Publications
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 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.