Sascha Longstreth, Ph.D.

Courses

Courses Currently Taught

• CFD 499: Special Study
• CFD 575: Public Policy and Professional Ethics in Child and Family Development

Courses Previously Taught

• CFD 270: Human Development Across the Lifespan
• CFD 275: Learning Environments and Developmentally Appropriate Practices 
• CFD 353A: Parenting the Young Child 
• CFD 370: Research, Assessment, and Evaluation of Children and Families
• CFD 375A: Human Development and Learning: Infant/Toddler (Online and Face-to-Face)
• CFD 377: Leadership and Adult Supervision in Child and Family Development Programs
• CFD 378A: Laboratory Experiences: Infants/Toddlers (Internship Supervision)
• CFD 378D: Laboratory Experiences with Children and Families (Internship Supervision)
• CFD 475: Promoting Behavior Support and Classroom Organization in Early Childhood Settings
• CFD 477: Administration of Child Development Programs 
• CFD 560: Theories in Socio-Emotional Development
• CFD 596: Observation and Assessment of Young Children’s Behavior 
• CFD 598: Reflective Learning Portfolio
• CFD 671: Positive Behavior Support (now Seminar in Supporting Early Childhood Mental Health)
• CSP 610C: Determinants of Human Behavior and Development
• CSP 623: Eco-behavioral Assessment and Intervention  

Education

• Ph.D. Human Development and Education, University of California, Berkeley
• M.A. Human Development and Education, University of California, Berkeley
• B.A. Psychology, with Honors, University of North Carolina, Chapel Hill 

Interests

• The Design of School-Wide Models for Supporting Young Children’s Social Competence and Addressing Challenging Behavior; Instruction of Families, Educators, and Other Caregivers in the Implementation of Positive Behavior Support; Using Relationship Styles Based on Attachment Theory to Improve the Quality of Caregiver-Child Interactions; Improving the Quality of Early Childhood Education Programming Through Pre-Service Teacher Education

Publications

Selected Publications

• Garrity, S., Shapiro, A., Longstreth, S., & Garrison, J.M. (In press). Using a cultural communities lens to understand the beliefs of Latina Head Start teachers: The values of respeto and bien educado. Submitted to Early Childhood Research Quarterly.

• Longstreth, S. & Garrity, S. (April, 2018). Effective Discipline Policies: How to Create a System that Supports Young Children’s Social Emotional Competence. Gryphon House Publishing: NC.
  
  
• Garrity, S., Longstreth, S., Linder, L. (2016). An examination of the quality of behavior guidance policies in NAEYC-accredited early care and education programs. Topics in Early Childhood Education, 37(2), 94-106.
  
  
• Garrity, S., Longstreth, S. (2016). How can high quality guidance policies be used to prevent and address challenging behaviors in the classroom? Child Care Information Exchange, 42-48.
  
  
• Longstreth, S., Garrity, S., Ritblatt, S.N., Kelsey Olson, K., Virgilio, V., Hilary Dinh, H., & Padamada, S. (2016). Teacher perspectives on the practice of continuity of care. Journal of Research in Childhood Education, 30(4), 554-568.
  
  
• Garrity, S., Longstreth, S., Alwashmi, M. (2016). A qualitative examination of the implementation of continuity of care: An organizational learning perspective. Early Childhood Research Quarterly, 36, 64-78.
  
  
• Ritblatt, S. & Longstreth, S. (2016). Understanding play behaviors in young children through the lens of attachment theory. Young Children.
  
  
• Garrity, S. & Longstreth, S. (2015). Using the Teaching and Guidance Policy Essentials Checklist to build and support effective early childhood systems. Early Childhood Education Journal, 44(3), 209-216.
  
  
• Ritblatt, S.N., Garrity, S., Longstreth, S., Hokoda, A., & Potter, N. (2013). Early care and education matters: A conceptual model for early childhood teacher preparation integrating the key constructs of knowledge, reflection, and practice. Journal of Early Childhood Teacher Education, 34(1), 46-62.
  
  
• Longstreth, S., Brady, S.J. & Kay, A. (2013). Discipline policies in early childhood education and care programs: Building an infrastructure for social and academic success. Early Education and Development, 24 (2), 253-271.
  
  
• Ritblatt, S., Hokoda, A., Longstreth, S., Cannon, B. (2013). Can music enhance school readiness socio-emotional skills? Journal of Research in Childhood Education, 27(3), 257-266.
  
  
• Mitchell, S., Foulger, T.S., & Wetzel, K. (2010). Ten Tips for Involving Families through Internet-Based Communication. In D. Koralek (Ed.) Spotlight on Teaching Preschoolers: Supporting Young Children, Families, and Yourself (pp. 57-59). Washington, D.C.: NAEYC.
  
  
• *Mitchell, S., Foulger, T.S., & Wetzel, K. (2009). Ten Tips for Involving Families through Internet-Based Communication. Young Children, 64(5), 46-49.
  
  
• Wetzel, K., Foulger, T.S., Rathkey, C. Mitchell, S. (2009). Using Technology to Support Learning in a First-Grade Animal and Habitat Project. International Journal of Technology in Teaching and Learning, 5(1), 22-36.
  
  
• *Mitchell, S., Foulger, T.S., & Wetzel, K. (2009). The negotiated project approach: Project-based learning without leaving the standards behind. Early Childhood Education Journal, 36(4), 339-346.
  
  
• Perry, N. J., & Mitchell, S. (2008). Continuity and Change in Home Literacy Practices of Hispanic Families with Preschool Children. Journal of Early Child Development and Care, 178(1), 99-113.

*Longstreth previously published under maiden name of Mitchell