Sascha Longstreth, Ph.D.

Sascha Longstreth, Ph.D.
  • Associate Professor
  • Child and Family Development

Contact

  • 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 
  • 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
  • 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

  • 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 Enviornments 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  

[The information on this page is provided by the user and is not to be construed as an official statement by San Diego State University. The user takes full responsibility for the information presented.]