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Gary E. Bingham, Ph.D.

Associate Professor

Department of Early Childhood Education

Georgia State University

gbingham@gsu.edu

RESEARCH FOCI

Early Literacy and Language Development, Early Childhood Education, Parenting

EDUCATION

Ph.D., Developmental Studies: Child Development and Family Studies: Purdue University:

2002

Douglas R. Powell (Chair), Karen Diamond, Gail Melson, & Charles Elster, Committee Members

Dissertation Title: Testing a model of parent child relationships, parent child literacy interactions,

and children's emergent literacy skills

M.S., Family and Human Development: Utah State University: 1998 Ann M. Berghout Austin (Chair), Randall M. Jones & Shelley L. Lindauer, Committee Members.

Thesis Title: Poverty, child competence, and family child care

B.A. Family and Human Development: Utah State University, 1996 Emphasis area: Child Development

ACADEMIC APPOINTMENT AND RELATED WORK EXPERIENCE

Associate Professor, Department of Early Childhood and Elementary Education, Georgia State University: 2013—Present Associate Director, The Urban Child Study Center, College of Education, Georgia State University,

Atlanta, GA: 2013—Present

Assistant Professor, Georgia State University, Department of Early Childhood and Elementary Education: 2007—2013 Assistant Professor, Brigham Young University, Department of Teacher Education: 2004-2007 Assistant Professor, Washington State University, Department of Human Development: 2002-2004 Early Childhood Educator, Purdue University, Child Development Laboratory School: 1998-2000

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SCHOLARLY WRITING IN JOURNALS AND BOOKS

Italics indicates authored with graduate students

Peer-reviewed research publications

Bingham, G. E., Culatta, B., & Kenyon-Hall, K. M. (in press). Systematic and Engaging Early Literacy: Phonological awareness effects for kindergarten children. Journal of Research in Childhood Education

Kwon, K., Yoo, G., & Bingham, G. E. (in press). Helicopter parenting in emerging adulthood: Support or barrier for Korean college students’ psychological adjustment? Journal of Child and Family Studies.

May, L., Bingham, G. E., & Tesler, J. (in press). Across-group unity, within-group diversity: Refugee parents on education and school-readiness. Perspectives and Provocations in Early Childhood Education.

Pendergast, M. L., Bingham, G. E., Patton-Terry, N. (2015). Examining the relationship between emergent literacy skills and invented spelling of pre-kindergarten Spanish-speaking Dual Language Learners. Early Education and Development, 26, 264-285.

Gerde, H., & Bingham, G. E., & Pendergast, M. L. (2015). Environmental and teacher supports to writing in classrooms. Early Childhood Research Quarterly, 31, 34-46.

Pendergast, M. L., May, L. A., Bingham, G. E., & Kurumada, K. S. (2014). Acquiring responsive practices: Preservice teachers learn to conduct interactive read-alouds. Action in Teacher Education, 37, 65-81.

Bingham, G. E. & Patton-Terry, N. (2013). Early language and literacy achievement of Early Reading First students in kindergarten and first grade. Journal of Research in Childhood Education, 27, 440-453.

Kwon, K., Bingham, G.E., Jeon, H., Lewsader, G., & Elicker, J. (2013). Free play vs. structured play: Contextual influence on parenting and child behaviors and use of language. Child and Youth Care Forum, 42, 207-224.

Patton-Terry, N., Mills, M. T., Bingham, G. E., Mansour, S., & Marencin, N. (2013). Narrative Skills of African American Pre-kindergartners who Speak Nonmainstream American English. Language, Speech, and Hearing Services in Schools, 44, 291-305.

Bingham, G.E., & Kesner, J. E. (2013). Examining Teachers’ Beliefs and Implementation of Comprehension Strategies in a Balanced Literacy Framework. Athens Institute for Education and Research.

Bingham, G. E. & Hall-Kenyon, K. E. (2012). Full and half-day kindergarten programs: Examining impacts on second language learners. Early Child Development and Care, 183, 185-199.

Bingham, G. E., Kwon, K., & Jeon, H. J. (2012). Examining Relations Among Mothers, Fathers, and Children’s Language Use in a Dyadic and Triadic Context. Early Child Development and Care. doi:10.1080/03004430.2012.711590

Kwon, K., Jeon, H. J., Han, S., & Bingham, G. E. (2012). Mothers’ and fathers’ parenting and challenges during toddlerhood. Early Child Development and Care. doi:10.1080/03004430.2012.711591

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Farran, L. K., Bingham, G. E., & Matthews, M. W. (2012). The relationship between language and reading development in bilingual English-Arabic children. Reading and Writing: An Interdisciplinary Journal. doi: 10.1007/s11145-011-9352-5

Bingham, G. E., Kenyon-Hall, K. M. (2011). Examining Teachers’ Beliefs about and Implementation of a Balanced Literacy Framework. Journal of Research in Reading. DOI: 10.1111/j.1467-9817.2010.01483.x

Bingham, G. E., Cullatta, B., & Hall, K. (2010). Systematic and Engaging Early Literacy: Examining the effects of paraeducator implemented early literacy instruction. Communication Disorders Quarterly, 32, 38-49.

Kesner, J. E., & Bingham, G. E. (2010). Educators and mandated reporting of child maltreatment: Comparisons to legal, medical and social service reporters. In G. T. Papanikos (Ed.) Issues on Education and Research: Volume 2 (pp. 267-274). Athens, Greece: Athens Institute for Education and Research.

Kesner, J. E., Bingham, G. E., & Kwon, K. (2009). Child maltreatment in the United States: An examination of child reports and substantiation rates. International Journal of Children’s Rights, 17, 433-444.

Hall, K., Bingham, G. E., & Korth, B. (2009). How do Linguistically Diverse Students Fair in Full and Half-Day Kindergarten? Examining Academic Achievement, Instructional Quality, and Attendance. Early Education and Development, 20, 25-52.

Okagaki, L., Helling, M., & Bingham, G. E. (2009). Native American College Students' Ethnic Identity and Beliefs about Education. Journal of College Student Development, 29, 157-176.

Bingham, G. E. (2007). Maternal literacy beliefs and the quality of mother-child book-reading interactions: Associations with children’s early literacy development. Early Education and Development, 18, 23-49.

Chapters in Books Farran, L. K. & Bingham, G. E., & Matthews, M. (2014). Environmental contributions to language

and literacy outcomes in bilingual English-Arabic children in the U.S. In E. Saiegh-Haddad & M. R. Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 351-380). New York: Springer

Bingham, G. E., Korth, K., & Marshal, E. (2013). Collaborating with children’s first teachers: Parent support as integral in children’s literacy. In B. Cullatta, K. M. Hall-Kenyon, & Black, S. (Eds.), Systematic and engaging early literacy: Instruction and intervention (pp.79-116). Sand Diego, CA: Plural Publishing.

Bingham, G. E., Black, S., & Cullatta, B. (2013). Exploring squiggles on paper: Teaching and practicing letter knowledge skills. In B. Cullatta, K.M. Hall-Kenyon, & S. Black (Eds.), Systematic and engaging early literacy: Instruction and intervention (pp.) . San Diego, CA: Plural Publishing.

Bingham, G. E. & Okagaki, L. (2012). Ethnicity and Student Engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.) The Handbook of Student Engagement. New York: Springer.

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Okagaki, L., & Bingham, G. E. (2010). Diversity in Families and Schools. In S. L. Christenson & A. L. Reschly (Eds.) The Handbook of School-Family Partnerships for Promoting Student Competence (pp. 80-100). New York: Routledge/Taylor and Francis Group.

Okagaki, L., & Bingham, G. E. (2006). Parents' social cognitions and their parenting behaviors. In T. Luster & L. Okagaki (Eds.) Parenting: An ecological perspective (pp. 3-34; 2nd Ed.). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Powell, D. R., & Bingham, G. E. (2002). Strengthening the role of curriculum in child care. In O.N. Saracho and B. Spodek (Eds.), Contemporary perspectives in early childhood education, Vol. 1: Contemporary influences on curriculum for early childhood education (pp. 221-239). Greenwich, CT: Information Age Publishers.

Research to Practice Publications (*designates peer-reviewed)

*May, L., & Bingham, G. E. (in press). Making sense: The interactive read aloud as responsive teaching. Talking Points.

*May, L., Bingham, G. E., & Pendergast, M. (2014). Culturally and linguistically relevant readalouds. Multicultural Perspectives, 16 (4), 210-218.

*Saxton, R., Dombro, A., & Bingham, G. E. (2013). The Piramide Approach: A conversation about deepening children’s learning. Young Children, 68 (3), 80-87.

*Gerde, H., Bingham, G. E., Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40, 351-359.

Bingham, G. E., Holbrook, T., & Meyers, L. (2010). More than thumbs up and thumbs down: Utilizing self-assessments to promote learning in elementary classrooms. Phi Delta Kappan, 91 (5), 59-61.

May, L., Bingham, G. E., & Barrett-Mynes, J. (2010). Name games: Literacy and play in the pre-Kindergarten classroom. Focus on Pre-K & K, 1, 5-7.

Submitted Scholarly Work Bingham, G. E., Lim, C., Kwon, K., & Jeon, H. (revise and resubmit). Parenting styles and home

literacy opportunities: Associations with children’s early language and literacy skills.

Gerde, H. K., Wright, T. S., & Bingham, G. E. (under review). Early childhood teachers’ beliefs about and practices for writing.

Gorman, B., Bingham, G. E., Fiestas, C., & Terry, N. P. (revise and resubmit). Spanish-speaking English Language Learners’ performance on a Spanish adaptation of the Narrative Assessment Protocol.

Stuckey, A., Bingham, G.E., Patton-Terry, N., Pendergast, M. L., & Li, H. (revise and resubmit). Evaluating early literacy professional development: Examining one versus two year effects for teachers and children.

Iruka, I. U., Bingham, G. E., Green, S., Jones Harden, B., & Esteraich, J. (under review). Profiles of parenting for low-income families: Findings from the Educare Implementation Study.

Taylor, N., Bingham, G. E., & Greenberg, D. (under review). Examining parental reading ability and home literacy contributions to young children’s early literacy skills development.

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Gorman, B., Bingham, G. E., Fiestas, C., & Terry, N. P. (revise and resubmit). Spanish-speaking English Language Learners’ performance on a Spanish adaptation of the Narrative Assessment Protocol.

Other Scholarly Work—Project Reports

Bingham, G. E., Murray, B., & Patton-Terry, N. (2015). Read Right Elearning Evalaluation Study (RREES): Examining a distance education model for changing teachers’ practices. Urban Child Study Center, College of Education and Human Development, Georgia State University.

Bingham, G. E., & Terry, N. (2014). YMCA Read Right from the Start: Coaching Evaluation Study. Atlanta, GA: College of Education, Georgia State University

Patton-Terry, N., & Bingham, G. E. (2014). Sheltering Arms Early Education and Family Centers: Read Right from the Start Evaluation Project. Atlanta, GA: College of Education, Georgia State University

Patton-Terry, N., & Bingham, G. E. (2014). The Y-Read Right from the Start project year 3 evaluation. Atlanta, GA: College of Education, Georgia State University

Patton-Terry, N., & Bingham, G. E. (2013). The Y-Read Right from the Start project year 2 evaluation. Atlanta, GA: College of Education, Georgia State University

Patton-Terry, N., & Bingham, G. E. (2012). The Y-Read Right from the Start project year 1 evaluation. Atlanta, GA: College of Education, Georgia State University

Bingham, G. E., Kwon, K., Hyun, H. J., & Barrett-Mynes, J. (2012). Piramide evaluation project: Examining teacher and child effects year 2 evaluation. Atlanta, GA: College of Education, Georgia State University

Bingham, G. E., Kwon, K., & Hyun, H. J. (2011). Piramide evaluation project: Examining teacher and child effects year 1 evaluation. Atlanta, GA: College of Education, Georgia State University

Patton-Terry, N., & Bingham, G. E. (2011). Read Right from the Start: Georgia pre-K professional development project Year 2 evaluation. Atlanta, GA: College of Education, Georgia State University

Patton-Terry, N., & Bingham, G. E. (2010). Read Right from the Start: Georgia pre-K professional development project Year 1 evaluation report. Atlanta, GA: College of Education, Georgia State University

Manuscripts in Preparation Bingham, G. E., Quinn, M., & Gerde, H. (in preparation). Teachers’ scaffolding of children’s writing:

Effects on children’s writing development in preschool.

Gerde, H., & Bingham, G. E. (in preparation). Examining young children’s early writing across two story writing tasks: Associations among language, composing, and early writing skills.

Bingham, G. E., Pendergast, M., Terry, N. P., (in preparation). Examining the oral vocabulary and narrative growth of Spanish-English dual language learners.

Bingham, G. E., Kwon, K., & Jeon, H. (in preparation). Examining the effectiveness of the Piramide Approach on classroom quality and children’s school readiness.

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Terry, N. P., Connor, C. M., Mansour, S., & Bingham, G. E. (in preparation). The relationship between change in nonmainstream American English use, classroom language environment, and growth in early literacy skills in pre-kindergarten.

National and International Presentations (2006-Present) Italics indicate graduate student presenter

Bingham, G. E., Gerde, H., & Quinn, M. (July, 2015). Teachers’ writing practices: Associations with

chidlren’s early writing development. Paper presented at the annual meeting of the Society

for the Scientific Study of Reading. Kona, HA.

Zhang, C., Bingham. G. E., & Quinn, M. (July, 2015). How are children’s emergent literacy skills and

executive functioning related to growth of invented spelling skills? Poster presented at the

annual meeting of the Society for the Scientific Study of Reading. Kona, HA.

Bingham, G. E., Gerde, H., & Quinn, M. (April, 2015). Examining teacher writing supports and scaffolding practices in preschool classrooms. Paper presented at the biennial meeting of the Society for Research in Child Development, Pittsburg, PA.

Bingham, G. E., Quinn, M., Ozturk, Z., & French-Lee, S. (2014, December). Early literacy and language

coaching in Head Start: Associations between content, intensity, and teacher behavior. Paper

presented at the Annual Conference of the Literacy Research Association. Marco Island, FL.

May, L., Crisp, T., & Bingham, G. E. (2014, December). What do you do with a book like this? Genre

and interaction in participatory picture book read alouds. Paper presented at the Annual

Conference of the Literacy Research Association. Marco Island, FL.

Pendergast, M. E., & Bingham, G. E. (2014, December). Teachers’ perception of accent on formative

reading assessments. Paper presented at the Annual Conference of the Literacy Research

Association. Marco Island, FL.

Webb, M., Terry, N.P., Lederberg, A., & Bingham, G. E. (2014, July). Assessing measurement

invariance of the TOPEL-Phonological Awareness across DHH children with functional hearing

and hearing minority children. Annual Meeting of the Society for the Scientific Study of

Reading. Santa Fe, New Mexico. (spoken paper)

Payne, C., Bingham, G. E., & Terry, N. P. (2014, June). The relationship between peer-play

interactions and early language and literacy development. Annual Meeting of the Symposium

on Child Language Disorders. Madison, WI. (poster presentation)

Bingham, G. E., Gerde, H. K., Pendergast, M. L., Quinn, M., & Ozturk, Z. (December, 2013). Examining

teacher writing supports and scaffolding practices in preschool classrooms. Paper presented

at the Annual Conference of the Literacy Research Association. Dallas, TX.

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May, L., Bingham, G. E., & Tesler, J. (December, 2013). Across-group unity, within-group

diversity: Refugee parents’ views on education and school-readiness. Paper presented at the

Annual Conference of the Literacy Research Association. Dallas, TX.

Towson, J., Floyd, T., Stuckey, A., Bingham, G. E., & Terry, N. P. (2013, November). Teacher fidelity of

the Read Right From the Start program: Implications on language & literacy. Annual meeting

of the American Speech Language Hearing Association. Chicago, IL. (poster)

Bingham, G. E., Patton-Terry, N., & Mansour, S. (July, 2013). Examining the role of pre-kindergarten

environments in the oral narrative skills of African American pre-kindergarteners who speak

nonmainstream American English. Paper presented at the annual meeting of the Society for

the Scientific Study of Reading. Hong Kong.

Gerde, H., & Bingham, G. E. (July, 2013). Examining young children’s early writing across two story

writing tasks: Associations among language, composing and early writing skills. Paper

presented at the annual meeting of the Society for the Scientific Study of Reading. Hong

Kong.

Floyd, T., Towson, J., Bingham, G. E., & Terry, N. P. (2013, October). Teachers’ language practices:

Examining the association across measures and the effect on student literacy. Annual

Meeting of the Georgia Educational Research Association, Savannah, GA. (spoken paper)

Floyd, T., Bingham, G. E., & Terry, N. P. (2013, October). Early childhood teachers’ literacy and

language knowledge, self-efficacy beliefs, and classroom practices. Annual Meeting of the

Consortium for Educational Assessment and Teaching Effectiveness, Atlanta, GA (spoken

presentation).

May, L. A., Bingham, G. E. & Pendergast, M. (December, 2012). Does the text platform influence the

talk? Interactive readalouds using traditional texts and ereaders. American Reading Forum.

Sanibel Island, FL.

Bingham, G., E., Pendergast, M., Patton-Terry, M. (November, 2012). Examining the relation among

the home literacy environments of prekindergarten Spanish Dual Language Learners and

their development of Spanish and English language and literacy skills. Poster to be presented

at the Annual meeting of the National Association for the Education of Young Children.

Atlanta, GA.

Pendergast, M., Bingham, G. E., & Patton-Terry, N. (November, 2012). Associations Between

Emergent Literacy Skills & Invented Spelling Among DLLs. Poster to be presented at the

Annual Conference of the American Speech-Language-Hearing Association. Atlanta, GA.

Terry, N. P., Mills, M. T., Bingham, G. E., *Mansour, S., & *Marencin, N. (2012, November). A

comprehensive evaluation of narrative skills among African American pre-kindergarteners.

Annual meeting of the American Speech Language Hearing Association. Atlanta, GA. (poster)

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Gerde, H., & Bingham, G. E. (July, 2012). Examining materials and interaction supports for children’s writing in preschool classrooms. Paper presented at the annual meeting of the Society for the Scientific Study of Reading. Montreal, Canada.

Bingham, G. E. (2012). Transforming Teachers, Transforming Classrooms: Utilizing the CLASS to Improve Teacher Practice. Early Childhood Windows to the World Conference. Oslo University College. Oslo, Norway.

May, L., Bingham, G. E., Pendergast, M. (November, 2012). Responsive reading: An examination of interactive read a louds using traditional texts and e-readers. Paper to be presented at the Annual Conference of the Literacy Research Association. San Diego, CA.

Patton-Terry, N., Connor, C. M., Pendergast, M., & Bingham, G. E. (July, 2012). Relations between change in Nonmainstream American English use, early language and literacy achievement, and classroom language environment in prekindergarten. Poster presented at the annual meeting of the Society for the Scientific Study of Reading. Montreal, Canada.

Bingham, G. E., Kwon, K., Jeon, H. (June, 2012). Evaluating the Piramide Approach: Examining teacher practice and fidelity. Head Start’s 11th National Research Conference. Washington, DC.

Kwon, K., Bingham, G. E., & Jeon, H. (June, 2012). The effectiveness of the Piramide Approach on changes in children’s school readiness in Head Start and Non-Head Start programs. Head Start’s 11th National Research Conference. Washington, DC.

Bingham, G. E., May, L., & Pendergast, M. (March, 2012). An examination of preservice teachers’ read-aloud strategies using traditional children’s books and E-books. Paper presented at the Early Education and Technology Conference. Salt Lake City, UT.

Bingham, G. E., Patton-Terry, N., Pendergast, M., Green, K. & Albritton, K. (November, 2011). Early childhood teachers' literacy and language knowledge, self-efficacy beliefs and classroom practices. Paper presented at the Annual Conference of the Literacy Research Association. Jacksonville, Florida.

May, L., Kuramada, K., Pendergast, M., Bingham, G. E., (November, 2011). An examination of preservice teachers’ culturally relevant read-alouds practices. Annual Conference of the Literacy Research Association. Jacksonville, Florida.

Gorman, B. K., Patton-Terry, N., Bingham, G. E., & Fiestas, C. (November, 2011). Preschoolers need their siesta: A Spanish adaptation of the Narrative Assessment Protocol (NAP). Annual Conference of the American Speech-Language-Hearing Association.

Bingham, G. E. & Kwon, K. (November, 2011). Deepening children’s learning: Examining the effectiveness of the Piramide Approach on children’s developmental Outcomes. Poster presented at annual meeting of the National Association for the Education of Young Children.

Kwon, K. & Bingham, G. E., (November, 2011). The effectiveness of the Piramide Approach on classroom quality and children’s school readiness. Poster presented at annual meeting of the National Association for the Education of Young Children.

Bingham, G. E., Patton-Terry, N., Dever, B., Green, K., Albritton, K., & Pendergast, M. (July, 2011). Examining an early literacy professional development intervention: Effects on prekindergarten teachers and children. Paper presented at the annual meeting of the Society for the Scientific Study of Reading. St. Pete Beach, FL.

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Farran, L.K., Bingham, G., & Matthews, M. (2011, July). Predictors of reading fluency in bilingual English-Arabic children. Paper presented at the annual meeting of the Society for the Scientific Study of Reading (SSSR) in St. Pete, Florida.

Green, K., Barrett-Mynes, J., Bingham, G.E., Patton-Terry, N., & Albritton, K. (July, 2011). Examining the relative importance of children’s language, literacy, and social skills to invented spelling. Presented at the annual meeting of the Society for the Scientific Study of Reading. St. Pete Beach, FL.

Pendergast, M., Bingham, G.E., Patton-Terry, N., & Green, K. (July, 2011). Measuring dual language learners’ oral growth in English and Spanish. Annual Meeting of the Society for the Scientific Study of Reading. St. Pete Beach, FL.

Bingham, G. E. & Kesner, J. E. (May, 2011). Examining teachers’ beliefs and implementation of comprehension strategies in a balanced literacy framework. Paper presented at the 13th annual International Conference on Education, Athens, Greece.

Bingham, G. E., & Patton-Terry, N., Hart, R. (April, 2011). Examining an early literacy professional development intervention: Effects on prekindergarten teachers and children. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.

Bingham, G. E., & Patton-Terry, N., Hart, R. (April, 2011). Examining the long-term effects of an Early Reading First literacy intervention into first grade. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.

Farran, L. K. & Bingham, G.E. (April, 2011). Home language and literacy experiences of English and Arabic dual language learners: Associations with language and literacy learning. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.

Farran, L.K., Bingham, G. E., & Matthews, M. W. (April, 2011). The link between phonological processing, morphological awareness, and reading in bilingual English-Arabic children: A cross-linguistic study. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.

Farran, L.K., Bingham, G.E., & Matthews, M. (March, 2011). The relationship between language and reading in bilingual English-Arabic Children. Poster presented at the Society for Research in Child Development (SRCD) meeting in Montreal, Canada.

Hart, R., Terry, N. P., & Bingham, G. E. (2011, March). Evaluating

Implementation in pre-K: Considering child, teacher, classroom, and system level outcomes. Annual meeting of the Society for Research in Child Development. Montreal, Canada.

Hart, R., Bingham, G. E., & Patton-Terry, N. (November, 2010). Evaluating the longitudinal impact of early childhood professional development programs on K-3 success. Presented at the annual meeting of the American Evaluation Association in San Antonio, TX.

May, L., Bingham, G. E., & Barrett-Mynes, J. (March, 2010). Name games: Literacy and play in the prekindergarten classroom. Paper presentation at the conference of the Association for the Study of Play and IPA/USA, Atlanta, GA.

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Bingham, G. E., & Moore, C. (April, 2009). Mothers’ literacy beliefs, book

reading interactions, home literacy environment, and children’s early literacy development. Poster presented at the biennial meeting of the Society for Research in Child Development, Denver, CO.

Bingham, G.E. & Hall, K. (December, 2008). Examining teachers’ implementation of a balanced literacy framework. Presented at the annual meeting of the National Reading Conference, Orlando, Florida.

Bingham, G. E. (April, 2008). Full and half-day kindergarten programs: Their impact on second

language learners. Presented at the annual meeting of the American Education Research Association, New York, New York.

Bingham, G.E., & Hall, K. (April, 2007). Examining instruction in full and half-day kindergarten programs: Their impact on young children’s school motivation, literacy development, and math achievement. Poster presented at the biennial meeting of the Society for Research in Child Development, Boston, MA.

Bingham, G. E., & Hall, K. (December, 2006). Full and half-day kindergarten programs: Their impact on second language learners. Presented at the National Reading Conference. Los Angeles, CA.

Bingham, G. E., & Hall, K. (November, 2006). Evaluating the effects of systematic and engaging early literacy (SEEL) instruction on diverse preschool children. Presented at the annual conference for the National Association for the Education of Young Children. Atlanta, GA.

Bingham, G. E. (June, 2006). Utilizing early childhood observational measures: Examining the validity of the Developmental Continuum. Presented at NAEYC’s 15th National Institute for Early Childhood Professional Development.

International Training and Workshop Presentations

Bingham, G. E. (2015, March). Toddler Classroom Assessment Scoring Observational Training. Oslo

and Akershus University College. Oslo, Norway.

Bingham, G. E. (2014, May). Classroom Assessment Scoring Observational Training: Assessment of

High Quality Teaching. Sookmyung Women’s University. Seoul, South Korea.

Bingham, G. E. (2013, October). Preschool Classroom Assessment Scoring Observational Training.

Oslo and Akershus University College. Oslo, Norway.

AWARDS, HONORS, & RECOGNITION

Edi Guyton Outstanding Faculty Mentoring Award, Department of Early Childhood Education, Georgia State University: 2014-2015 Distinguished Education Research Article Award, Journal of Research in Childhood Education (JRCE). Association for Childhood Education International: 2013

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Received an Honorable Mention for scholarly contribution to JRCE. My manuscript was selected as an illustration of superior research and excellent writing on a topic of high importance for the field.

Outstanding Ambassador Award, The Critical Thinking through Writing (CTW) Initiative. Georgia State University: 2010

Recognized for outstanding service as a CTW Ambassador. Responsibilities include(1) working with and training faculty on implementing Georgia State’s CTW initiative in order to increase students’ critical thinking through writing and (2) analysis and report generation of faculty and student outcomes.

Nominee, University Faculty Awards for Outstanding Research Faculty. Georgia State University: 2012

RESEARCH ACTIVITIES Funded External Grant Awards Gerde, H., Bingham, G. E., & Bowles, R. (2015-2019). Development of the Improving Writing

Resources and Interactions in Teaching Environments through Professional Development

(IWRITE-PD) for Teachers of Economically Disadvantaged Children. Institute of Education

Sciences. $1,499,994. Role: Co-Principal Investigator

Bingham, G. E., Kwon, K., & Terry, N. P. (2015-2016). Georgia’s Quality Rated Validation Project (GA-

QRIS). Georgia Department of Early Care and Learning (subcontract from Child Trends).

$259,134. Role: Principal Investigator

Bingham, G. E., Terry, N. P., & Washington, J. (2014-2015). Read Right Elearning Evaluation Study:

RREES. The Rollins Center for Language and Literacy ($140,199 over 1 year). Role:

Principal Investigator

Bingham, G. E. (2014-2015). East Lake and Drew Evaluation Study. The Rollins Center for Language

and Literacy ($18,500 over 1 year). Role: Principal Investigator

Terry, N. P., & Bingham, G. E. (2013- 2016). Sheltering Arms Early Education and Family Centers—

Read Right from the Start Project. The Atlanta Speech School, the United Way Metro Atlanta,

Smart Start and the Woodruff Foundation (Subcontract for Research and Evaluation).

($439,934 over three years). Role: Co-Principal Investigator

Terry, N. P., Bingham, G. E., & Washington, J. A. (2013- 2016). Educare Atlanta Local

Evaluation Partner. Sheltering Arms Early Education and Family Centers. ($485,106 over

three years). Role: Co-Principal Investigator

Terry, N. P., & Bingham, G. E. (2011-2015). The YMCA-Read Right Project. The Metro Atlanta YMCA

and the Woodruff Foundation (Subcontract for Research and Evaluation). ($482,900 over

three years). Role: Co-Principal Investigator

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Terry, N. P., & Bingham, G. E. (2013-2014). Examining the Read Right from the Start GA PreK

Professional Development Program—Coaching Model Evaluation. The Atlanta Speech School,

the United Way Metro Atlanta, Smart Start and the Woodruff Foundation (Subcontract for

Research and Evaluation). ($72,394 over two years). Role: Co-Principal Investigator.

Bingham, G. E., & Kwon, K. July, 2010-July, 2012($193,000). Piramide Evaluation Project. Cito USA.

Role: Principal Investigator

Terry, N. P. & Bingham, G. E. August 2009-December 2013 ($432,971 over three years). The ER2S-

GAP3 Project—Examining the Read Right from the Start GA PreK Professional Development

Program. The Atlanta Speech School, the United Way Metro Atlanta, Smart Start and the

Woodruff Foundation (Subcontract for Research and Evaluation). Role: Co-Principal

Investigator

Terry, N. P. (2008-2010). The E-SERF Project—Evaluating the Success of Early Reading First. The

United Way Metro Atlanta, Smart Start and the U.S. Department of Education, Early Reading

First Program Grants. (Subcontract for Research And Evaluation). ($124,128 over three

years). Role: Investigator

Bingham, G. E. (2009-2010). Evaluating Teachers Implementation of Piramide (ETIP). Cito USA.

($12,310 over 1 year). Role: Principal Investigator.

Funded International Grant Awards Bingham, G. E. & Kesner, J. (2011) Professional Development Exchange, Norwegian Centre for

International Cooperation in Education (SiU). Funded 100,000 NOK ($18, 115) Role: Co-PIs,

subcontracted amount $8,429.

Funded Internal Grant Awards Bingham, G. E. August, 2008- June, 2009. ($10,000) Systematic and Engaging Early Literacy (SEEL:

Evaluating the impact of a preschool literacy curriculum. Georgia State University. Role:

Principal Investigator

Rutstrom, E., Rothenberg, R., Bingham, G. E., Washington, J. A., & Patton-Terry, N. ($4,000 over one

year). Evidence Based Assessment of a New Preschool Initiative in the Shanty Towns of Cape

Town. Seed Grant, International Strategic Initiative Grants, Georgia State University. Role:

Co-Principal Investigator

Bingham, G. E. January, 2005. ($15, 250) Differential effects of full and half-day kindergarten

settings on children’s school motivation and achievement. Brigham Young University. Role:

Principal Investigator

Bingham, G. E. October, 2004. ($5,075) Parental literacy beliefs and parent-child book reading

interactions: Associations with children’s early literacy development. McKay School of

Education, Brigham Young University. Role: Principal Investigator

Unfunded Grant Proposals

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Terry, N. P., Bingham, G. E., Washington, J. A., & Greenberg, D. (not funded: 1,500,000). Project

LIFT: The Literacy for Transformation Project. The United Way Metro Atlanta, Smart Start.

Role: Co-Principal Investigator.

Ogletree, S., Bingham, G. E., Benson, G., May, L., & Curlette, B. (unfunded; $500,000). Clarkston

United E3: Engaging, Enhancing, and Empowering. U.S. Department of Education, Promised

Neighborhood Grant Program. Role: Co-Principal Investigator

Bingham, G. E. (2010; $1,622,032). Evaluating the Statewide Georgia Pre-K Program Using a

Regression-Discontinuity Approach. Institute of Educational Sciences. Role: Subcontractor.

May, L. & Bingham, G. E. (2009, $3,140,134). Promoting Children’s Early Language and Literacy

(PCELL). U.S. Department of Education, Early Reading First. Role: Co-Principal

Investigator

Steed, E. A., Bingham, G. E., & Roach, A. (2009; $300,000). Project RISERS: Research-based early

identification and intervention to support children's social emotional development and

readiness for school. U.S. Department of Education Office of Safe and Drug-Free Schools

Foundations for Learning Grants Program: Promotion of School Readiness through Early

Childhood Emotional, Behavioral, and Social Development. Role: Co-Principal Investigator

Bingham, G. E., Boyd, B., & Wandschneider, M. (2003; $717,397). Getting serious about literacy:

Professional literacy education for Head Start teachers. U.S. Department of Health and Social

Services. Role: Principal Investigator

Other Grant Activities (2006—present)

Consultant, Teaching practices and the development of language and literacy in English language

learners. Regular Research Grant (PI: B. K. Gorman & F. Lopez, Marquette University).

TEACHING

Evidence of Teaching Impact Ph.D. Level impact

Scoring at highest level on teaching evaluations (4.7 and above out of 5) Committee chair for three Ph.D. students Committee member for 11 Ph.D. students (Lama Farran, Ph.D., won the 2011 Hayden-Waltz

Dissertation Award) Research apprenticeship mentor for four Ph.D. students (Jennifer Barrett-Mynes, 2011;

Meghan Pendergast, 2011, Stacey French-Lee, 2013; Nicole Venuto, 2015) Supervisor of 3 Language and Literacy Fellows (Barrett-Mynes, Pendergast, & Quinn)

Undergraduate Level impact

Routinely score at highest level (4.7 and above out of 5) on teaching evaluations Over 95% of graduates placed into teaching positions in urban, high-needs schools

Georgia State University Teaching Assignments

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Early Childhood Education Ph.D. Program: ECE 9890 Research Development Apprenticeship Spring 2011 Meghan Pendergast,

Summer 2011 Jennifer Barret-Mynes Fall 2013 Stacey French-Lee

ECE 9810 Directed Reading in ECE

Fall 2011 Timothy Jameson Brewer Summer 2013 Jackie Towson, Zehra Ozturk Fall 2013 Margaret Quinn, Stacey French-Lee

ECE 9960 Advanced Developmental Theories Summer 2009 Spring 2015 Early Childhood Education B.S.E. Program: ECE 3021 Child Development Fall-Spring 2008-2012 ECE 3360 Early Childhood Assessment Fall-Spring 2007-2014 ECE 4700 Issues of International Education Spring 2011, Spring 2013, Spring 2014 Birth to Five Bachelor’s Program BRFV 4370 Language, Literacy, & Cognition Summer 2010 Graduate Student Committees

Committee chair:

Meghan Pendergast (graduated, spring, 2014)

Margaret Quinn (currently enrolled in Early Childhood Education, Ph.D.)

Committee member:

Zehra Ozturk (currently enrolled in Early Childhood Education, Ph.D.)

Dariush (enrolled in Educational Psychology and Special Education, Ph.D.)

Stacey French-Lee (enrolled in Early and Elementary Education, Ph.D.)

Chae-hyun Lim (enrolled in Early and Elementary Education, Ph.D.)

R. Daniel Lane (enrolled in Early and Elementary Education, Ph.D.)

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Hanah Goldberg (enrolled in Educational Psychology and Special Education, Ph.D.) Stacey French-Lee (enrolled in Early and Elementary Education, Ph.D.) Jacquelyn Towson (enrolled in Educational Psychology and Special Education, Ph.D.) Dariush Bakhtiari (enrolled in Educational Psychology and Special Education, Ph.D.) Katherine Green (Educational Psychology and Special Education, Ph.D., graduated Spring 2014) Jennifer Barrett-Mynes (Early Childhood Education, Ph.D. graduated Spring 2013) Donna Kreskey (School Psychology, Ph.D. graduated Spring 2012) Kathy Powell (enrolled in School Psychology, Ph.D. graduated Spring, 2012) Laura Tenenbaum (School Psychology, Ph.D., graduated Summer, 2011) Lama Farran (Early Childhood Education Ph.D., graduated Fall 2010) Nicole Taylor (Educational Psychology and Special Education, Ph.D., graduated Spring 2011) Timothy Jameson Brewer (Educational Policy Studies, M.S., graduated Fall, 2011) Courses Taught at Other Institutions Washington State University: 2002-2004

Child Development (HD 201; Fall 2002, Fall 2003, Spring 2004)

Learning and Guidance in Early Childhood (HD 341; Spring, Fall 2003)

Parenting (HD 302; Spring 2004)

Developmental Theories (HD 420; Summer 2003)

Advanced Child Development Seminar (HD 560: Spring 2003)

Brigham Young University: 2004-2007

Integrated Curriculum (ECE 323: Fall 2004-Spring 2007)

Early Childhood Assessment (ECE 327: Fall 2004-Spring 2007)

Language Development (MFHD 372: Fall 2006)

Data Analysis (TED 692: Summer 2006, Summer 2007)

PROFESSIONAL SERVICE

National/International Editorial Service Editorial Advisory Review Board Member, Early Child Development and Care: 2011-Present Editorial Advisory Review Board Member, Language Arts: 2011-Present Editorial Advisory Review Board Member, National Reading Conference Yearbook: 2009—2010 National/International Organization Service

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Reviewer of program proposals, Literacy Research Association (formerly National Reading Conference), 2009—2011, 2014 Reviewer of program proposals, Society for Research in Child Development, 2007-2009 Journal Reviewer

American Educational Research Journal-Social and Institutional Analysis

Early Childhood Research Quarterly

Early Education and Development

Early Childhood Education Research Journal

Early Intervention

Family Relations

Journal of Applied Developmental Psychology

Journal of Research in Reading

Literacy Research and Instruction

Parenting: Science and Practice

School Psychology Quarterly

Regional/State Service CoChair, Formative Assessment Task Force, State of Georgia, 2014-Present Envisioning Team Member, Sheltering Arms Early Childhood Centers, 2014-Present Leadership Team Member, Georgia English Language Coalition, 2014-present Review Team Member, Talk with Me Baby Curriculum, Marcus Center for Autism/Rollins School of Public Health, Emory University Consultant, CARE, Provide expertise and technical assistance in designing a package of services for serving parents and children in HIV infected or affected contexts.

Consultant, Grade Level Reading Sumer Learning for Struggling Readers Grant. (Initiative

supported by the Annie E. Casey Foundation)

Research Associate, A Vision for Public Education: Equity and Excellence. Georgia School Boards

Association and Georgia School Superintendents Association (see

http://www.visionforpubliced.org/LinkClick.aspx?fileticket=32CtYWWlqLg%3d&tabid=138)

University Service Associate Director, Urban Child Study Center, Research Center, 2013-present PhD Coordinator, Early Childhood Education, Georgia State University, 2012-present EdD Co-coordinator, Curriculum and Instruction Degree, Georgia State University, 2013-present Faculty Senator, Georgia State University Faculty Senate, 2012-present

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Search Committee Member, Director of Office of Research and Sponsored Projects, 2015 CTW Ambassador, Critical Thinking through Writing Initiative, 2009-2014 Member, Faculty Senate, Academic Programs, Student life and development, 2012-present Member, Professional Education Faculty, Curriculum Committee, 2011—present Member, Research on the Challenges of Acquiring Language and Literacy, 2008-present Member, Professional Education Faculty, Professional Education Council, 2008—2009 Member, Early Childhood Education Department, faculty search committee for Birth to Five Program, 2007-2008 Member, Early Childhood Education Department, faculty search community, Child Development, 2008-2009 Chair, Early Childhood Education Department, faculty search committee for ESOL Clinical Line, 2009-2010 Member, Early Childhood Education Department, faculty search committee for NET-Q ESOL, 2010-2011

PROFESSIONAL AFFILIATIONS

International Reading Association, 2010—2013 Literacy Research Association/National Reading Conference, 2006—present

National Association for the Education of Young Children 2004—present Society for Research in Child Development, 2002—present Society for the Scientific Study of Reading, 2011—present