Publications
Preschool Educators’ Perspectives and Experiences Implementing Dual Language Bilingual Education for Emergent Multilinguals with Disabilities
S Kilinc, DN Borowski, (2025)
Journal of Exceptional Children, https://doi.org/10.1177/00144029251335241
They are not losing anything”: preschool educators’ language ideologies and use for young emergent multilinguals labeled with disabilities
S Kilinc, DN Borowski, (2024)
Journal of Language & Education, https://doi.org/10.1080/09500782.2024.2410193
Drama during story time supports preschoolers’ understanding of story character feeling states
Van Huisstede, L., Marley, S. C., Bernstein, K. A., Pierce-Rivera, M., Schmidt, A., Millinger, J., Kelley, M. F., Restrepo, M. A., & Vargas Cesario, C. (2024).
Journal of Early Childhood Literacy, 0(0). https://doi.org/10.1177/14687984241240413
Gesture like a kitten and you won’t forget your tale: Drama-based, embodied story time supports preschoolers’ narrative skills.
Bernstein, K. A., Van Huisstede, L., Marley, S. C., Gao, Y. Pierce-Rivera, M., Ippolito, E., Restrepo, M. A., Millinger, J., Brantley, K., & Gantwerker, J. (2024).
Early Childhood Research Quarterly 66, 178–190. https://doi.org/10.1016/j.ecresq.2023.10.004
What’s the Story with Storytime?: An Examination of Preschool Teachers’ Drama-Based and Shared Reading Practices During Picturebook Read-Aloud.
Schmidt, A.C., Pierce-Rivera, M., Van Huisstede, L., Marley, S.C., Bernstein, K.A., Millinger, J., Kelley, M. F., & Restrepo, M. A. (2023)
Early Childhood Education Journal. (Online First). https://doi.org/10.1007/s10643-023-01554-z
A Quasi-Experimental Examination of Drama Frames: A Teacher Professional Development Program Targeting Student Reading Achievement.
Kilinc, S., Marley, S., Kelley, M. F., & Millinger, J. (2023)
International Journal of Education and the Arts 24(1). http://www.ijea.org/v24n1/index.html
Two dual language preschool teachers’ critical consciousness of their roles as language policy makers
Kilinc, S., & Alvarado, S. (2022)
Bilingual Research Journal, 44(4), 485–503. https://doi.org/10.1080/15235882.2022.2043487
Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: pro-multilingual beliefs, practical concerns
Bernstein, K.A., Kilinc, S., Troxel, M., Marley, S., Farrand, K. Chapman, K., & Kelley, M. (2021)
International Journal of Bilingualism and Bilingual Education, 24(4), 457-480. https://doi.org/10.1080/13670050.2018.1476456
Implementing co-teaching with paraprofessionals to provide pre-Kindergarten students with special rights access to dual language
Farrand, K. M., & Deeg, M. T. (2021)
British Journal of Special Education, 48(3), 282–300. https://doi.org/10.1111/1467-8578.12364
Dual language immersion for young learners: Lessons in literacy and language acquisition for educators [Policy Brief]
Ortiz, K., Norwood, J., Perrault, P., Farrand, K., Alvarado, S., Kilinc, S., Kelley, M., Bernstein, K., & Deeg, M. (2020)
Helios Education Foundation.
Helios Education Foundation’s dual language learner projects: Early impacts of emergent literacy and language acquisition skills for educators and pre-k students [Policy Brief]
Bernstein, K., Kilinc., S., Perrault, P., Ortiz, K., & Kelley, M.F. (2019)
Helios Education Foundation.
“We’re building frameworks”: Administrator and educator perspectives on implementing a dual language pre-k program to include all students
Farrand, K. M., Deeg, M. T., Kilinc, S., & Kelley, M. (2019)
Multiple Voices for Ethnically Diverse Exceptional Children, 19(1), 58-78. https://doi.org/10.5555/2158-396X.19.1.58
Using dual language strategies in the early grades: An early examination of Helios Education Foundation’s initiative to increase literacy [Policy Brief]
Ortiz, K., Perrault, P., Bernstein, K., Farrand, K., & Kelley, M., with Norwood, J., Millinger, J., Adams, K., Kilinc, S., & Troxel M. (2019)
Helios Education Foundation
Expanding opportunities to learn to support inclusion through drama-enhanced literacy practices
Kilinc, S., Farrand, K., Chapman, K., Kelley, M., Millinger, J., & Adams, K. (2017)
British Journal of Special Education, 44(4), 431-447. https://doi.org/10.1111/1467-8578.12186
Teachers' reconceptualization of young children's identities and abilities through research-based drama professional development
Kilinc, S., Chapman, K., Kelley, M.F., Millinger, J., & Adams, K. (2016).
International Journal of Education & the Arts, 17(22). http://www.ijea.org/v17n22/
Early Years Educators at Play: A research-based early childhood professional development program
Kilinc, S., Kelley, M.F., Millinger, J., & Adams, K. (2016)
Childhood Education, 92(1), 50-57. https://doi.org/10.1080/00094056.2016.1134242
Presentations
Drama for all! Inclusive drama-based strategies for storytime in the early years
Millinger, J., Brantley, K., Bernstein, K. A., & Van Huisstede, L. (2025, March)
Early Intervention and Early Childhood Special Education Summit, Arizona Department of Education, Phoenix, AZ
Drama-based intervention effects on emotion knowledge for typically and atypically developing preschoolers
Van Huisstede, L., Marley, S. C., Rotheram-Fuller, E., Bernstein, K. A., Restrepo, A. L., & Millinger, J. (2025, May 1-3)
Society for Research in Child Development Biennial Meeting, Minneapolis, MN
From static to dynamic: Using drama to ignite student learning
Brantley, K., Millinger, J., & Van Huisstede, L. (2025, June)
Teachers’ Institute and Leading Change Conference, Arizona Department of Education, Glendale, AZ
Using drama-based instruction to support language, literacy, and social emotional development during storytime
Millinger, J., Brantley, K., & Van Huisstede, L. (2025, June)
Teachers’ Institute and Leading Change Conference, Arizona Department of Education, Glendale, AZ
Introducing the SEAPOP: A tool for assessing student behavior during traditional and drama-based storytimes
Moen, T., Pazhouhi, S., Bernstein, K. A., Van Huisstede, L., Rotheram-Fuller, E, Millinger, J., Brantley, K., Gantwerker, J., Manning, K., Marley, S., Ciuca-Farcasanu, I., & Zavala, T. (2025, April 23-27)
American Educational Research Association Annual Meeting (AERA), Denver, CO
Teachers and teaching artists as co-researchers: A research practice partnership to improve inclusive drama-based instruction
Bernstein, K. A., Rotheram-Fuller, E., Van Huisstede, L., Moen, T., Pazhouhi, S., Millinger, J., Brantley, K., & Gantwerker, J., Manning, K., Smith, L., Drake-Lavelle, M., Vargas, R., Carrasquillo, M., & Marley, S. (2025, April 23-27)
American Educational Research Association Annual Meeting (AERA), Denver, CO
Preschoolers’ participation in drama during story time supports free and prompted story recall
Van Huisstede, L., Millinger, J., Bernstein, K., A., Moen, T., Pazhouhi, S., Kelley, M. F., Marley, S., & Restrepo, M. L. (2025, April 23-27)
American Educational Research Association Annual Meeting AERA), Denver, CO
Drama-based instruction and extratextual talk as supports for literate language development in preschool
Pierce-Rivera, M., Van Huisstede, L., Marley, S. C., & Schmidt, A. (2024, December)
American Speech-Language-Hearing Association Convention Virtual Program, Seattle, WA.
Drama during storytime supports preschooler’s understanding of story character feeling states
Van Huisstede, L., Marley, S. C., Bernstein, K., Pierce, M., Schmidt, A., Millinger, J., Kelley, M. F., Brantley, K., & Gantwerker, J. (2024).
American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA. April 10-14.
Play as Intentional Learning: Using drama-based instruction to support language, literacy, and social emotional development during storytime
Millinger, J., Brantley, K., Gantwerker, J. & Bernstein, K. (2023).
National Association for the Education of Young Children (NAEYC) Professional Learning Institute. Portland, OR. June 3-7.
An examination of mediators of socioeconomic status effects on literacy, language, and emotion competencies
Restrepo, M. A., Marley, S.C., Van Huisstede, L., Pierce, M., Bernstein, K., & Kelley, M. (2023).
Annual Symposium on Research in Child Language Disorders (SRCD). Madison, WI. June 1-3.
Does professional development in drama-based instruction influence preschool teachers' developmental knowledge, teaching self-efficacy, and beliefs about drama?
Marley, S., Van Huisstede, L., Kelley, M., Bernstein, K., Restrepo, M. A., & Millinger, J. (2023).
American Educational Research Association (AERA). Chicago, IL. April 13-16.
Gesture like a kitten and you won’t forget your tale: How drama-based storytime supports preschoolers’ narrative retells
Bernstein, K., Van Huisstede, L., Gao, Y. B., Pierce, M., Ippolito, E., Marley, S., Restrepo, M. A., Millinger, J, Brantley, K. & Gantwerker, J. (2022)
Literacy Research Association (LRA). Phoenix, AZ. Nov 29- Dec 2.
¡Es Tiempo de Drama!
Millinger, J., Perez, S., Freeman, E., Manning, K., Brantley, K., Gantwerker, J. (2022)
American Alliance for Theater & Education. Providence, RI. July 28-31.
Two hands, one bowl of milk: effects of drama-based storytime on preschoolers’ story comprehension and recall
Bernstein, K., Van Huisstede, L., Gao, Y. B., Pierce, M., Ippolito, E., Marley, S. C., Restrepo, M.A., & Kelley, M., & Millinger, J. (2022)
American Educational Research Association (AERA). San Diego, CA. April 22-25.
Embodiment during story re-telling supports character emotion recall in preschoolers
Van Huisstede, L., Bernstein, K., Gao, B., Pierce, M., & Ippolito, E. (2022)
Society for Research in Child Development Special Topic Meeting: Learning through Play and Imagination: Expanding Perspectives. St. Louis, Missouri. April 1-2.
“It’s all the senses”: Preschool teachers’ theories of embodied learning during drama-infused story time
Bernstein, K.A., Gao, Y., Pierce, M., Marley, S.C., Van Huisstede, L., Millinger, J., Adams, K., Restrepo, M.A., & Kelley, M. (2021)
American Educational Research Association (AERA) Annual Meeting, Virtual Conference. April 8-12.
Assessing drama-based instruction during storytime: A new measurement tool
Schmidt, A.C., Pierce, M., Van Huisstede, L., Marley, S.C., & Kelley, M. (2021)
American Educational Research Association (AERA) Annual Meeting, Virtual Conference. April 8-12.
Leveraging the role of paraprofessionals as co-teachers in the pre-k classroom through drama-based professional development
Farrand, K., Deeg, M.T., Bernstein, K. & Kelley, M. (2020)
American Educational Research Association (AERA) [canceled]
A quasi-experimental examination of drama frames: A teacher professional development program that targets reading achievement
Kilinc, S., Adams, K., Millinger, J., Kelley, M., Marley, S.C. (2020)
American Educational Research Association (AERA) [canceled]
A collaboration between ASU and Childsplay to examine drama-based instruction in preschool classrooms
Marley, S.C. & Berger, L. (2020).
Presentation at ASU Social Embeddedness Conference. Tempe, AZ. March 24.
Story drama for language acquisition: Practical strategies for teaching artists
Millinger, J., Adams, K., & Bernstein, K.A. (2019)
American Alliance for Theater & Education. New York, NY. August 1-5.
The evolution of Emilia: How coaching and drama strategies impacted a teacher’s changing practices
Farrand, K. M., Deeg, M. T., & Kelley, M. (2019)
American Educational Research Association (AERA). Toronto, Canada. April 15-19.
Asking good questions for language learners during book-reading
Bernstein, K.A. (2017)
First Things First Early Childhood Summit. Phoenix, Arizona. August 27.