About the Author: Angela Stone-MacDonald

PhD, Indiana University (2010); MA, Indiana University (2005); BA, Grinnell College (2000)

Angi Stone-MacDonald, Ph.D.
Associate Professor
Associate Dean for Grants and Research in Education
College of Education and Human Development

Early Education and Care in Inclusive Settings
Dept. of Curriculum and Instruction
College of Education and Human Development
University of Massachusetts, Boston
100 Morrissey Blvd.
Boston, MA 02125-3393

Email: Angela.Stone@umb.edu
Phone: 617-287-7316
Office: Wheatley Hall 2nd Floor Room 93

Office: 617-287-7316; Cell: 617-653-8767
Fax number: 617-287-7656
E-mail address: angela.stone@umb.edu

Membership in professional associations and societies:
Council for Exceptional Children
Division of Early Childhood
Division of Autism and Developmental Disabilities
Division of International Special Education Services
African Studies Association
Tanzanian Studies Association
American Educational Research Association
Special Education SIG
Early Education and Child Development SIG
International Society on Early Intervention

Books authored, edited, or contributed to:

• Stone-MacDonald, A., Pizzo, L., & Feldman, N. (2018). Fidelity of Implementation of Assessment of Infants and Toddlers: Evaluating Developmental Milestones and Outcomes. New York, NY: Springer.
• Stone-MacDonald, A., Wendell, K. B., Douglass, A. & Love, M. (2015). Engaging young engineers: Teaching problem-solving skills through STEM. Baltimore, MD: Paul H. Brookes Publishing.
• Stone-MacDonald, A. (2014). Community-based education for students with developmental disabilities in Tanzania. Dordrecht, Netherlands: Springer
• Zager, D., Cihak, D., & Stone-MacDonald, A. (Eds.). (2017). Autism Spectrum Disorders: Identification, Education, and Treatment (4th ed.). New York, NY: Routledge.

Professional activities:

I have a blog, and I did a DEC learning deck related to the first STEM book. I also have done training and speaking at conferences. After the first book, I was asked to speak at the Region 10 ECSE conference in Dallas, TX and the conference bought 600 copies that they gave out to all conference participants. I hope to do more training and speaking to promote the book. I would make presentations at several conferences based on the book (NAEYC, DEC, National Head Start Conference, etc.)
Amanda Wiehe Lopes

Ph.D., University of Massachusetts Boston, M.S.Ed., College of St Rose, B.A., University of Puget Sound,

Director, StrongStart Training and Technical Assistance Grant
Institute for Early Education Leadership and Innovation
College of Education and Human Development
University of Massachusetts, Boston
100 Morrissey Blvd.
Boston, MA 02125-3393

Email: amanda.lopes@umb.edu
Phone: 617-455-7153

Membership in professional associations and societies:
Member of Governing Board, Massachusetts Association for the Education of Young Children
The Association for the Study of Play
National Association for the Education of Young Children
National Association for Early Childhood Teacher Educators
American Educational Research Association
Teaching & Teacher Education SIG
Early Education and Child Development SIG

Books authored, edited, or contributed to:

• Price, Z. & Lopes, A. (2017) Appendix: Scavenger hunt for the BDI-2 with answers. In Stone-Macdonald, A., Pizzo, L., & Feldman, N., Fidelity of implementation in assessment of infants and toddlers: Evaluating developmental milestones and outcomes. (pp.167-168). Boston: Springer International Publishing.

Professional activities:

I offer consultation and training for early education programs throughout the Northeast focused on creativity, dramatic play, and leadership. I received the NAECTE Foundation Doctoral Scholarship Award for my dissertation work supporting early educators' adoption of play-based creative teaching practices. I hope to do more training and speaking to promote the book. I would make presentations at several conferences based on the book (NAEYC, NAECTE, TASP, etc.) and promote the book via social media (twitter, linkedin, facebook, instagram).

Kristen Wendell

Ph.D., Tufts University; M.S., Massachusetts Institute of Technology; B.S., Princeton University

Associate Professor, Mechanical Engineering
Secondary Appointment, Education
Tufts University
Robinson Hall
200 College Ave.
Medford, MA 02155

Home/cell: 617-458-1447
E-mail address: kristen.wendell@tufts.edu

Membership in professional associations and societies:
American Society for Engineering Education
National Association for Research in Science Teaching
National Science Teaching Association
American Educational Research Association

Books authored, edited, or contributed to:

• ​​Cunningham, C. M., Wendell, K. B., & Bauer, D. (in press). Crosscutting concepts in engineering. In J. Nordine & O. Lee (Eds.). Crosscutting concepts: Strengthening science and engineering learning. NSTA Press.
• Paugh, P., Wendell, K., & Wright, C. (in press). The face-to-face language of engineering design teams in urban elementary classrooms. In A. Wilson Lopez, A. Mejia, E. Tucker-Raymond, & A. Esquinca (Eds.) The literacies of design: Studies of equity and imagination in engineering and making. Purdue University Press.
• Wendell, K. (2018). Design, analysis, models, and systems as four core concepts for engineering infusion. In A. Eisenkraft & S-Y Chen Freake (Eds.) Beyond the egg drop: Infusing engineering into high school physics. NSTA Press.
• Dalvi, T., & Wendell, K. B., (2016). Community-based engineering. In L. Froschauer (Ed.) Bringing STEM to the elementary classroom. NSTA Press.
• Milto, E., Wendell, K., Watkins, J., Hammer, D., Spencer, K., Portsmore, M. & Rogers, C. (2016). Elementary school engineering for fictional clients in children's literature. In L. Annetta & J. Minogue (Eds.), Connecting science and engineering education practices in meaningful ways. Springer.
• Custer, R., Eisenkraft, A., Wendell, K., Daugherty, J., & Ross, J. (2016). Infusing engineering concepts into high school science: Opportunities and challenges. In L. Annetta & J. Minogue (Eds.), Connecting science and engineering education practices in meaningful ways. Springer.
• Wendell, K. B., & Kolodner, J. (2014). Learning disciplinary concepts and practices through engineering design. In B. Olds and A. Johri (Eds.), Cambridge handbook of engineering education research. Cambridge University Press.
• Wendell, K. B. (2014). Opportunities for reasoning about energy within elementary school engineering experiences. In R. F. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann, J. C. Nordine, & A. Scheff (Eds.), Teaching and learning of energy in K-12 education. New York: Springer.
• Wendell, K., Kendall, A., Portsmore, M., Wright, C., Jarvin, L., & Rogers, C. (2014). Embedding elementary school science instruction in engineering design problem solving. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in pre-college settings: Synthesizing research, policy, and practices. Purdue University Press.
• Wendell, K. B. (2013). Children's design constructions as representations of science ideas. In B. Brizuela and B. Gravel (Eds.), "Show me what you know" Exploringrepresentations across STEM disciplines. Teachers College Press.

P{rofessional activities:
Outside of research conference presentations, I give talks to university academic departments (departmental colloquia, seminar series, etc.) on engineering education research.

My lab's website is:
https: //sites.google.com/view/wendell-lab

Anne Lorine Douglass Brandeis University, Waltham, MA, The Heller School for Social Policy and Management, Ph.D., Social Policy; Concentration in Children, Youth and Families, 2009 Harvard University, Cambridge, MA, Graduate School of Education, Ed.M., Master of Education, 1992 Wellesley College, Wellesley, MA, B.A., Political Science, 1989
Current affiliations:
Professor of Early Childhood Education
Executive Director, Institute for Early Education Leadership and Innovation
College of Education and Human Development, University of Massachusetts Boston
Bayside Office Building Suite 458
150 Mt. Vernon St., Dorchester, MA 02125

Cell: 617 877 6594
Office: 617 287 7675
E-mail address: anne.douglass@umb.edu

Membership in professional associations and societies:
ERA - including Editorial Board Member (former) for American Educational Research Journal; Child Care Policy Research Consortium - former Steering Committee member. Member of AERA, NAEYC, Academy of Management

Books authored, edited, or contributed to:

• Douglass, A. (2017). Leading for Change in Early Care and Education: Cultivating Leadership from Within. New York: Teachers College Press.
• Stone-MacDonald, A.; Wendell, K.; Douglass, A.; and Love, M. (2015). Engaging young engineers: Teaching problem-solving skills through STEM. Baltimore: Brookes Publishing Company.

Professional activities:
National and international scholarly and invited presentations and keynote speaking engagements on my 2017 book Leading for Change, .

Mary Lucile Love
M.S. in Child Care Administration 1988, Nova University B.A. 1971, State University of New York at Potsdam

Retired, consulting to Lowell Public Schools, collecting CLASS and ELLCO data in preschool classrooms twice a year. 2016- 2022.

Telephone number (office, home, cell): home/cell: 617-438-9176
E-mail address: marylu.love@umb.edu

Membership in professional associations and societies:
NAEYC Commissioner 1997 - 2000. NAEYC Validator 1990 - 2005. Boston Association for the Education of Young Children, -Abigail Elliott Award - 2016

Books authored, edited, or contributed to:

• Roberts, J., Frye, A. Love, M.L., & Van Thiel, L. (2011). Building Professional Development for Urban Public Preschools: Experiences and Reflections, in John A. Sutterby (ed.)The Early Childhood Educator Professional Development Grant: Research and Practice (Advances in Early Education And Day Care, Volume 15), Emerald Group Publishing Limited, pp.91-128