Education

Ph.D., University Of Washington

Research

Early Childhood Workforce Survey (2019-2020).
In this statewide survey, we are examining the working conditions, health and wellbeing, and perspectives of early childhood education professionals on child development, teaching, family engagement, disciplinary practices and desired areas of professional development. Collaborators: Heather Cook, Janet Soderberg, Nail Haisseri, Juliet Taylor
STEAM Trunk (2017-2019).
In this study we are examining the effectiveness of a digital professional learning series (Circle Time Magazine) paired with an incentive (resources provided to viewers - the STEAM Trunk) in increasing the quality of math teaching and learning in early chidhood education classrooms. Collaborators: Virginia Tse, Dawn Williams, Soleil Boyd
FIND in Childcare (2018-2019).
In this project we are studying the impact of a video-based coaching intervention on teacher-child interactions and child outcomes. FIND was developed by Phillip S. Fisher from the University of Oregon. Collaborators: Juliet Taylor, Janet Soderberg, Bob Abbott, Nathan Adkins, Nail Haisseri, Crista Scott
Seattle Preschool Program (2016-2020).
We are collaborating with NIEER (Barnett & Nores) to examine the continuous quality improvements and impact of the Seattle Preschool Program on child outcomes. Collaborators: Lea Bachman, Janet Soderberg, Natalie Cebellos, Rebecca Wong

Publications

Joseph, G., Soderberg, J. S., Stull, S., Cummings, K., McCutchen, D., & Han, R. J. (2019). Inter-Rater reliability of Washington state's kindergarten entry assessment. Early Education and Development, 1–14. https://doi.org/10.1080/10409289.2019.1674589

Tandon, P., Hassairi, N., Soderberg, J., & Joseph, G. (2018). The relationship of gross motor and physical activity environments in child care settings with early learning outcomes. Early Child Development and Care, 190(4), 570–579. https://doi.org/10.1080/03004430.2018.1485670

Cook, C. R., Miller, F. G., Fiat, A., Renshaw, T., Frye, M., Joseph, G. E., & Decano, P. (2017). Promoting secondary teachers' well-being and intentions to implement evidence-based practices: randomized evaluation of the achiever resilience curriculum. Psychology in the Schools, 54(1), 13-28. https://doi.org/10.1002/pits.21980

Joseph, G. E., & Brennan, C. (2013). Framing quality: Annotated video-based portfolios of classroom practice by pre-service teachers. Early Childhood Education Journal, 41(6), 423-430.

Joseph, G. E., & Strain, P. S. (2010). Teaching young children interpersonal problem-solving skills. Young Exceptional Children, 13(3), 28-40.

Sandall, S. R., Joseph, G. E., & Schwartz, I. S. (2009). Moving inclusion forward in Head Start [Monograph]. Young Exceptional Children Monograph Series, 11, 69-80.

Strain, P.S., Joseph, G .E. & Hemmeter, M. L. (2009). Young children's problem behavior: Impact, intervention and innovations. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 3(2), 113-125.

Strain, P. S., & Joseph, G. E. (2006). You've got to have friends [Monograph]. Young Exceptional Children Monograph Series 8: Social Emotional Development. Longmont, CO: Sopris West.

Joseph, G.E., & Strain, P. S. (2004). Building positive relationships with young children. Young Exceptional Children, 7(4), 21-29.

Strain, P. S., & Joseph, G. E. (2004). Engaged supervision to support evidence-based practices for young children with challenging behavior. Topics in Early Childhood Special Education, 24(1), 39-50.

Strain, P. S., & Joseph, G. E. (2004). A not so good job with good job: Response to Kohn 2001. Journal of Positive Behavioral Interventions, 6(1) 55-59.

Reprinted in: Slife, B. (2005). Taking Sides: Clashing Views on Psychological Issues. New York: McGraw Hill.

Joseph, G. E., & Strain, P. S. (2003). Enhancing emotional vocabulary in young children. Young Exceptional Children, 6(4), 18-26.

Joseph, G. E., & Strain, P. S. (2003). Helping young children control anger and handle disappointment. Young Exceptional Children, 7(1), 21-29.

Reprinted in: Parvatham, N. (2009). Managing Anger. Tamil Nadu, India: Icfai University Press.

Joseph, G. E., & Strain, P.S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 65-76.

Fox, L., Dunalp, G., Hemmeter, M. L., Joseph, G. E., & Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, July 2003, 48-52.

Askew, G., & Joseph, G. E. (2001). September 11th: The Head Start Experience. Zero-to-Three Bulletin, Special Issue.

Sandall, S., Schwartz, I., & Joseph, G. E. (2001). A building blocks model for effective instruction in inclusive early childhood settings. Young Exceptional Children, 4(3), 3-9.

Joseph, G., & Catlett, C. (1999). Resources within reason for addressing challenging behavior. Young Exceptional Children Monograph Series, 1. Longmont, Co: Sopris West.

Janko-Summers, S., & Joseph, G. (1998). Making sense of early intervention in the context of welfare to work. Journal of Early Intervention, 21(3), 207-210.

Chapters, books, training modules and briefs

Joseph, G. E., Yates, T. & Ostrosky, M. (in press). Supporting emotional literacy. In M. L. Hemmeter, L.Fox, & M. Ostrosky (Eds.), The teaching pyramid. Baltimore, MD: Paul Brookes.

Bredekamp, S. (2020). Practices in early childhood education: Building a foundation (4th ed.). Upper Saddle River, NJ: Pearson. Joseph, G. E. Contributor, Content Expert.

Sandall, S., Schwartz, I. S., Joseph, G. E., & Gavreau, A. (2019). Building blocks for preschoolers with special needs (3rd ed.). Baltimore, MD: Brookes Publishing.

Sandall, S. R., Schwartz, I. S., Joseph, G. E., Horn, E. M., Lieber, J., Odom, S. L., Wolery, R., & Chou, H-Y. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore, MD: Paul Brookes.

Joseph, G. (2005). What works brief: Fostering young children's emotional vocabulary. Center for Social Emotional Foundations for Early Learning.

Joseph, G. & Strain, P. (2003). Social emotional teaching strategies. Administration for Children, Youth, and Families. www.csefel.uiuc.edu

Joseph, G. & Strain, P. (2003). Comprehensive evidence-based social-emotional curricula for young children: A review http://www.challengingbehavior.org

Sandall, S., Schwartz, I., Joseph, G., Chou, H., Horn, E. M., Lieber, J., Odom, S. L. & Wolery, R. (2002). Building blocks for successful early childhood programs: Strategies for including all children. Baltimore: Paul H. Brookes.

Hemmeter, M.L., Joseph, G., Smith, B. & Sandall, S. (2001). DEC recommended practices program assessment. Longmont, CO: Sopris West.

Schwartz, I., Garfinkle, A., Joseph, G. & McBride, B. (1997). Communication and Language

Disorders. In P. Howlin (Ed.), Behavioural Approaches to Problems in Childhood. London: Mac Keith Press.

Joseph, G. (1998). Blended Head Start programs: A procedure manual. Seattle: Seattle Public Schools