Sarah Garrity
Biographic Data
| ID | 6528944 |
|---|---|
| NAME | Sarah Garrity |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Garrity |
| SIGNATURE | GARRITY S |
| AFFILIATIONS | San Diego State University |
| ORCID | 0000-0002-1585-0687 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
From exclusion to equity
Exclusionary discipline practices in early childhood education disproportionately affect Black children and children with disabilities, raising urgent equity concerns. This brief summarizes key findings from Longstreth et al., who argue that behavior guidance policies must be reframed through a developmental, instructional, and equity-centered lens. Drawing on the Teaching and Guidance Policy Essentials Checklist (TAGPEC), the authors outline a r…
We need to try to go higher”
The research presented in this article uses a community resilience framework to examine the lived experiences of Somali refugee Family Child Care providers in the United States who participated in the Steps to Family Child Care Success Program (STEPS), a year-long professional development program embedded in an ethnic community based organization (ECBO). Our research informs international efforts to design and implement professional development p…
Enhancing preschool-kindergarten educator implementation of interactive reading instruction through vertical teaming
Using data from a 2-year empirical project in an urban school within the United States, this article describes how educators of preschool, transitional-kindergarten and kindergarten (PreK-TK-K) altered perceptions and practices as a result of participating in a purposefully crafted professional learning community using collaborative enquiry. Emergent thematic findings highlight shifts in educator understanding and application of interactive readi…
Examining the tensions between cultural models of care in family childcare and quality rating improvement systems
The Moderating Role of Parental Strain on the Relationship Between Child Media Use and Regulation
Research suggests that toddlers with regulation issues engage in significantly more media use than toddlers without regulation difficulties, and this may be due, in part, to parental strain associated with parenting a child who is difficult to regulate or soothe. The current study sought to determine if the observed relationship between parental strain and child media use in the context of regulation difficulties continues into the preschool year…
Early Childhood Education Centre Director Perceptions of Challenging Behaviour
Given their key role in overall programme quality, it is critical to examine how early childhood programme centre directors in the United States perceive challenging behaviour. Participants completed a survey asking which behaviours they perceive to be most problematic, the number of children dismissed or expelled from the programme during the last year, and the most commonly used strategies for addressing challenging behaviours. Results point to…
Head Start educators’ beliefs about bilingualism, dual language development, and bilingual education
This study employed survey methodology to examine the beliefs of Head Start educators about bilingualism, dual language development, and bilingual education and explored relationships between demographic variables and beliefs. Participants came from two large cities in California, a state that until very recently had a restrictive language policy banning bilingual education. Results indicate that while participants exhibited overall favorable vie…
Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment
Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction. This belief was codified into law in California via the1998 passage of Proposition 227, which banned bilingual education. The number of young dual language learners has continued to grow, however, and the…
The negotiation of head start teachers’ beliefs in a transborder community
Translanguaging in an Infant Classroom
Numerous theories of development position infants as inherently driven to make sense of the world around them, and the acquisition of language is a fundamental developmental milestone of this period. The purpose of this study was to document the first year of implementation of a Spanish/English dual language program in an infant classroom, using a descriptive, phenomenological research design and qualitative methodology. Translanguaging emerged a…
A qualitative examination of the implementation of continuity of care
Head Start educators’ beliefs about bilingualism, dual language development, and bilingual education
This study employed survey methodology to examine the beliefs of Head Start educators about bilingualism, dual language development, and bilingual education and explored relationships between demographic variables and beliefs. Participants came from two large cities in California, a state that until very recently had a restrictive language policy banning bilingual education. Results indicate that while participants exhibited overall favorable vie…
The negotiation of head start teachers’ beliefs in a transborder community
Translanguaging in an Infant Classroom
Numerous theories of development position infants as inherently driven to make sense of the world around them, and the acquisition of language is a fundamental developmental milestone of this period. The purpose of this study was to document the first year of implementation of a Spanish/English dual language program in an infant classroom, using a descriptive, phenomenological research design and qualitative methodology. Translanguaging emerged a…
A qualitative examination of the implementation of continuity of care
Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment
Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction. This belief was codified into law in California via the1998 passage of Proposition 227, which banned bilingual education. The number of young dual language learners has continued to grow, however, and the…
The negotiation of head start teachers’ beliefs in a transborder community
Early Childhood Education Centre Director Perceptions of Challenging Behaviour
Given their key role in overall programme quality, it is critical to examine how early childhood programme centre directors in the United States perceive challenging behaviour. Participants completed a survey asking which behaviours they perceive to be most problematic, the number of children dismissed or expelled from the programme during the last year, and the most commonly used strategies for addressing challenging behaviours. Results point to…
Head Start educators’ beliefs about bilingualism, dual language development, and bilingual education
This study employed survey methodology to examine the beliefs of Head Start educators about bilingualism, dual language development, and bilingual education and explored relationships between demographic variables and beliefs. Participants came from two large cities in California, a state that until very recently had a restrictive language policy banning bilingual education. Results indicate that while participants exhibited overall favorable vie…
The Moderating Role of Parental Strain on the Relationship Between Child Media Use and Regulation
Research suggests that toddlers with regulation issues engage in significantly more media use than toddlers without regulation difficulties, and this may be due, in part, to parental strain associated with parenting a child who is difficult to regulate or soothe. The current study sought to determine if the observed relationship between parental strain and child media use in the context of regulation difficulties continues into the preschool year…
Examining the tensions between cultural models of care in family childcare and quality rating improvement systems
Enhancing preschool-kindergarten educator implementation of interactive reading instruction through vertical teaming
Using data from a 2-year empirical project in an urban school within the United States, this article describes how educators of preschool, transitional-kindergarten and kindergarten (PreK-TK-K) altered perceptions and practices as a result of participating in a purposefully crafted professional learning community using collaborative enquiry. Emergent thematic findings highlight shifts in educator understanding and application of interactive readi…
From exclusion to equity
Exclusionary discipline practices in early childhood education disproportionately affect Black children and children with disabilities, raising urgent equity concerns. This brief summarizes key findings from Longstreth et al., who argue that behavior guidance policies must be reframed through a developmental, instructional, and equity-centered lens. Drawing on the Teaching and Guidance Policy Essentials Checklist (TAGPEC), the authors outline a r…
We need to try to go higher”
The research presented in this article uses a community resilience framework to examine the lived experiences of Somali refugee Family Child Care providers in the United States who participated in the Steps to Family Child Care Success Program (STEPS), a year-long professional development program embedded in an ethnic community based organization (ECBO). Our research informs international efforts to design and implement professional development p…
Psychology (10 works) · Pedagogy (8 works) · Sociology (7 works) · Developmental psychology (5 works) · Early Childhood Education and Development (5 works) · Medicine (5 works) · Early childhood education (4 works) · Parental Involvement in Education (4 works) · Perception (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works)