingual vocabulary development in young children. UNC-Chapel Hill, School of Education (doctoral).

- Diversity and Inclusive Early Care and Education. University of North Carolina-Greenboro, School of Education (masters).*

- Introduction to Exceptional Children with Limited English Proficiency. UNC-Chapel Hill, School of Education (masters).*

Undergraduate courses

- Nurturing children’s social competence. UNT, College of Education.

- Working with socio-culturally diverse children and families. UNC-Chapel Hill, School of Education

- Community Psychology I: Designing community development interventions to promote child development and school success. Universidad Peruana Cayetano Heredia, Psychology Department.

- Community Psychology II: Implementing and evaluating community development interventions to promote child development and school success. Universidad Peruana Cayetano Heredia, Psychology Department.

- Working with families and communities: Conducting effective family and community education programs. Universidad Peruana Cayetano Heredia, Psychology Department.

Selected Invited Lectures

At College of Education, University of North Texas

Oct. 2018 Conducting research on the early care and education of bilingual children: A research agenda. Course: Traditions of Inquiry. (Instructor: Colleen Eddy)

Sept., 2017 “Research on the early care and education of culturally and linguistically diverse children”. Course: Traditions of Inquiry. (Instructor: Colleen Eddy)

Oct., 2016 “Early education of young bilingual learners”. Course: Exploring Diversity Through Social Action. (Instructor: Nirmal Gope).

Sept., 2014 “Promoting language and literacy development in young bilingual children”. Course: Bilingual Approaches to content-based learning (Instructor: Rossana Boyd).

“The early care and education of culturally and linguistically diverse children: A focus on children with disabilities”. Course: Special Education and Public Policy. (Instructor: Bertina Combes).

At School of Education, The University of North Carolina at Chapel Hill

May, 2013 “Assessment and Teaching Practices for Children who are Dual Language Learners”. Course: Preschool and Kindergarten Assessment and Learning Environments (Instructor: Harriet Able).

Oct., 2007 “Nuestros Niños Early Language and Literacy Study”. Course: Doctoral Seminar in Early Childhood, Families and Literacy (Instructor: Leigh A. Hall).

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Oct., 2005 “Becoming Culturally Competent: Dealing with differences between family’s and professional’s perspectives”. Course: Working with Socio-Culturally Diverse Families (Instructor: Harriett Boone).

Sept., 2004 “Becoming Culturally Competent: The New Voices / Nuevas Voces Program”. Course: Working with Socio-culturally Diverse Families (Instructors: Nadya Pancsofar).

April, 2003 “Assessment considerations for linguistically and culturally diverse infants and toddlers and their families”. Course: Infant/Toddler Assessment and Teaching Strategies (Instructors: Peggy Freund and Cassandra Danko).

Feb, 2003 “Multicultural practices in early childhood programs: working with Latino children and families”. Course: Families and Teams in Early Childhood Intervention: Interdisciplinary Perspectives (Instructor: Harriet Boone).

Oct., 2002 “Working with Latino families in early childhood and intervention programs”. Course: Working with Socio-culturally Diverse Families. (Instructor: Harriet Boone).

June, 2002 “Multicultural Issues Related to Assessment: Considerations for English Language Learners”. Invited by the Early Childhood, Families and Literacy Studies Graduate Program. (Instructors: Harriett Boone and Catherine Dakko).

March, 2002 “Latino Families’ Perspectives: Values, Beliefs and Childrearing Practices”. Invited by the Early Childhood, Families and Literacy Studies Graduate Program. (Instructors: Jill Fitzgerald & Lynne Vernon-Feagans).

August, 2001 “Diversity in Early Childhood Education”. Invited by the Early Childhood, Families and Literacy Studies Graduate Program. Graduate course Preschool/Kindergarten Curriculum and Learning Environments. (Instructor: Virginia Buysse).

January, 2001 “Latino Families’ Perspectives: Values, Beliefs and Childrearing Practices”. Invited by the Early Childhood, Families and Literacy Studies Graduate Program. (Instructors: Jill Fitzgerald & Lynne Vernon-Feagans).

November, 1999 “Latino families in North Carolina: Implications for early childhood and intervention services”. Invited by the Early Childhood, Families and Literacy Studies Graduate Program (Instructor: Bobby L. Lubker).

March, 1999 Panel presentation “Diversity and Parent Involvement in Schools”. Invited by the Middle Grades Education Program.

January, 1999 “Immigrant Children Education and their Families Involvement in Schools”. Invited by the Middle Grades Education Program-Senior class.

September, 1998 “Language Assessment of English Language Learners: Educational and Sociocultural Issues”. Invited by the K-12 English as a Second Language Teacher License Program.

At Duke University

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Oct., 2006 “Language and culture in the education of immigrant Latino students”. Course: Issues in Education and Immigration (Instructor: Joan Clifford).

At the Psychology Department, UNC-Chapel Hill

October, 2007 “Research with Latino Children and Families: Methodological Considerations”. Developmental Lunch Series.

At the Graduate School, Interdisciplinary Fellowship in Human Science, UNC-Chapel Hill

April, 2003 “Latino children and families in North Carolina: Challenges and opportunities”. Human Sciences Seminar (Instructor: Arne Kalleberg).

At the School of Public Health, UNC-Chapel Hill

March, 2000 “Cross-cultural issues in assessment and intervention for children with special needs”. Graduate Seminar Access to Services for Children with Special Health Care Needs. Department of Maternal and Child Health (Instructor: Anita Farrel).

At Meredith College, North Carolina, USA

March, 2001, 2000 Invited by the English as a Second Language Master Program:& 1999, June, 1997 “Identifying and Assessing English Language Learners with Special Needs”.

In Peru:

At Pontificia Universidad Católica del Perú

2018. “Estrategias para el Desarrollo del Vocabulario en Niños y Niñas Bilingües”. [Strategies to Promote Vocabulary Development in Bilingual Children]. Invited by the School of Education, Early Childhood Teacher Education Program.

“Interculturalidad y Diversificación Curricular en Educación Inicial”. [Interculturality and Curriculum Diversification in Early Childhood Education]. Invited by the School of Education, Early Childhood Teacher Education Program.

2015. “The rol of bilingualism in child development and its implications for early education”. Invited by the Linguistics Section at the Department of Humanities.

1987. “Community development, child development and the role of Community Psychology”. Invited by thePsychology Department.

At Universidad Peruana Cayetano Heredia (1989 – 1991)

- “Child development and poverty: Community, family and school factors”.- “Women’s contributions to their communities’ development: Women grassroots organizations in poor urban communities”.- “Participatory methods for working with families and community organizations”

8. MENTORING OF JUNIOR FACULTY/INVESTIGATORS, POST-DOCTORAL FELLOWS, AND GRADUATE STUDENTS

Mentoring of junior faculty/investigators22

- Tran Templeton, Ph.D. is an Assistant Professor at the University of North Texas. She was hired in Fall 2018 through a national search process conducted by a committee (Dr. Dina Castro, chair). I was assigned as her faculty mentor. During Fall 2018, I have worked with her on her research and publication plan, and we are collaborating on the revision/creation of new content for the Early Childhood Studies program area (undergraduate and graduate).

- Cristina Gillanders, Ph.D., recruited as an investigator to work on the Nuestros Niños Research Program (2004-2013), she also participated as investigator in the CECER-DLL (2009-2013) (Castro, PI). We have collaborated on twelve publications (book chapters, peer-reviewed articles and professional development handbooks), development of research instruments, and the writing of two successful grant proposals submitted to federal funding agencies. She was Co-PI of the Nuestros Niños School Readiness project funded by NICHD (Castro, PI). Dr. Gillanders is currently an Associate Professor of Early Childhood Education at the University of Colorado Denver. She studies teaching and learning of young bilingual children, early childhood teachers learning and development and school partnerships with minority families.

- Ximena Franco, Ph.D., recruited to be an investigator and project director to work on the Nuestros Niños School Readiness project (2009-2014). She was also project manager for the study Characterizing the Family and Early Education Experiences of Young Dual Language Learners, conducted by the Center for Early Care and Education Research: Dual Language Learners (CECER-DLL) (2012-2013). We have collaborated in four publications (one book chapter and three peer-reviewed articles) and have one under review. Dr. Franco received an award given to promising early career investigators by the FPG Child Development Institute, while working under my supervision. She is currently an Advanced Research Scientist at the FPG Child Development Institute, University of North Carolina at Chapel Hill. Her research focuses on socio-emotional development of preschool-aged dual language learners (DLLs).

- Doré LaForett, Ph.D., upon completion of her post-doctoral experience (see below), Dr. LaForett was recruited to be an investigator and project manager for the CECER-DLL (2009-2011) (Castro, PI). We have collaborated in three peer-reviewed articles and have one more in preparation. She is currently an Advanced Research Scientist at the FPG Child Development Institute, University of North Carolina at Chapel Hill. She conducts research on young children’s school readiness and mental health with a focus on low-income and ethnic/language minority populations.

- Marta Sánchez, Ph.D., recruited to work as a graduate assistant for the Nuestros Niños Early Language and Literacy project. Upon completion of her doctoral studies, Dr. Sánchez was hired as investigator and project manager for the CECER-DLL (2011-2012) (Castro, PI). Since then, Dr. Sánchez has been Research Scientist at Duke University, working as a Co-Principal Investigator on her first Institute of Education Science funded grant, and is currently an assistant professor of social foundations at the University of North Carolina Wilmington.

Tutoring post-doctoral fellows

- Doré LaForett, Ph. D., post-doctoral fellow with the project Choices of Care among low-income working families: A Study of Latino Families in the New South (July 2008-July 2010).

- Margarita Machado-Casas, Ph.D., post-doctoral fellow with the Nuestros Niños Early Language and Literacy project (August, 2006-April, 2007). Dr. Machado was an Associate Professor at the University of Texas, San Antonio, College of Education, and is currently, Chair and Full Professor in the Department of Dual Language and English Learner Education at San Diego State University. She has received awards for her research contributions on migrant, Afro-descendents, indigenous and Latino education, transnational communities, and minority agency in the field of education.

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Research Apprenticeships for Graduate Students

- Nydia Prishker (2016-2018), graduate student in the Curriculum and Instruction doctoral program, Early Childhood Studies Concentration. GRA with support from the Velma E. Schmidt Endowed Chair in Early Childhood Education. University of North Texas. Dr. Prishker is currently a post-doctoral fellow at New York University (NYU).

- Kia Rideaux (2014-2016), graduate student in the Curriculum and Instruction doctoral program, Early Childhood Studies Concentration. GRA with support from the Velma E. Schmidt Endowed Chair in Early Childhood Education. University of North Texas.

- Eun Young Lee (2014-2016), graduate student in the Curriculum and Instruction doctoral program, Early Childhood Studies Concentration. GRA with support from the Department of Teacher Education and Administration. University of North Texas.

- Alexandra Reyes (2013), graduate student in the Culture, Curriculum and Change doctoral program, UNC-Chapel Hill, School of Education. GRA with the Center for Early Care and Education Research: Dual Language Learners.

- Sharon Shofner (2012-2013), graduate student in the Culture, Curriculum and Change doctoral program, UNC-Chapel Hill, School of Education. GRA with the Center for Early Care and Education Research: Dual Language Learners.

- Jackie Relyea (2011-2013), graduate student in the School Psychology doctoral program, at the UNC-Chapel Hill, School of Education. GRA with the Center for Early Care and Education Research: Dual Language Learners.

- Marta Sánchez (2011-2012), graduate student in the Culture, Curriculum and Change doctoral program, UNC-Chapel Hill, School of Education. GRA with the Center for Early Care and Education Research: Dual Language Learners.

- Marta McCabe (2011-2012), graduate student in the Culture, Curriculum and Change doctoral program, UNC-Chapel Hill, School of Education. GRA with the Center for Early Care and Education Research: Dual Language Learners.

- Megan Miller (2010-2012), graduate student in the School Psychology doctoral program, at the UNC-Chapel Hill, School of Education. GRA with the Center for Early Care and Education Research: Dual Language Learners.

- Yongmei Li (2010-2011), graduate student in the School Psychology doctoral program, at the UNC-Chapel Hill, School of Education. GRA with the Center for Early Care and Education Research: Dual Language Learners.

- Ho Tsu Tsen (2010-2011), graduate student in the School Psychology masters program, at the UNC-Chapel Hill, School of Education. GRA with the Center for Early Care and Education Research: Dual Language Learners.

- Sandra Garcia (2010-2012), graduate student in the Early Childhood and Family Studies doctoral program, at UNC-Chapel Hill, School of Education. She was a GRA in the Nuestros Niños School Readiness study.

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- Shannon Lewis (Summer & Fall 2010), graduate student in the School Psychology doctoral program at UNC-Chapel Hill, School of Education. GRA with the Center for Early Care and Education Research: Dual Language Learners.

- Lucia Mendez (2008-2012), graduate student in the Speech and Hearing Division doctoral program, at the UNC-Chapel Hill, School of Medicine. GRA for the Nuestros Niños School Readiness study and the Center for Early Care and Education Research: Dual Language Learners.

- Kathy Lee (2006-2007), graduate student in the Culture, Curriculum and Change doctoral program at the UNC-Chapel Hill, School of Education. GRA for the Nuestros Niños Early Language and Literacy study.

- Allison DeGrano (2003-2005), graduate student in the School Psychology Masters’ Program at the UNC-Chapel Hill, School of Education. She was a GRA in an evaluation project with the Chapel Hill-Carrboro School District in North Carolina.

- Jennifer Kern (2005-2006), graduate student in the Speech, Language and Hearing Division masters’ program. UNC-Chapel Hill. She was a GRA in the Nuestros Niños Early Language and Literacy study.

- Margarita Machado-Casas (2005-2006), graduate student in the Culture, Curriculum and Change doctoral program, UNC-Chapel Hill, School of Education. She was a GRA in the Nuestros Niños Early Language and Literacy study.

- Pelusa Orellana (2005-2006), graduate student in the Early Childhood and Family Studies doctoral program. She was a GRA in the Nuestros Niños Early Language and Literacy study. Ms. Orellana was an international student from Chile.

- Andreina Perez-Greene (2003-2005), graduate student in the Early Childhood and Family Studies Masters’ Program at the UNC-Chapel Hill, School of Education. She was a GRA, and upon graduation was hired as project coordinator for the Nuestros Niños / Our Children study.

- Neri Romero (2005-2007), graduate research assistant in the Early Childhood and Family Studies doctoral program. She worked as GRA in the Nuestros Niños Early Language and Literacy study.

Dissertations completed or in progress (as chair or committee member)

At University of North Texas

Meraz, Celina. (in progress). Equitable Early Childhood Education for Bilingual Learners in North Texas: Examining Implementation of the Education House Bill Grant (EHBG) Policy. (Chair).

Muimongkol, Supreeya (in progress). Prospective Early Childhood Teachers’ Conceptions of Science Instruction. (Chair).

Davis, Jodi (in progress). The Impact of Early Childhood Education on Academic Achievement.

Taylor, Darla (in progress). Developing Teacher Self-Efficacy and Epistemological Perceptions in Pre-service Early Childhood Educators.

Rideaux, Kia (2018). Viewing Colorblindness through the Eyes of Black Female Early Childhood Educators: A Photo-Voice Study (Chair).

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Asare, Lionel (2018). Impact of Family Organization, Control and Environment on Parenting Efficacy: A Study with Latino Parents in the HIPPY Program.

Almutairi, Saffa (2018). The Influence of Technology Use on the Social and Language Development of Children in Kuwait: Parents’ and Teachers’ Perspectives (Chair).

Prishker, Nydia (2018). Knowledge, Attitudes, Practices, and Beliefs of Early Childhood Teachers on Technology Applications with Young Children: A Mixed Methods Study in a Border County (Chair).

Jenkins, Dave (2018). Teaching First-Semester General Chemistry Using 3D Video Games Following An Atoms First Approach To Chemistry.

Lee, Eun Young (2017). Perceptions of Student Diversity and Equitable Early Education Science: A Teacher Preparation Study (Chair).

Jackey, Lisa (2017). Understanding the Perceptions and Indications of the Goals and Unique Aspects of the Foundations for Success Curriculum Model: A Descriptive Case Study in a North Texas Private School (Co-Chair).

McNeel, M. (2017). The Impact of Metacognitive Strategy Instruction on the Reading Comprehension of L2 Learners.

Banchard, Myrna (2017). The Identification and Placement of Latino Students in Advanced Mathematics Courses.

Hamilton, Joshua (2017). Those Walls Can Talk: An Ethnographic Study of the Interior Landscape of Three High Schools.

Chen, Cristina (2016). Culturally Competent Evaluations.

At University of North Carolina at Chapel Hill

Mendez, Lucia (2012). A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners (Co-Chair).

Machado-Casas, Margarita (2006). Narrating Education of New Indigenous/Latino TransnationalCommunities in the South: Life, Migration, and its Effects on Schooling.

9. PUBLIC AND PROFESSIONAL SERVICE

Selected Invited National and State Presentations and Consultation Services (2000-2018)

Nov., 2018 Annual Conference of the National Association for the Education of Young Children, Washington, DC

Featured Session Co-Sponsored by NAEYC and NABE: Bilingual Development and Language of Instruction Approaches in Early Education – Implications for Teacher Preparation Programs.

October, 2018 Puerto Rico Association for the Education of Young Children Annual Conference, Cahuas, PR.

Keynote Speaker: Liderazgo y Profesionalismo en la Educación Temprana: Celebrando nuestra Diversidad y Promoviendo Equidad. [Leadership and Profesionalism in Early Education: Celebrating our Diversity and Promoting Equity].

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May, 2018 Children’s Learning Institute, University of Texas, Houston, Houston, TX

Invited Presenter: Bilingual Development and Language of Instruction Approaches in Early Education.

March 2018 University of Texas at Dallas. Center for Children and Families - Spring Lecture Series.

Developmental Science and the Equitable Early Education of Bilingual Children.

Feb., 2018 Annual Conference of the National Association for Bilingual Education (NABE), Albuquerque, NM. Featured Session Co-Sponsored by NAEYC and NABE: Equitable Early Education for Dual Language Learners: Examining Policy.

March 2017 Annual Conference of the National Association for Bilingual Education (NABE), Dallas, TX

Featured Speaker: Understanding Bilingual Development: The Key to Effective Early Education for Bilingual Children.

Invited Presenter for the ESL and Bilingual Education Special Interest Group:Early Education for Bilingual Children: Considerations for Teacher Preparation.

Dec. 2016 Arizona State University, Department of Speech and Hearing Science

Promoting school readiness in young bilingual children: The Nuestros Niños Study.

March 2016 Annual Conference of the National Association for Bilingual Education (NABE), Chicago, IL.

Featured Speaker: Early Education of Children in Multilingual and Multicultural Societies: A Global Perspective.

March 2015 Annual Conference of the National Association for Bilingual Education (NABE), Las Vegas, NV.

Early Childhood Education Special Interest Group Session: High Quality Resources: Only the Best for Our Young Dual Language Learners (Panelist)

Oct. 2014 Charlotte Bilingual Preschool, Charlotte, NC

Day 1- One-day professional development for teachers at Charlotte Bilingual PreschoolDay 2 - Workshop (open to the community): High Quality Early Education for Dual Language Learners: What does it take?

Aug. 2014 Arizona First Things First Annual Summit. Phoenix, AZ.

Featured speaker: Developmental Science and the Dual Language Experience.

July 2014 Head Start’s 12th National Research Conference. Washington, DC.

Poster: Language Exposure and Use and its Association with Language Abilities in Spanish-English Dual Language Learners: A study of the Center for Early Care and Education Research – Dual Language Learnes.

Jan. & April North Carolina Cultural Competence Breakthrough Series Collaborative Project.

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2014Professional development institute for teachers and technical assistance providers on Early Care and Education for Dual Language Learners.

Dec. 2013 28th Zero To Three National Training Institute, San Antonio, Texas.

Plenary Speaker: Best practices with dual language learners.

Developmental characteristics of infants and toddlers who are dual language learners: Implications for policy and practice.

Nov. 2013 Annual Conference of the National Association for the Education of Young Children, Washington, DC.

National Policies and Trends Impacting Latino Children and Families (Pre-Conference Session) (Invited by the NAEYC Latino Caucus).

May 2013 Inaugural Bilingual Research Conference, University of Texas, Houston.

Language and literacy development of young dual language learners: Research synthesis with policy recommendations (with Linda Espinosa).

Developmental assessments of young dual language learners: A review of measures.

June, 2012 Head Start’s 11th National Research Conference. Washington, DC.

Symposium: Assessment and young dual language learners in Head Start and other early childhood programs (Invited discussant).

Symposium: What we know about dual language learners in Head Start and Early Head Start and what we still need to know. Paper: Conceptual and methodological considerations in research with dual language learners: Contributions from the CECER-DLL. (Invited presenter).

May 2012 Data, research and other facts on dual language development. Dual Language Education Seminar. Council for the Spanish Speaking, Inc. Milwaukee, WI.

April, 2012 Nuestros Niños School Readiness Program. National Head Start Association Annual Conference. Nashville, TN.

Oct., 2011 High quality early learning: A focus on teaching practices that work for international and national dual language learners (Keynote address). Event organized by the Georgia Association on Young Children and The Bagwell College of Education at Kennesaw State University.

Feb., 2011 Center for Early Care and Education Research: Dual Language Learners. Update and Overview of Center Activities, at the Western Region Research Institute, National Head Start Association. San Francisco, CA.

Nov., 2010 Defining quality of early childhood practices to support dual language learners presentation at the Early Education Forum - Georgia’s Young Refugee and Immigrant Learners: Making the vision of 3rd grade reading a reality for All our children, and meeting with leaders of the Clarkston Revitalization project, Atlanta, Georgia.

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Oct., 2010 Choices of Care among Low-Income Families: Study of Latino Families in the New South. Poster Session at the Child Care Policy Research Consortium Annual Conference. Washington, DC.

Oct., 2010 Consultation with San Francisco’s Preschool for All on Supporting Dual Language Learners in Preschool Settings. Meeting with program leadership and presentation at professional development institute for early childhood providers.

June, 2010 Promoting early language and literacy in young dual language learners. Teacher Summer Institute. Kansas University.

May, 2010 New Voices ~ Nuevas Voces program: Addressing cultural and linguistic diversity in early childhood education and intervention. National Inclusion Conference. Chapel Hill, NC.

Oct., 2009 Child Care Choices among Low Income Latino Families. Panel Presentation at the Child Care Policy Research Consortium Annual Meeting. Washington, DC.

May, 2009 Choices of Care among Latino Families. Smart Start National Conference. Greensboro, NC.

Dec., 2008 Immigration: Supporting newcomer families with young children. One-Day Pre-Institute at the Zero to Three National Training Institute. Los Angeles, CA.

Oct., 2008 Nuestros Niños Early Language and Literacy: Promoting School Success of Dual Language Learners. National Dual Language Institute: A Time for Action, sponsored by the Office of Head Start, U. S. Department of Health and Human Services. Washington, D. C.

Sept., 2008 Early Education of Young English Language Learners (Keynote address). Multicultural and Diversity Leadership Conference. Tulsa, OK: Northeastern University and Tulsa Community College.

July, 2008 Child Care Utilization Issues for Diverse Families. Panelist. 2008 Child Care Policy Research Consortium Meeting. Washington, DC: U.S. Department of Health and Human Services, Office of Planning, Research and Evaluation, Administration for Children and Families.

June, 2008 Nuestros Niños Early Language and Literacy Program: A Teacher Quality Improvement Intervention. Symposium presentation. 2008 Head Start Research Conference, Washington, DC.

April, 2008 Working with linguistically diverse young children. Young Child, Expo & Conference. New York City, NY: Fordham University and Los Niños Services.

August, 2007 Promoting Language and Literacy in Preschool Dual Language Learners. One-day training institute. Community Action Head Start Program. San Marcos, TX.

July, 2007 Young Children Growing Up in Bilingual Environments: A Whole Child Approach (with Pilar Fort, Zero To Three & Carmen Fragoso, Welcome Baby Program, Durham, NC; session conducted in Spanish). 11th Annual Birth to Three Institute. Zero to Three. Washington, D.C.

April, 2007 Promoting Early Language and Literacy in Preschool Dual Language Learners. National Head Start Institute on Hispanic and Other Emergent Populations. San Antonio, TX.

March, 2007 Early language and literacy practices for Pre-K English Language Learners. Presentation at the Research Panel on Pre-K for English Learners sponsored by the California Preschool Network Initiative, California State Department of Education. Costa Mesa, CA.

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Sept., 2006 Early language and literacy of young English language learners. Keynote luncheon speaker at the Head Start and Early Head Start Annual Pre-Service Training of the Wake-Chatham-Caswell Head Start Program, Raleigh, NC.

Aug., 2006 Second Language Learners in Early Childhood Programs: Supporting children and partnering with parents. Invited by the Wake Smart Start program, Raleigh, NC.

June, 2006 Bilingual learners in early childhood programs. Presentation at annual training conference of the Johnston-Lee Head Start program, Raleigh, NC.

March, 2006 Early Language and Literacy of Young Latino English Language Learners. Presentation at the Latino Institute organized by the NC Head Start Collaboration Office in collaboration with the state’s More at Four and Smart Start programs. Greensboro, NC.

Feb.-Nov, 2006 Consultant with the Early Head Start National Resource Center at ZERO TO THREE, to evaluate the project “Culturally Responsive and Aware Dual Language Education (CRADLE)”. The goal of this project is to assist Early Head Start programs in deepening their understanding of linguistic and cultural issues affecting children and families and of approaches for implementing promising practices in dual language acquisition for infants and toddlers.

Feb., 2006 New Voices / Nuevas Voces: Cultural and Linguistic Diversity in Early Childhood. Featured Speaker of the Leadership Institute at the 20th Region IV Head Start Annual Training Conference, Atlanta, GA.

Jan., 2006 Young Children Learning English: How to support their language development and Prácticas Multiculturales en la Educación y Cuidado de los Niños [Multicultural Practices in Child Care and Education]. A Day for Day Care Training, a statewide event sponsored by the Child Care Services Association, Chapel Hill, NC.

Nov., 2005 Second Language Acquisition in Young Children: Would losing the home language matter? Presentation at the 55th Exceptional Children Conference sponsored by the North Carolina Department of Public Instruction. Greensboro, NC.

Nov., 2005 Cultural and Linguistic Diversity in Early Childhood. One-day training institute. Guildford County Head Start. Greensboro, NC.

Nov., 2005 Second Language Acquisition in Young Children. Presentation at a one-day professional development institute sponsored by the Division of Speech and Hearing Science of the University of North Carolina at Chapel Hill.

Oct., 2005 Language and Culture in Early Care and Education. One-day training institute. Indiana Association for Child Care Resource & Referral. Indianapolis, IN.

Aug., 2005 Cultural and Linguistic Diversity in Early Childhood. One-day training as part of the North Carolina Birth to Kindergarten Consortium Summer Institute. Asheboro, NC.

June, 2005 Early Childhood Education for Latino Children. Presentation at the Annual Meeting of the National Association of Latino Elected Officials (NALEO). San Juan, Puerto Rico.

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April, 2005 Meeting the Needs of Latino Pre-K students. Presentation at the Pew Seminar on Coverage of Early Childhood Education. Invited by the Hechinger Institute on Education and the Media, Teachers College, Columbia University. Denver, CO.

March, 2005 Working with Linguistically and Culturally Diverse Families. Pre-Conference Session at the 33rd Annual Conference of the National Coalition for Campus Children’s Centers. Charleston, SC.

Feb., 2005 Language, Culture and Early Learning: Supporting Young Bilingual Children. Featured speaker at the 2005 Texas Research Symposium on Language Diversity. Invited by the Department of Communication Science and Disorders, University of Texas at Austin.

Jan., 2005 Young Children Learning English: How to support their language development and Prácticas Multiculturales en la Educación y Cuidado de los Niños [Multicultural Practices in Child Care and Education]. A Day for Day Care Training, a statewide event sponsored by the Child Care Services Association, Chapel Hill, NC.

Nov., 2004 Working with bilingual children in early childhood. Two-day consultation that included meetings and training with early childhood state and local administrators. Invited by SPARK Georgia and Georgia Department of Early Learning. Atlanta, GA.

Nov.,2003- Consultant for the University of California at Berkeley, School of Education in the preparation of a Oct., 2004 grant proposal submitted to the National Institute of Health (NIH). Proposal title: Patterns of

socializations in families of Mexican-American preschool children.

April, 2004 Cross-cultural perspectives on childrearing. Presentation at the Child and Family Development Conference: The Uniqueness of All Children. University of North Carolina at Charlotte.

Jan., 2004 Young children learning English: How to support their language development and Trabajadoras Latinas en Cuidado Infantil: Nuevas oportunidades y retos [Latinas working in child care: New opportunities and challenges]. Workshops conducted at A Day for Day Care Training, a statewide event sponsored by the Child Care Services Association, Chapel Hill, NC.

Oct., 2003 Working with Latino children and families in early intervention. One-day regional training institute for physical therapists sponsored by the Early Intervention Training and Technical Assistance System (EITTAS), Greenville, NC.

April, 2003 Culturally responsive education: Implications for Intervention and Diverse families’ involvement. Guest speaker at the Graduate Seminar on Cultural Diversity (two-day consultation). Invited by the School of Education at the University of Miami. Miami, FL.

Oct., 2002- Consultation with a non-profit organization in the preparation of a grant proposal to expand Feb., 2003 services in a bilingual preschool program, and training teachers for the implementation of this

bilingual program. Charlotte, NC.

Nov., 2002 Meeting the needs of Latino children. One-day training for early intervention and mental health professionals sponsored by the Mountain Area Health Education Center (AHEC), Asheville, NC.

April, 2002 New Voices in Our Community: Latino Children and their Families. Invited keynote address at the Conference Cultural Connections: Working with Latino Children and Families co-sponsored by the NC Early Intervention Training and Technical Assistance Systems (EITTAS) and the North West AHEC. Winston-Salem, NC.

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April, 2002 What everyone needs to know related to assessment of culturally and linguistically diverse children and families, at Strengthening Cross-Cultural Partnerships: A Multicultural Training Conference organized by the North Carolina Central University (Sheila Bridges and Sherry Eaton, faculty from North Carolina Central University, co-presenters). Durham, NC.

March, 2002 Latino Children and Second Language Development at the Infant-Toddler Symposium sponsored by Child Care Services Association. Chapel Hill, NC.

January, 2002 Young Children Learning English: How to support their language development (session offered twice, in English and Spanish) at the Day for Day Care Training sponsored by Child Care Services Association, Orange County Department of Social Services and FPG Institute, University of North Carolina at Chapel Hill.

Nov., 2001 Meeting the needs of Latino Children in Early Childhood Settings (Betsy Ayankoya, co-presenter). One day training program. Sponsored by the Southern Regional AHEC and the NC Early Intervention Training and Technical Assistance System.

October, 2001 Readiness Assessment Systems: Considerations for English Language Learners. Presentation at the Institute on School Readiness Assessment Systems: Making Them Work for All Children. Invited by SERVE, The Regional Educational Laboratory. Charlotte, NC.

Sept., 2001 What everyone needs to know related to assessment of culturally and linguistically diverse children and families and What everyone needs to know about second language acquisition. Panel presentations conducted as part of the Walking the Walk Institute at Montreat, NC.

August, 2001 Cultural and Linguistic Diversity in Early Intervention: A Program Improvement Model . Presentation at the Second National Early Childhood Inclusion Institute: Focus on Change. (Betsy Ayankoya co-presenter). Sponsored by the NECTAS and the FPG Institute. Chapel Hill, NC.

Feb., 2001 Latino families’ perspectives: Values, beliefs and childrearing practices and Young Children Learning English: How to support their language development (session offered twice, in English and Spanish) at the Day for Day Care Training sponsored by Child Care Services Association, Orange County Department of Social Services and FPG Center, University of North Carolina at Chapel Hill.

Nov., 2000 Cultural and Linguistic Diversity in Early Intervention. Presentation at the Annual Meeting of the North Carolina Preschool Coordinators 2000: Focus on Readiness. Co-Presenter with Betsy Ayankoya. Sponsored by the North Carolina Department of Public Instruction, Exceptional Children, Preschool Programs and the FPG Institute, University of North Carolina at Chapel Hill.

Jan., 2000 English as a Second Language Issues for Preschool Hispanic/Latino Children. Presentation at the Annual Meeting for the North Carolina Preschool Coordinators 1999. Sponsored by the North Carolina Department of Public Instruction, Exceptional Children, Preschool Programs and the FPG Institute, University of North Carolina at Chapel Hill.

National and State Committees / Working Group Meetings (2000-2018) (Invited)

2014 National Research Summit on Early Care and Education of Dual Language Learners. Hosted by the Heising-Simon Foundation, McKnight Foundation, Arizona State University and University of North Texas. Washington, DC, October 14-15.

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2013 National Summit on Early Education for Hispanics. Hosted by the White House Initiative on Early Education for Hispanics. Miami, FL, September 17-18.

2012 Bridging the Early Years to the Early Grades: A Planning Meeting. Hosted by the Board on Children, Youth, and Families, Institute of Medicine / National Research Council. Washington, D. C., July 9 th-10th.

2011 Future Directions for Research with English Language Learners. Hosted by the National Institute of Medicine. Washington, DC, April 4th.

2010 Early Learning Dual Language Learner Forum. Hosted by Preschool California. Los Angeles, California. March 25.

2008 Language Minority Children in Early Childhood Education Roundtable. Planning Committee Member.Event organized by the Office of Planning, Research and Evaluation (OPRE) of the U.S. Department of Health and Human Service. Washington, DC. April 17-18.

2008 Developing the Next Wave of Quality Measures for Early Childhood and School-Age Programs. Child Trends, Inc. and U.S. Department of Health and Human Services, Office of Planning, Research and Evaluation (OPRE). Washington, DC. January 23-25.

2006 Two-way immersion / dual language Pre-K Think Tank. Sponsored by the California Association of Bilingual Education. Long Beach, CA. July 18.

2005 A Scholar’s Meeting--“School Readiness and Social and Emotional Development: Exploring Diverse Cultural Perspectives”. Hosted by the National Black Child Development Institute. Baltimore, MA. July 10-11.

2005 Expert Work Group Meeting --“Dual Language/Second Language Acquisition”. Hosted by the Early Head Start National Resource Center. Washington, D.C. May 10-11

2000 Working group “Exploring Education and Racial Equity in the ‘New’ South”. Hosted by the School of Education, The University of North Carolina at Chapel Hill. May 5th.

2000 Forum “Building Cross-Cultural Partnerships in African-American and Latino Communities”. Hosted by the National Black Child Development Institute and National Council of La Raza. Washington, D. C. April 28th.

Selected Peer-Reviewed National Conference Presentations (2000-2018)

July, 2018 Young Dual Language Learners’ Emergent Writing. International Literacy Association, Austin, TX.Cristina Gillanders a (Presenter), Ximena Franco b, Kent Seidel a, Dina C. Castro c, Lucía I. Mendez d

a University of Colorado Denver, b University of North Carolina at Chapel Hill, c University of North Texas, d Eastern Carolina University.

April, 2017 Variability in exposure to and use of L1 and L2, quality of teaching practices, and the language development of bilingual children. Biennial Meeting of the Society for Child Development. Austin, TX. Dina C. Castro1 (Presenter), Carol S. Hammer2, Margaret Burchinal3, Linda Espinosa4, Eugene Garcia5, and Ximena Franco3. University of North Texas1, Teachers College-Columbia University2, University of North Carolina at Chapel Hill3, University of Columbia-Missouri4, Arizona State University5

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April, 2016 Engaging with diversity in science classrooms: Preservice teachers’ awareness about cultural diversity and equitable teaching. American Educational Research Association, Washington D.C. Presenter: Lee, E. (doctoral student). Co-authors: Subramaniam, K., Castro, D., & Koo, Y.

April, 2016 Teacher candidates’ perceptions about student diversity and teaching science on equity. National Association for Research in Science Teaching. Baltimore, Maryland. Presenter: Lee, E., (doctoral student). Co-Authors: Subramaniam, K., Castro, D., & Harrell, P.

Nov. 2015 Symposium - Extending the legacy: A tribute to Patton Tabor’s work on the early education of dual language learners (Chair: D. Castro). Annual Conference of the National Association for the Education of Young Children. Presenters: D. Castro1, C. S. Hammer2, M. Paez3 & L. Lopez4. University of North Texas1, Teachers College-Columbia University2, Boston College3, & University of South Florida4.

Aprendiendo nuevas palabras para la vida [Learning new words for life]. Session delivered in Spanish. Annual Conference of the National Association for the Education of Young Children. Presenters: C. Gillanders1 & D. Castro2. University of Colorado, Denver1 & University of North Texas2.

July 2014 Head Start’s 12th National Research Conference. Washington, DC.

Symposium: Preschool Interventions Promoting the Development of School Readiness Skills in English Language Learners: Results from Three Randomized Control Trials. The Nuestros Niños School Readiness Program: Preliminary Findings.

June 2014 National Association for the Education of Young Children: National Institute for Early Childhood Professional Development, Minneapolis, Minnesota.

Preparing early childhood educators to teach dual language learners.

The development and learning of dual language learners: Research informing policy and practice.

Nov. 2013 Symposium: The Development and Learning of Dual Language Learners across Settings (Chair) at the Annual Conference of the National Association for the Education of Young Children. Washington, D.C. (Featured Session).

Concurrent session: El Programa Nuestros Niños: Estrategias para el desarrollo del vocabulario en niños bilingües. Presenters: C. Gillanders and D. Castro.

June 2013 Symposium: Dual Language Learners in Early Care and Education Contexts (Chair) at the National Association for the Education of Young Children: Professional Development Institute, San Francisco, CA (Featured Session).

April, 2013 Symposium: Development and learning of dual language learners (Chair and speaker). American Educational Research Association Annual Conference, San Francisco, CA.

April 2013 Nuestros Niños Program: Promoting School Readiness for Dual Language Learners. In J. A. Griffin (Chair), Efficacy of Three Preschool Curricula Designed to Promote the School Readiness Skills of English Language Learners. Society of Research on Child Development Biennial Conference. Seattle, WA. Authors: Dina Castro (Presenter), Cristina Gillanders, Donna Bryant, Ximena Franco,

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Michael Willoughby, Marlene Zepeda. University of North Carolina at Chapel Hill1, & California State University, Los Angeles2.

April 2013 Linguistic Interactions and Quality of Classroom Practices for Spanish-Speaking Dual Language Learners. In S. Sprachman (Chair), Symposium: Child-Specific Language Environment in the Classroom: Research Findings From 3 Studies Using the Language Interaction Snapshot (LISn). Society of Research on Child Development Biennial Conference. Seattle, WA. Authors: Ximena Franco1 (Presenter), Dina Castro1, Donna Bryant1, Cristina Gillanders1, Michael Willoughby1, Marlene Zepeda2. University of North Carolina at Chapel Hill1, & California State University, Los Angeles2.

Nov., 2012 Cultural and Linguistically Responsive Instructional Strategies for Latino Preschoolers. Technical Presentation, American Speech-Language-Hearing Association (ASHA) Annual Conference, Atlanta, GA. (Presenter: L. Mendez, graduate student, D. Castro, second author).

June, 2012 Head Start’s 11th National Research Conference. Washington, DC.

Symposium: Preschool interventions promoting the development of school readiness skills in English language learners: Reports from three randomized control trials. Presentation: The Nuestros Niños School Readiness Program: Preliminary Findings.

Conversation Hour: Center for Early Care and Education Research Dual Language Learners. Findings from critical research reviews and secondary data analyses.

Poster: Understanding socio-emotional development with Spanish-speaking dual language learners. (X. Franco, D. Castro, C. Gillanders, M. Zepeda.)

Poster: A cultural and linguistically responsive vocabulary intervention for dual language learners (L. Mendez, graduate student, E. Crais, D. Castro).

Feb. 2012 Society of Research on Child Development: Themed Meeting. Tampa, FL.

Center for Early Care and Education Research: Dual Language Learners. Conceptual Framework for the Study of Young Dual Language Learners’ Development.

Nuestros Niños School Readiness Program: Understanding the socio-emotional development of Latino dual language learners (D. Castro, X. Franco, C. Gillanders & M. Zepeda)

Nov. 2011 Nuestros Niños School Readiness Program. National Association for the Education of Young Children Annual Conference. Orlando, FL. (D. CastroPresenter), C. Gillanders, X. Franco, D. Bryant, M. Zepeda, & M. Willoughby).

April, 2011 Center for Early Care and Education Research: Dual Language Learners. Conversation Hour. Biennial Meeting of the Society for Research on Child Development. Montreal, Canada.

June, 2010 The Nuestros Niños Program: Promoting School Readiness of Young English Language Learners. Poster Session at the 2010 Head Start Research Conference. Washington, DC. (D. Castro, C. Gillanders, X. Franco, D. Bryant, M. Zepeda, & M. Willoughby).

April, 2009 Assessing quality of classroom practices with the Early Language and Literacy Classroom Observation (ELLCO) Addendum for ELLs. Symposium presentation at the 2009 Biennial Meeting of the Society for Research in Child Development. Denver, CO.

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June, 2008 Beliefs about school readiness among Latino parents and early childhood professionals. Symposium presentation at the 2008 Head Start Research Conference. Washington,DC.

Oct., 2007 New Voices / Nuevas Voces: Preparing teachers to promote school success among young Latino children (with Betsy Ayankoya). Presentation at the Hispanic Achievement Conference 2007 organized by the North Carolina Society of Hispanic Professionals. Raleigh, NC.

Sept., 2007 The Nuestros Niños Early Language and Literacy Program: Supporting teachers to work effectively with English language learners (with Cristina Gillanders). Presentation at the Annual Conference of the North Carolina Association for the Education of Young Children. Greensboro, NC.

June, 2007 English Language Learners in Early Childhood Classrooms: Instructional practices, program policies and child outcomes (with Gisele Crawford). Presentation at the National Association for the Education of Young Children’s 16th National Institute for Early Childhood Professional Development. Pittsburg, PA.

June, 2006 Nuestros Niños Early Language and Literacy Program: Bridging the research – practice gap (with Cristina Gillanders, Margarita Machado-Casas & Andreina Perez-Greene). Presentation at the National Association for the Education of Young Children’s 15 th National Institute for Early Childhood Professional Development. San Antonio, Texas.

June, 2005 Working with Latino bilingual children in Pre-K: A language and literacy professional development model (with Cristina Gillanders). Presentation at the National Association for the Education of Young Children’s 14th National Institute for Early Childhood Professional Development. Miami, FL.

April, 2005 Quality and Multicultural Practices in Early Childhood Classrooms Serving Latino Spanish-speaking children. Annual Conference of the Society of Applied Anthropology, Santa Fe, NM.

Sept, 2004 Nuevas Voces (New Voices): Understanding diversity in early childhood. Presentation at the 34 th

Annual Conference of the National Black Child Development Institute. Los Angeles, CA.

June, 2004 New voices in early childhood programs: Multicultural issues in the assessment of young English language learners (with Betsy Ayankoya). Presentation at the National Association for the Education of Young Children’s 13th National Institute for Early Childhood Professional Development. Baltimore, MA.

Feb., 2003 Nuestros Niños / Our Children: National Survey of State Administrators of Early Childhood Programs. Presentation at the Annual Conference of the National Association of Bilingual Education (NABE). New Orleans, LA.

June, 2002 Parent Involvement in Head Start: Parents’ and Teachers’ Perceptions. (Donna Bryant and Ellen Peisner-Feinberg, co-authors). Poster session at the Head Start’s Sixth National Research Conference. Washington, D.C. June 26-28.

January, 2001 Assessment in the Context of Culture: Evidence from a study of Peruvian Children”. Paper presentation at the RACE Conference: Relevance of Assessment and Culture in Evaluation. Sponsored by the Arizona State University. Tempe, January 3-5.

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June, 2000 Parent Involvement in Head Start Classrooms: Findings from an Observational Study. Presenter, first author. Co-authors: Donna Bryant and Ellen Peisner-Feinberg. Poster session at the Head Start’s Fifth National Research Conference. Washington, D.C.

Other public and professional service

April 2013 Expert Panel Member. World-Class Instructional Design and Assessment (WIDA), Early Dual Language Development (EDLD) Standards Framework.

Jan., 2013 Literacy Expert Roundtable. National Governors Association Center for Best Practices.

Feb. 2011- Expert Panel Member. Cultural Competence in Early Childhood Curricula and PolicyJuly 2013 Initiative. North Carolina Division of Child Development.

Feb. 2009- Member of the Latino Advisory Committee for Teaching Strategies Inc. Providing guidance onDec. 2011 the development of curriculum and other educational materials to meet the needs of Latino dual

language learners and their families in early childhood care and education programs.

June 2003- Member of the Child Care Review Team for the production of the video “Cómo trabajar August, 2004 juntos por el bienestar de los niños” [How to work together for the children’s well-being]. A video for

Spanish-speaking child care providers developed by CIVITAS, a Chicago-based non-profit organization.

June, 2000- Field Validator for the CLAS Early Childhood Research Institute. Providing feedback onJune, 2001 guidelines for reviewing, selecting, and/or developing culturally and linguistically appropriate materials.

10. MEMBERSHIP ON BOARDS AND TASK FORCES

Board of directors’ membership

National

June, 2017-May 2021 National Association for the Education of Young Children (NAEYC), Governing Board Member at Large (Elected). Serving on Early Learning Systems, Membership and Board Development Committees. Contributing to revision of position statements on Developmentally Appropriate Practices and Professional Preparation Standards and the development of a new position statement on Diversity and Equity in Early Education.

State

Sept, 2003-Aug, 2010 Action for Children North Carolina. Independent, non-profit state-level organization advocating for just and equitable treatment for North Carolina’s children.

May 2002-July 2010 Family Support Network of North Carolina. Promotes and provides support for families with children who have special needs, mainly through family support services, education and outreach, research and evaluation.

Local

April, 2002-2012 Orange County Partnership for Young Children. Non-profit organization, part of the state’s Smart Start initiative; plans and funds programs for young children and families, seeking that every child in the county arrives at kindergarten healthy and ready to succeed.

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Task Forces and Advisory Committees

National

Jan.-July 2015- Young Latino Boys Expert Work Group, a project of the National Center for Cultural and Linguistic Responsiveness. Office of Head Start. U. S. Department of Health and Human Services.

Sept., 2014 Solutions Task Force, an initiative of the National Alliance for Hispanic Families to identify and address challenges and opportunities that impact community based organizations’ ability to implement evidence-criteria programs that are culturally responsive in Hispanic communities.

Mar., 2011- Hispanic Research Work Group, an initiative of the Administration for Children and Families (ACF)Mar., 2014 Office of Planning, Research and Evaluation, U.S. Department of Health and Human Service, to

identify research priorities concerning Hispanic low-income children and families.

Nov., 2010- National Advisory Panel for the Migrant and Seasonal Head Start CARES Study funded by the2012 Office of Head Start, U.S. Department Health and Human Services.

Nov., 2007- Expert Panel for the project Supporting Quality in Home-Based Child Care. Mathematica Policy 2009 Research, Inc., funded by the Office of Planning, Research and Evaluation (OPRE), U.S. Department

of Health and Human Services.

Oct., 2007- Language Minority Children in Early Childhood Education Roundtable. Planning Committee Member.April 2008 Event organized by the Office of Planning, Research and Evaluation (OPRE), U.S. Department of

Health and Human Service.

June, 2006- Latino Leadership in Early Childhood Education Task Force. An initiative of the National June 2007 Association for the Education of Young Children.

Feb. 2006- Special Interest Group on Early Childhood Education for Bilingual Children (Co-Chair).Feb. 2008 A collaborative effort of the National Association of Bilingual/Multicultural Education (NABE) and the

National Association for the Education of Young Children (NAEYC).

April, 2005- National Latino Leaders in Early Childhood Education Research and Practice advisory group for the May, 2006 National Council of La Raza (NCLR), the largest Latino advocacy organization in the United States.

Sept., 2004- Technical Advisory Committee of the National Task Force on Early Childhood EducationAug., 2007 for Hispanics. This National Task Force was established for the purpose of identifying major

educational challenges facing Hispanic children throughout the United States from birth through the primary grades and making recommendations for action. http://www.ecehispanic.org/people.html#tac

State

Oct. 2016- Head Start / Early Head Start Advisory Committee. Region X Educational Service Center. Texas.Present

Feb. 2012- Curriculum and On-Going Instructional Assessment Review Committee, Division of Child May 2013 Development, NC Department of Health and Human Services.

Jan.-July More at Four (MAF) Committee to revise criteria and recommend curricula for use in MAF programs 2011 across the state of North Carolina.

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May 2010- Advisory Board for the Dual Language Learners Teacher Competencies project, Alliance for a Better May 2011 Community, California.

Nov. 2008- Advisory Board for the Sobrato Family Foundation’s Early Childhood English Language LearnerMay 2009 Initiative. California. This initiative is developing and implementing an intervention model to promote

school readiness among immigrant English language learners from Pre-K to third grade.

Oct., 2007- More at Four (MAF) Committee to develop recommendations and guidelines about conducting June, 2008 developmental screenings with children enrolled in this program across North Carolina.

Sept., 2004- North Carolina Institute for Early Childhood Professional Development, an Advisory CommitteeAug., 2007 to the NC Division of Child Development, NC Department of Health and Human Services.

May 2002- Task Force organized by the NC Department of Public Instruction to develop the Early LearningApril 2004 Standards for the state of North Carolina. Advising on recommended practices to meet the needs of

young English learners and to address diversity.

April , 2000 More at Four Task Force (appointed by the Governor of North Carolina). The task force Nov., 2000 prepared the guidelines for the implementation of a Governor’s statewide initiative aimed

to provide access to early education for all at-risk 4 year-olds in North Carolina.

June, 2000- Early Childhood Advisory Council for the North Carolina Partnership for Children, a statewide2013 early childhood initiative.

Sept, 1999- Education Committee of the North Carolina Governor’s Advisory Council on Hispanic/LatinoMarch, 2004 Affairs.

June, 1999- North Carolina Migrant Head Start Policy Council.June, 2000

Local

Oct., 1998 - “Los Niños Task Force” an initiative to support young Latino children and families,Nov., 2000 sponsored by the Orange County Partnership for Young Children in North Carolina.

11. EDITOR / REVIEWER FOR PROFESSIONAL JOURNALS- Editorial Board member - Current Research in Education, a Turkish International Journal (2015-Present)

- Editorial Board member, Research Reading Quarterly (2011-2014)- Consulting editor, NAEYC Journal - Young Children (2006-2009).- Reviewer:

- Child Development Journal (2018-Present).- Early Childhood Research Quarterly (2002-Present).- Journal of Child and Family Studies (2012).- Journal of Applied Developmental Psychology (2011).- European Journal of Psychology and Education (2009).- International Journal of Behavioral Development (2003).

12. INTERNATIONAL ACTIVITIES: CONFERENCE PRESENTATIONS, COMMITTEES & ACADEMIC VISITS

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2018 Invited Keynote Speaker: Educación e Interculturalidad. Primer Encuentro Internacional de Docentes Investigadores de las Artes y las Culturas. Universidad Central del Ecuador. Quito, Octubre 17-19.

Peer-Reviewed Symposium Presentation: Comparative Examination of Early Chiildhood Education in Three Regions of the World: A Focus on Equity and Diversity. WERA (World Education Research Association) World Congress. Cape Town, South Africa. August 3-5. D. Castro (Chair and Presenter). Co-Presenters: Francisco Núñez-Román, University of Seville, Spain; Sara Alharbi, University of North Texas, USA.

Visits to Intercultural Bilingual Education Schools in Cusco, Peru and interviews with representatives of non-profit education organizations to coordinate a field experience for UNT students and faculty for Summer 2019 (June 25-29).

Invited Keynote Speaker: Interculturalidad, Bilinguismo y Curriculo en la Educación Inicial. Segundo Congreso Internacional de Educación Inicial, Lima, Peru. May 17-19.

Participation in the Latin American Assembly of the Organizacion Mundial para la Educación Preescolar (OMEP) (World Organization for Preschool Education), Lima, Peru. May 14-16.

2017 Peer-Reviewed Symposium Presentation: Education of Young Bilingual Children in Peru, Italy, Belgium and the United States: An International Examination. 3 rd International Conference on Bilingual Education. Córdoba, Spain (Nov. 7-10). D. Castro (Chair and Presenter), Co-Presenters: Rossana Boyd, UNT; Evienia Papadaki, Founder and Director, Bilingual School of Monza, Italy; and Wim De Grieve, Service de l’Inspection de la Fédération Wallonie-Bruxelles, Belgium.

Invited presentation: Educación Intercultural: Un estudio de caso con comunidades shipibas de la Amazonia en Lima y Ucayali. [Intercultural Education: A case study with shipibo communities from the Amazon in Lima and Ucayali]. X Seminar of Educational Research (September 12-14). Lima-Perú. Dina C. Castro, University of North Texas; Nora Cépeda and Pilar Lamas, Pontificia Universidad Católica del Perú.

Peer-Reviewed Presentation: Intercultural competencies of teachers in bilingual programs:An open dialogue between a teacher education professor and the director of a bilingual school. ATINER Conference 2017. Athens, Greece. (May 15-18, 2017). Co-Presenter: Evienia Papadaki, Founder and Director, Bilingual School of Monza, Italy.

Visits to early childhood education schools in Athens and Crete, Greece. It included a visit to a school in a Sirian refugee camp, a bilingual English-Greek preschool and a Reggio Emilia / Montessori inspired preschool.

Peer-Reviewed Presentation: De la Política a la Práctica Pedagógica: Diversidad Lingüística y Calidad de la Educación Pre-Escolar en los Estados Unidos y en el Perú (From policy to pedagogical practice: Lingüística diversity and early education quality in the United States and Peru). Other Panelists included: Dr. Laura Valdiviezo, University of Massachusetts at Amherst , USA, and Dr. Fanny Añaños-Bedriñana, Universidad de Granada, Spain. Latin American Studies Association Conference (LASA). Lima, Peru (April 29-May 3).

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2016 Peer-Reviewed Presentation: Bilingualism and Interculturalism in Early Education: A Global Perspective. Early Care and Education Conference 2016, Moscow, Russia (May 11-15).

Invited Presenter: Calidad de la Educación Pre-escolar desde una Perspectiva Bilingüe e Intercultural (Quality of early education from a Bilingual and Intercultural Perspective) at the 6 th

Jalisco-Texas Conference “Educar en la diversidad: Pensar global, actuar local” (Educating in diversity: Thinking global, acting local) organized by the Guadalajara, Mexico (May 26-28).

Invited Presenter: Educación Intercultural Bilingüe en el Nivel Inicial (Intercultural Bilingual Education in Early Childhood) at the 3rd International Forum on Early Childhood organized by the office of congressman Eduardo Nayap Kinin. Bagua, Amazonas, Peru (June 10-12).

Invited Panelist: At “Primer Encuentro de Experiencias Exitosas de Educación Inicial” [First Summit on Successful Experiences in Early Childhood Care and Education]. Organized by the Pontificia Universidad Católica del Perú and the Ministry of Education of Peru (June 23).

Invited Panelist: At the Conference “Analisis y Perspectivas de la Educación en el Perú” (Analysis and Perspectives on Education in Peru) organized by the Pontificia Universidad Católica del Perú. (October 3-6).

2015 Peer-Reviewed Presentation: Chair and speaker on the panel “Educación Temprana para Niños de Minorías Lingüisticas: Experiencias en Mexico y Estados Unidos / Early Education for language minority children: Experiences in Mexico and the United States.” Other panelists included Dr. Rossana Boyd, University of North Texas, Dr. Lya Sañudo Guerra, Secretaria de Educación del Estado de Jalisco, Mexico, and Dr. Iliana Reyes, Centro de Investigacion y Estudios Avanzados (CINVESTAV), Mexico/ The University of Arizona. At VI Symposium on Bilingualism and Bilingual Education in Latin America (BilingLatamVI), Lima, Perú. (August, 12-15).

Invited participant: Coloquio sobre Educación Intercultural Bilingüe [Colloquium on Intercultural Bilingual Education]. Lima, Perú. (August, 10 & 11). This colloquium was organized and sponsored by UNICEF, the Pontificia Universidad Católica del Perú (PUCP), Peru’s Ministry of Education, Division of Intercultural and Bilingual Education, and Tarea, a non-profit education organization.

Invited Featured Speaker: Calidad y Equidad en la Educación Inicial: Consideraciones desde una Perspectiva Intercultural y Bilingüe [Quality and Equity in Early Education: Considerations from an Intercultural and Bilingual Perspective]”. At II Congreso Internacional de Educación Inicial: Desafíos de la Educación Inicial en un Mundo Globalizado [II International Congress on Early Childhood Education: Early Childhood Education Challenges in a Global World], Lima, Peru. (August 6-8).

Invited Presenter: Diversity and equity in early education in the United States: Shifting paradigms in research, policy and practice. 6th Meeting of the Transatlantic Forum on Inclusive Early Years. Meeting of scholars from the United States and the European Union. Washington, D. C. (July 9, 2015).

Invited Featured Speaker: Multilingualism and instructional approaches in early education: A cross-cultural review of the research. At the conference Our Multilingual Schools: Opportunities And Challenges -- Tante Lingue Nelle Nostre Scuole : Un'opportunità O Un Ostacolo?, Milan, Italy. (March 13-15).

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Visit to the Bilingual School of Monza, Italy (classroom observations and interviews with teachers and staff) (March 17-21).

2014 Peer-Reviewed Presentation: Quality and equity in the early education of bilingual children. BRAGA 2014: Embracing Inclusive Approaches for Children and Youth with Special Needs Conference. Braga, Portugal. July 15-17.

2013-2015 Member of Scientific Committee for the International Symposium on Bilingualism and Bilingual Education in Latin America. The committee includes scholars from throughout Latin America and North America.

2013 Peer-Reviewed Presentation: Bilingu ̈ismo e interculturalidad en la educación pre-escolar: Prácticas educativas de calidad para niños de minorías lingu ̈isticas. Fifth International Symposium on Bilingualism and Bilingual Education in Latin America. Valparaiso, Chile. October 10-12.

2013 Visiting Scholar at The Bilingual School of Monza. Milan, Italy. July 15-31.

2012 Peer-Reviewed Presentation: Early childhood education for children from diverse cultural and linguistic communities: A cross-cultural perspective. 28 th World Symposium on Early Childhood Education. Campo Grande, Mato Grosso, Brazil. July 17-21.

2012 Invited Featured Speaker: La Diversidad Cultural y Lingüística en la Educación y Cuidado Infantil. Congreso Internacional de Educacion Temprana. San Juan, Puerto Rico. April 9-11 (invited).

2011 Peer-Reviewed Presentation: Early education for children of migrants and immigrants: Lessons learned from research in Peru and the United States. Fourth International Symposium on Bilingualism and Bilingual Education in Latin America. Oaxaca, Mexico. June 29-July 2.

2011 Conference attendance: World Forum on Early Care and Education. Hawaii, Honolulu. USA. May 3-6.

2010-present Member of the “Indigenous People’s Action Group” an initiative of the World Forum on Early Care and Education, created to contribute to a global awareness that values the engagement of Indigenous vision of education by addressing issues of acculturation and revitalization of indigenous languages and cultures.

2009 Peer-Reviewed Presentation: Promoviendo la lecto-escritura en la educación temprana de niños bilingues. [Promoting literacy in the early education of bilingual children: From theory to practice.] X Latin American Congress on Literacy. Lima, Peru. July 30-August 2.

2008 Peer-Reviewed Presentation: Cultural diversity and bilingualism in literacy learning: Evaluation of a professional development program for preschool teachers in the United States. 22 nd World Congress on Reading. San José, Costa Rica. July 28-31.

2007 Peer-Reviewed Presentation: New Voices ~ Nuevas Voces: Cultural and Linguistic Diversity in Special Education. International Special Education Forum. Lima-Peru, July 8-12.

2006 Peer-Reviewed Presentation: Bilingüismo e interculturalidad en la enseñanza de la lectura y la escritura: Una experiencia con maestros de pre-escolar en los Estados Unidos [Bilingualism and interculturalism in teaching language and literacy: An experience with preschool teachers in the

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United States]. VII Congreso de las Américas de Lectura y Escritura [VII Literacy Congress of the Americas]. Guatemala City, Guatemala. Nov. 8-10.

2006 Conference attendance: Language Acquisition and Bilingualism: Consequences for a Multilingual Society. Toronto, Canada, May 4-7, 2006.

2004 Peer-Reviewed Presentation: Minority Women in Tier I Universities, at the XII World Congress of Comparative Education. Habana, Cuba.

1991 Consultant for W. K. Kellogg Foundation-Latin American Program in a training seminar on education and community development for directors of current projects and potential grantees. Belo Horizonte, Brazil.

1987 Seminar "Integrated Rural Development in Latin America and the Caribbean". Escuela Agricola El Zamorano. Tegucigalpa, Honduras. Sponsored by W. K. Kellogg Foundation. (Nominated to participate representing a university’s project team).

1986 -1991. Visits to several projects on early childhood education, special education programs, public school reform, after school programs for youth and adolescents, parent education, school health programs, primary health care practices, maternal and child health, community mental health, and other community development activities conducted by governmental and non-profit community agencies, as well as universities and research institutions in Latin America and the Caribbean countries: Brazil, Colombia, Chile, Dominican Republic, Honduras, Mexico, and Panama.

13. MEMBERSHIP TO PROFESSIONAL ORGANIZATIONS

2018- World Education Research Association (WERA)

2014- Texas Association for the Education of Young Children

2013-2014 Arizona Association for the Education of Young Children

2012- American Educational Research Association (AERA)

2008- Society for Research on Child Development (SRCD)

2003-2007 Inter-American Society of Psychology / Sociedad Interamericana de Psicología.

2001-2009; National Association of Bilingual Education (NABE)2014-

2000-2009 North Carolina Society of Hispanic Professionals

1999- National Association for the Education of Young Children (NAEYC)

1999-2013 North Carolina Association for the Education of Young Children

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