Dr. Jie-Qi Chen is the Principal Investigator of the Early Math Collaborative and a professor of child development at Erikson Institute. She is also the director of Erikson’s Ph.D. in Child Development doctoral program.

Chen’s work focuses on cognitive development, teacher professional development, classroom assessment, early mathematics education, the application of multiple intelligences theory, and school-based intervention.

Chen started her career as a classroom teacher. She taught preschool, elementary, and middle schools in China and preschool and kindergarten in the United States. For more than 20 years she has contributed to teacher professional development efforts in Boston and Chicago Public Schools. She has also enriched assessment and curriculum development in early childhood programs.

Chen has published seven books and numerous articles. She is the 2009 recipient of the Outstanding Teacher Educator’s Award from the National Association of Early Childhood Teacher Educators, a Fulbright Senior Specialist in Education, a consultant to the United Nations Children’s Fund, and a fellow of Harvard University’s Project Zero’s Classroom.

Honors

  • Fellow—Project Zero’s Classroom, Harvard University, 2012
  • Consultant—United Nations Children’s Fund, 2011–2013
  • Visiting Professor—Shanxi Teachers’ University, Xian, China, 2010
  • Outstanding Teacher Educator Award—National Association of Early Childhood Teacher Educators, 2009
  • Zijiang Scholar—East China Normal University, China, 2009-2010
  • The Winner of the Taylor and Francis Most Distinguished Journal of Early Childhood Teacher Education Article of 2006 Award, 2007
  • Senior Scholar Peer Reviewer—Fulbright Senior Specialist Program, 2006-2009
  • Senior Scholar—Fulbright Senior Specialist Program, 2002-2008
  • Excellent Teacher Award— Oversea Chinese Teaching Academy, 1999, 2001
  • Oversea Chinese Scholar Travel Award—Chun Hui Plan, Foreign Affairs of PRC, 1997, 2001
  • Dissertation Award—National Association of Early Childhood Teacher Educators, 1992
  • Fellowship—Jesse Smith Noyes Foundation, 1986-89

Education

B.A. in child development and early education, Beijing Normal University;
M.A. in early childhood education, University of Northern Iowa;
Ph.D. in applied child development, Tufts University.

Service

  • Member, Task Force on Instruction, Assessment, and Professional Community, External Advisory Board to the CEO of Chicago Public Schools, 2011
  • Invited Committee Member, Curios Minds Project, Utrecht University, Denmark, 2010
  • Consultant for Child Appealing Characteristics of House Products Project Intertek Risk Assessment & Management, London, 2010
  • Fund for Teachers Selection Committee Chicago Foundation for Education, 2009
  • Member, Discipline Review Committee, Fulbright Senior Specialist Program, Washington, DC, 2006-2007
  • Member, Early Childhood Professional Education Review Panel, National Association for the Education of Young Children, Washington, DC, 2005-2008
  • Consultant, Houghton Mifflin’s Prekindergarten Curriculum Project
  • Consultant, St. Augustine College’s Head Start Partnership for a Better Future Project
  • Member, Evaluation and Assessment Committee, Illinois Early Childhood Council
  • Fulbright senior specialist
  • Visiting professor, China Eastern Normal University

Research and Program Development

Researcher, Project Zero, Harvard Graduate School of Education, Harvard University, Cambridge, MA, 1989-1994.

Researcher, Developmental Science Group, Tufts University, Medford, MA, 1986-1994.

Researcher, Study of Giftedness Project National Cooperative Research Network, China, 1982-1984.

International Symposia on Early Childhood Mathematics, 2008-2010. Funded by McCormick Tribune Foundation.

Early Mathematics Education, 2007-2011. Funded by the Robert R. McCormick Foundation, Chicago Mercantile Exchange Trust, Motorola Foundation, Chicago Public Schools, Exelon Foundation, Bass Foundation.

Supporting and Documenting Effective Teaching in Early childhood Classrooms (with Gillian McNamee), 2007-2009. Funded by The Educational Foundation of America.

Preschool Math Teaching: Relationships between Pedagogical Content Knowledge, Teaching Practices, and Child Outcomes (in support of a doctoral dissertation), 2005-2007. Funded by U.S. Department of Health and Human Services, Head Start Program of Chicago Public Schools.

Bridging Assessment and Teaching in Chinese Preschools (with Chinese colleagues in Beijing, Shanghai, and Nanjing), 2004-2007. Funded by Xin Yi Foundation, Taiwan.

Effective Coaching in Early Childhood Classrooms, 2005-2007. Funded by McCormick Tribune Foundation, Early Reading First Project.

Linking Child Assessment to Teacher Development (with Gillian McNamee), 1999-2006. Funded by The Educational Foundation of America, The Polk Bros. Foundation, McDougal Family Foundation, The Field Foundation, The Chicago Public Schools, Lloyd A. Fry foundation.

Computer Technology Training with Head Start Teachers, 1999-2001. Funded by The Polk Bros. Foundation, Chicago Public Schools Head Start Program.

Partnership with the Chicago Public Schools on Teacher Development, 1994-2002. Funded by The Chicago Annenberg Challenge, The W.K. Kellogg Foundation, The Joyce Foundation, The Polk Bros. Foundations.

Recent Publications

Books

Chen, J. Q. (in press). (Ed). 幼儿园领域教学核心概念:语言,数学,美术,音乐,科学,运动, Pedagogical content knowledge across preschool curriculum (in Chinese). Nanjing, China: Nanjing Normal University Press.

Chen, J. Q. & Erikson Institute’s Early Mathematics Collaborative (2013). Big ideas of early mathematics: What teachers of young children need to know. Upper Saddle River, NJ: Pearson. (Translated into Chinese)

Chen, J. Q. & Huang, Jin (2013). (Eds.). 核心概念幼儿园数学教材 Preschool math curriculum(in Chinese). Nanjing, China: Nanjing Normal University Press

Chen, J. Q., Moran, S., & Gardner, H. (Eds.). (2009). Multiple intelligences theory around the world. San Francisco, CA: Jossey-Bass Publishers. (Translated into Portuguese and Chinese)

Chen, J. Q. & McNamee, G. (2007). Bridging: Assessment for teaching and learning in early childhood classrooms. Thousand Oaks, CA: Corwin Press.

Chen, J. Q. & Horsch, P. (2004). Effective partnering for school change: Improving early childhood education in urban classrooms. New York: Teachers College Press.

Chen, J. Q., Krechevsky, M. & Veins, J. (1998). Building on children’s strengths: The experience of Project Spectrum. New York: Teachers College Press. (General editors: H. Gardner, D. H. Feldman, & M. Krechevsky) (Translated into Spanish, Portuguese, Chinese, and Italian)

Chen, J. Q. (Ed.) (1998). Project Spectrum: Early learning activities. New York: Teachers College Press. (General editors: H. Gardner, D. H. Feldman, & M. Krechevsky) (Translated into Spanish, Portuguese, Chinese, and Italian)

Book Chapters

Chen, J. Q. (in press). Pedagogical content knowledge: A key to effective teaching in early childhood education. In J. Q. Chen (Ed). Pedagogical content knowledge across preschool curriculum (in Chinese). Nanjing, China: Nanjing Normal University Press

Chen, J. Q. & McCray, J. (2014). Intentional teaching: Integrating the processes of instruction and construction to promote quality early mathematics education. In Kortemkamp, U. (Ed.), Mathematics education perspective on early mathematics learning between the poles of instruction and construction, 357-274. New York, NY: Springer. http://link.springer.com/chapter/10.1007/978-1-4614-4678-1_16#page-1

Adams, M. & Chen, J. Q. (2012). Understanding young children’s kinds of creating. In O. N. Saracho (Ed.), Contemporary perspectives on research in creativity in early childhood education, 343-354. Charlotte, NC: Information Age Publishing.

Chen, J. Q. & McNamee, G. (2012). Assessment for learning in early childhood classrooms. In J. Johnson & J. Roopnarine (Eds.), Approaches to early childhood education (6th ed.) 167-187. Upper Saddle River, NJ: Pearson.

Chen, J. Q. & Gardner, H. (2012). Assessment of intellectual profile: A perspective from multiple intelligences theory. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary Intellectual Assessment: Theories, tests, and issues (3rd ed.), 145-155. New York: Guilford.

McCray, J. & Chen, J. Q. (2011). Foundational mathematics: A neglected opportunity. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education, 253-268. New York, NY: Springer. http://www.schoolturnaroundsupport.org/sites/default/files/resources/mapping_equity_and_quality_education_in_mathematics_education.pdf

Chen, J. Q. (2009). China’s assimilation of MI theory in education: Accent on the family and harmony. In J. Q., Chen, S. Moran, & H. Gardner, (Eds.), Multiple intelligences theory around the world, 29-42. San Francisco, CA: Jossey-Bass Publishers.

Chen, J. Q. (2009). Cultural zone of proximal development: Aconstruct to further our understanding of MI around the world. In J. Q., Chen, S. Moran, & H. Gardner, (Eds.), Multiple intelligences theory around the world, 386-396.San Francisco, CA: Jossey-Bass Publishers

Chen, J. Q. & McNamee, G. (2008). From Spectrum to Bridging: Approaches to integrating assessment with curriculum and instruction in early childhood classrooms. In J. Johnson & J. Roopnarine (Eds.), Approaches to early childhood education (5th ed.), 251-279. Upper Saddle River, NJ: Pearson.

Chen, J. Q. & Gardner, H. (2005). Assessment based on multiple intelligences theory. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Beyond traditional intellectual assessment: Contemporary and emerging theories, tests, and issues (2nd ed.), 77-102. New York: Guilford.

Chen, J. Q. (2005). MI theory and Chinese educational reform. In Multiple intelligences theory: East meets west. 170-184. Beijing, China: Beijing Publisher. (in Chinese)

Chen, J. Q. (2004). The Project Spectrum approach to early education. In J. Johnson & J. Roopnarine (Eds.), Approaches to early childhood education (4th ed.), 251-179. Upper Saddle River, NJ: Pearson.

Chen, J. Q. (1998). Activities and observational guideline in mechanics and construction area. In J. Q. Chen (Ed.), Project Spectrum: Early learning activities. New York: Teachers College Press.

Chen, J. Q. (1998). Activities and observational guideline in science area. In J. Q. Chen (Ed.), Project Spectrum: Early learning activities. New York: Teachers College Press.

Taylor G. & Chen, J. Q. (1998). Activities and observational guideline in social understanding area. In J. Q. Chen (Ed.), Project Spectrum: Early learning activities. New York: Teachers College Press.

Raider-Roth, M. & Chen, J. Q. (1998). Activities and observational guideline in math area. In J. Q. Chen (Ed.), Project Spectrum: Early learning activities. New York: Teachers College Press.

Chen, J. Q. & Gardner, H. (1997). Alternative assessment from a multiple intelligences theoretical perspective. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Beyond traditional intellectual assessment: Contemporary and emerging theories, tests, and issues (pp. 105-121). New York: Guilford. (Reprinted in B. Torff (Ed.), Multiple intelligences and assessment. Arlington Heights, IL: Skylight Training and Publishing.)

Veins, J., Chen, J. Q., & Gardner, H. (1997). Theories of intelligences and critiques. In J. L. Paul, etc. (Eds.), Foundations of special education (pp. 122-142). Pacific Grove, CA: Brooks/Cole.

 

Encyclopedia Entry

Chen, J. Q. (in press). Theory of Multiple Intelligences. Encyclopedia of Theory in Psychology. Thousand Oaks, CA: Sage Publications.

Chen, J. Q. (2007). Multiple Intelligences. Early childhood education: An international encyclopedia. Westport, CT: Greenwood Publishing Group.

Chen, J. Q. (2002). Intelligence: Multiple Intelligences. The Encyclopedia of education (2nd Edition, Vol. 4). Pp. 1198-1201. New York: McMillan Reference USA.

 

Refereed Journal Articles

Chen, J. Q., McCray, J., Adams, M., & Leow, C. (2013). A survey study of early childhood teachers’ beliefs and confidence about teaching early math. Early Childhood Education Journal, 41(6), 3-12. http://link.springer.com/article/10.1007%2Fs10643-013-0619-0#page-1

Chen, J. Q.&McCray, J. (2012). A conceptual framework for teacher professional development: The whole teacher approach. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 15(1), 8–23

Chen, J. Q.&McCray, J. (2012). The what, how, and why of effective teacher professional development in early mathematics education. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 15(1), 113–121. http://www.schoolturnaroundsupport.org/sites/default/files/resources/the_what_how_and_why_of_effective_teacher_professional_develompent_in_early_mathematics_education.pdf

McCray, J. & Chen, J. Q. (2012). Pedagogical content knowledge for preschool mathematics: Construct validity of a new teacher interview. Journal of Early Childhood Research, 26, 291–307. http://www.researchconnections.org/childcare/resources/23668

Chen, J. Q., Masur, A., & McNamee, G. (2011). Young children’s approaches to learning: A sociocultural perspective. Early Child Development and Care. 181(8), 1137-1152. http://eric.ed.gov/?id=EJ935262

Chen, J. Q. & McNamee, G. (2011). Positive approaches to learning in the context of preschool classroom activities.Early Childhood Education Journal. 39(1), 71-78. http://eric.ed.gov/?id=EJ919132

Chen, J. Q., McNamee, G., McCray, J. (2011). The learning profile: A construct to understand learning and development of the whole child in content areas. The International Early Learning Journal. 1(1), 1-24.

Chen, J. Q. & McNamee, G. (2006). Strengthening early childhood teacher preparation: Integrating assessment, curriculum development, and instructional practice in student teaching. Journal of Early Childhood Teacher Education, 27, 109-128. (Won the 2006 Award of Taylor and Francis Most Distinguished Journal of Early Childhood Teacher Education Article). http://www.tandfonline.com/doi/abs/10.1080/10901020600675083?journalCode=ujec20#.U8mXbuNdW7w

Chen, J. Q. & Chang, C (2006). Testing the whole teacher approachto professional development: A study of enhancing early childhood teachers’ technology proficiency. Early Childhood Research & Practice. 8(1), 1-18. http://ecrp.uiuc.edu/v8n1/chen.html

Chen, J. Q. & Chang, C (2006). A comprehensive approach to technology training for early childhood teachers. Early Education and Development. 17(3), 443-465. http://www.tandfonline.com/doi/abs/10.1207/s15566935eed1703_6#.U8mWDeNdW7w

Chen, J. Q. & Price, V. (2006). Narrowing the digital divide: Head Start teachers develop proficiency in computer technology. Education and Urban Society, 38(3), 1-8.

Chen, J. Q. & Chang, C. (2006). Using computer in early childhood classrooms: Teachers’ attitudes, skills, and practices. Journal of Early Childhood Research, 4(2), 169-188. http://ecr.sagepub.com/content/4/2/169.refs?patientinform-links=yes&legid=specr;4/2/169

Chen, J. Q. (2004). Theory of multiple intelligences: Is it a scientific theory? Teachers College Record. 106(1), 17-23. Reprint in Robert Feldman (Ed.), Understanding Psychology. McGraw Hill Custom Publishing. http://eus.sagepub.com/content/38/4/398.short

McNamee, G., Chen, J. Q., Masur, A., McCray, J., & Melendez, L. (2002). Assessing and teaching diverse learners. Journal of Early Childhood Teacher Educators, 23(3), 275-282. http://www.tandfonline.com/doi/pdf/10.1080/1090102020230311

Horsch, P., Chen, J. Q. & Wagner, S. (2002). The responsive classroom approach: A caring, respectful school environment as a context for development. Education and Urban Society, 34 (3), 365-383. http://eus.sagepub.com/content/34/3/365.full.pdf+html

Chen, J. Q., Salahuddin, R., Horsch, P., & Wagner, S. (2000). Turning standardized-test scores into a tool for improving teaching and learning: An assessment-based model. Urban Education, 35(3), 358-386. http://www.sagepub.com/eis/Chen.pdf

Chen, J. Q., Goldsmith, L., & Feldman, H. D. (1994). The crafted world: Children’s understanding of the distinction between artifacts and natural objects. Child Study Journal, 24(2), 89-105. http://eric.ed.gov/?id=EJ495316

Chen, J. Q. & Feinburg, S. (1993). A review of Chinese early childhood education: Implications for American developmental education. International Education, 23(1), 5-31.

Chen, J. Q. & Goldsmith, L. T. (1991). Social and behavioral characteristics of Chinese only children: A review and critique of the research. Journal of Research in Childhood Education, 5(2), 127-139. http://files.eric.ed.gov/fulltext/ED338427.pdf

Chen, J. Q. (1987). Expanding awareness of creative potentials. Mental Development and Education, 4, 40-42. (in Chinese)

Chen, J. Q. (1987). Beyond Piaget in cognitive development. Information on Psychological Sciences, 6, 39-46. (in Chinese)

Non-Refereed Journal Articles

Chen, J. Q. (2008). Myths and realities of early mathematics teaching. Eye for Learning LLC. Northfield, IL

McNamee, G. & Chen, J. Q. (2005). Dissolving the line between assessment and teaching. Educational Leadership, 63(3), 72-77. http://eric.ed.gov/?id=EJ745461

Chen, J. Q. (2005). A “multiple intelligences” approach to education. In Multiple intelligences theory: East meets west. 35-47. Beijing, China: Beijing Publisher. (Translation of Howard Gardner’s talk in Beijing, 2004, in Chinese)

Chen, J. Q. (2004). Applying multiple intelligences theory on Chinese soil. People’s Education, 24, 21-23. (in Chinese)

Chen, J. Q. & Dym, W. (2003). Using computer technology to bridge school and community. Phi Delta Kappan, 11, 232-234. http://www.pdkmembers.org/members_online/publications/archive/pdf/k0311che.pdf

Horsch, P., Chen, J. Q., & Nelson, D. (1999). Rules and rituals: Tools to create a respectful community. Phi Delta Kappen, 11, 223-227. www.faculty.pnc.edu/djpratt/block5/rulesandrituals.do

Chen, J. Q. (1998). Emergence and nurturance of diverse cognitive abilities in young children. New Waves: Educational Research and Development, 3(5), 6-17. (in Chinese)

Horsch, P. Chen, J. Q., Nelson, D., & Salahuddin, R. (1998). A caring and respectful learning community. Classroom Leadership, 9(2), p.3.

Chen, J. Q. (1991). Preschool education in China: A critical review of its social context, values, and practices. East West Education. 12(Spring), 3-35.

Presentations

Chen, J.Q. (2012, June). Teacher professional development in early education: A systemic view. International Conference on Professional Development of Preschool Teachers organized by the Chinese Ministry of Education and United Nations Children’s Fund, Xuzhou, China.

Chen, J.Q. (2012, June). Big ideas in early mathematics: Research and practice. International Conference on Early Mathematics Learning. ShenZhen, China.

Chen, J.Q. (2012, March). Foundations in early learning: Mathematics. Early Learning Initiative Webinar organized by the Office of Early Learning at the U.D. Department of Education.

Chen, J.Q. (2012, February) Instruction and construction: Integrating both processes to promote quality early mathematics education. Keynote speech at the conference of a Mathematics Education Perspective on Early Mathematics Learning between the Poles of Instruction and Construction. Frankfurt, Germany.

Chen, J.Q. (2011, May). Teacher professional development: why, what, and how. Invited speech by the Department of Preschool Education, China’s Woman University, Beijing, China.

McCray, J., Chen, J.Q., & Zhang, Y. N. (2011, April). Preventing the achievement gap: Professional development in foundational mathematics. Paper presented at the Annual Meeting of National Council of Teachers of Mathematics. Indianapolis, IN.

McCray, J., Chen, J.Q., & Zhang, Y. N. (2011, April). Preventing the achievement gap: Professional development in foundational mathematics. Paper presented at the Annual Meeting of American Educational Research Association. New Orleans, LA.

Zhang, Y. N., Bezrucsko, N., & Chen, J.Q. (2011, March). Sensitivity, stability, reliability: Testing the teacher attitudes variables on early mathematics. Poster presented at the Biannual Meeting of Society for Research in Child Development. Montreal, Canada.

Sparr, M., Chen, J.Q., McCray, J. (2011, March). Unpacking teacher confidence in early mathematics instruction. Poster presented at the Biannual Meeting of Society for Research in Child Development. Montreal, Canada.

Chen, J. Q. & McNamee, G. (2011, January). Basic teaching skills: Developing and sustaining effective teaching in early childhood classrooms. Paper presented at the Annual conference of Chicago Metro Association for the Education of Young Children. Chicago, IL.

McNamee, G. & Chen, J. Q. (2011, January). Intentional teaching of literacy and math in early childhood. Paper presented at the Annual conference of Chicago Metro Association for the Education of Young Children. Chicago, IL.

McCray, J. & Chen, J. Q. (2010, June). Understanding Big Ideas: Key to Effective Teacher Professional Development. Paper presented at the 19th National Institute for Early Childhood Professional Development. Phoenix, AZ.

Chen, J. Q. & McNamee, G. (2010, January). Play from an international perspective. Paper presented at the Annual conference of Chicago Metro Association for the Education of Young Children. Chicago, IL.

McNamee, G. & Chen, J. Q. (2010, January). Instructional assessment for classroom teachers. Paper presented at the Annual conference of Chicago Metro Association for the Education of Young Children. Chicago, IL.

McCray, J. & Chen, J. Q. (2009, June). The whole teacher approach: How a new framework for professional development informs teacher training in mathematics. Paper presented at the 18th National Institute for Early Childhood Professional Development, Charlotte, NC.

McNamee, G. & Chen, J. Q. (2009, June). Teaching children to play in school: US and international perspectives. Paper presented at the 18th National Institute for Early Childhood Professional Development, Charlotte, NC.

Chen, J. Q. &McNamee, G. (2008, November). Bridging teaching and learning: An instructional assessment for prek to-3rd grade teachers. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Dallas, TX, (2009, April) 36th Annual National Training Conference, Tampa, FL, and (2009, June) 18th National Institute for Early Childhood Professional Development, Charlotte, NC.

Chen, J. Q. & McCray, J. (2008, November). The whole teacher approach to professional development. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Dallas, TX.

Chen, J. Q. McNamee, G., Liao, T. & Zhou, J. . (2008, November). Intentional teaching: A conversation between Chinese and American educators about culture assumptions and practices. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Dallas, TX.

Chen, J. Q. & Lockridge, J. (2008, April). From A-Z: Modeling the self-study for specialized institutions. Paper presented at the Annual Meeting of the North Central Association of the Higher Learning Commission, Chicago, IL.

Chen, J. Q. & McNamee, G. (2007, November). From instructional assessment to teacher development: Field reports from early childhood classrooms in China and U.S. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Chicago, IL.

Chen, J. Q. (2007, April). Diversity is the rule rather than exception in describing young children’s learning. Paper presented at the Annual Conference of the American Educational Research Association, Chicago, IL.

Chen, J. Q. & McNamee, G. (2007, April). A portrait of young children’s intellectual profile: diversity, specificity, and distinctiveness. Paper presented at the Annual Conference of the American Educational Research Association, Chicago, IL.

Chen, J. Q. & McNamee, G. (2007, April). Strengthening early childhood teacher preparation: Integrating assessment, curriculum development, and instructional practice in student teaching. Paper presented at the Annual Conference of the American Educational Research Association, Chicago, IL.

McNamee, G. & Chen, J. Q. (2006, November). Classroom assessment: Content and process. Paper presented at the Annual Conference of the National Association for the Education
of Young Children, Atlanta, GA.

Chen, J. Q. & Zhang, L. (2006, November). Early childhood education reform in China. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Atlanta, GA.

Chen, J. Q. (2006, April). The unit of analysis in conceptualizing intelligence: Comparing traditions in Eastern and Western cultures. Paper presented at Annual Conference of the American Educational Research Association, San Francisco, CA.

McNamee, G.& Chen, J. Q. (2006, April). Classroom assessment and teaching: Two sides of the same coin. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.

Chen, J. Q. & McNamee, G. (2006, April). Operationalizing MI theory in child assessment. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.

Melendez, L. & Chen, J. Q. (2005, December). Does the subject matter for early childhood teachers? Voices from the classroom. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Washington, DC.

McNamee, G.& Chen, J. Q. (2005, December). Assessment for teaching and learning in early childhood classrooms: Examining the content and process of learning in young children. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Washington, DC.

Chen, J. Q. & McNamee, G. (2004, August). Assessing diverse cognitive abilities in young children’s learning. Paper presented at the 27th International Congress for Cross-Cultural Psychology, Xi’an, China.

McCray, J. & Chen, J. Q. (2004, April). Identification and nurturance of diverse cognitive profiles in young children. Paper presented at the Annual Conference of the American Educational Research Association, Seattle, CA.

Melendaz, L. & Chen, J. Q. (2004, April). Building multidirectional bridges through classroom assessment. Paper presented at the Annual Conference of the American Educational Research Association, Seattle, CA.

Masur, A. & Chen, J. Q. (2003, November). Assessing how children learn. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Chicago.

Chen, J. Q. & Chang, C. (2003, November). Preparing early childhood teachers for 21st century classrooms: Utilizing technology. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Chicago, IL.

Chen, J. Q. & Horsch, P. (2003, November). Lessons from Erikson Institute’s Schools Project for university-school partnerships. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Chicago, IL.

Chen, J. Q. & Price, V. (2003, October). Empowering early childhood teachers with knowledge and skills of computer technology. Paper presented at the 7th Annual National Head Start Association Transition Conference, Arlington, VA.