Sarah Garrity, Ed.D.

Sarah Garrity

Senior Associate Dean & Professor
Dean's Office



Primary Email: [email protected]


Primary Phone: 619-594-1370


Lamden Hall - 346
Mail Code: 1154


Dr. Garrity is the Senior Associate Dean and previously served as the Department Chair of the Department of Child and Family Development at San Diego State University. She was a practitioner in the field of early care and education for almost twenty years as a Head Start teacher and administrator, program director for a state funded program, and literacy coach. She teaches classes on language and literacy, social emotional development, and infant/toddler and preschool development. Her research involves the exploration of how best practices are implemented in the field, with a focus on behavior guidance policies, early childhood workforce development, and teacher beliefs in programs serving culturally and linguistically diverse students. Dr. Garrity’s research examines the socio-cultural and linguistic complexities of educational settings. She loves babies, books, and the beach. She is also a proud #Aztecforlife, having earned her M.S. in Child and Family Development from SDSU.

Visit Dr. Garrity's TAGPEC website.


  • Ed.D. Educational Leadership, University of California, San Diego/California State University, San Marcos
  • M.S. Child and Family Development, San Diego State University
  • B.A. English Literature and Economics, University of Pittsburgh


  • Teacher Beliefs and Practices; ECE Workforce Development and Leadership; Effective Behavior Guidance Policies; Early Language and Literacy and Supporting Dual Language Learners; Cultural Communities; Cultural and Linguistic Contexts of Teaching and Learning; Head Start


Courses Taught

  • CFD 353A: Parenting the Young Child
  • CFD 353B: Parenting the School-Age Child
  • CFD 353C: Parenting the Teen and Young Adult
  • CFD 499: Special Study: Children's Library Project
  • CFD 560: Theories in Socio-Emotional Development 
  • CFD 275: Learning Environments and Developmentally Appropriate Practices
  • CFD 370: Research, Assessment, and Evaluation of Children and Families 
  • CFD 377: Leadership and Adult Supervision in Child and Family Development Programs 
  • CFD 378A: Laboratory Experiences: Infants/Toddlers
  • CFD 380: Early Language and Literacy Development in a Linguistically Diverse Society
  • CFD 475: Promoting Behavior Support and Classroom Organization in Early Childhood Settings
  • CFD 477: Administration of Child Development Programs
  • CFD 565: Best Practices of Care for Infants/Toddlers  
  • CFD 670: Seminar in Human Development Theroes: Intervention and Prevention
  • CFD 671: Positive Behavioral Support (now Seminar in Supporting Early Childhood Mental Health)
  • GEN STU 350: Global Cultural Experience Guatemala


Refereed Journal Articles

  • Linder, L., Potter, N., Garrity, S. (2020). The moderating role of parental strain on the relationship between child media use and regulation. Cyberpsychology, Behavior, and Social Networking.

  • Garrity, S.,& Longstreth, S. (2019). Using the Teaching and Guidance Policy Essentials Checklist to develop culturally and linguistically appropriate behavior guidance policies, toEarly Childhood Education Journal, 1-7.

  • Garrity, S., Aquino-Sterling, C.R., Potter, N. (2019). Head Start educators' beliefs about bilingualism, dual language development, and bilingual education. Bilingual Research Journal.
  • Garrity, S., Shapiro, A., Longstreth, S., & Garrison, J. (2019). The negotiation of Head Start teachers’ beliefs in a transborder community. Early Childhood Research Quarterly. 47, 134-144.
  • Garrity, S., Longstreth, S., Linder, L., & Potter, N. (2019). Early childhood education centre director perceptions of challenging behavior: Promising practices and implications for professional development. Children and Society. 33(2), 168-184.
  • Garrity, S., Longstreth, S., & Linder, L. (2017). 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., Aquino-Sterling, C. R., Van Liew, C., & Day, A*. (2016). Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment. International Journal of Bilingual Education and Bilingualism, 1-18.
  • 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, 64-78. DOI 10.1016/j.ecresq.2015.12.014.
  • Garrity, S., Aquino-Sterling, C.R., & Day, A. (2015). Translanguaging in the third space: Using multiple languages to make meaning in an infant classroom, International Multilingual Research Journal, DOI=10.1080/19313152.2015.1048542.
  • Garrity, S., Longstreth, S., Potter, N. (2015).  Using the Teaching and Guidance Policy Essentials Checklist to build and support effective early childhood systems, Early Childhood Education Journal, 1-8. DOI 10.1007/s10643-015-0713-6.
  • Garrity, S. & Wishard Guerra, A. (2015). A cultural communities approach to understanding Head Start teachers’ beliefs about language use with dual language learners: Implications for practice, Contemporary Issues in Early Childhood, 16 (3), 1-16. DOI: 10.1177/1463949115600027.
  • Aquino-Sterling, C., Garrity, S., Day, A. (2015). “We are heritage speakers and we are all diverse”: Language mediating teachers’ identities in a multilingual infant classroom, International Journal of Language and Linguistics, 2 (1), 1-14.
  • Longstreth, S., Garrity, S., Ritblatt, S.N., Kelsey Olson, K., Virgilio, V., Hilary Dinh, H., & Padamada, S. (in press).  Teacher perspectives on the practice of continuity of care, Journal of Research in Childhood Education, Accepted on April 14, 2015.
  • 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. DOI:
  • Ritblatt, S. N., *Brassert, S., Johnson, R., & Gomez, F. (2001). Are two better than one? The impact of years in Head Start on child outcomes, family environment, and reading at home, Early Childhood Research Quarterly, 16 (4), 525-537.


  • Longstreth, S., & Garrity, S. (2018). Effective Discipline Policies: How to Create a System that Supports Young Children’s Social-Emotional Competence.  Lewisville, NC: Gryphon House.
  • Garrity, S., Aquino-Sterling, C.R., & Day, A. (2017).  Translanguaging in an Infant Classroom: Using Multiple Languages to Make Meaning (pp. 7-19). In Gort, M. (Ed.), The Complex and Dynamic Languaging Practices of Emergent Bilinguals. Abingdon: Taylor & Francis/Routledge.
  • Wishard Guerra, A., & Garrity, S.  (2013). A Cultural Communities and Cultural Practices Approach to Understanding Infant and Toddler Care. (pp. 42-55). In Magione, P.L. (Ed.), Infant/toddler caregiving: A guide to culturally sensitive care (2nd ed.). Sacramento, CA: California Department of Education.

  • *Garrity previously published under the maiden name of Brassert.