Dr. Barbara A. Wasik, Ph.D
Dr. Wasik is a Professor and PNC Endowed Chair at Temple University and the Director of Early Learning Interventions. She has a courtesy appointment at Johns Hopkins University. Her area of research is early language and literacy interventions for children who are at-risk for school failure. Her work has focused on children in poverty with the goal of trying to help close the achievement gap with successful language and literacy interventions.
Dr. Wasik has extensive experience in program and curriculum development and has developed and evaluated a research-based language and literacy professional development program for early childhood teachers, entitled Exceptional Coaching for Early Language and Literacy (ExCELL). The development of an online version of ExCELL-e was funded by an Investing in Innovation (i3) grant. Dr. Wasik has co-authored two early childhood books: Early Education: Three-, Four-, and Five-Year-Olds Go to School (with Dr. Carol Seefeldt) and Language and Literacy Development: What Educators Need to Know (with Dr. James Byrnes). She is on the Early Childhood Education Journal and serves on several Advisory Boards, including PNC Grow Up Great and Sesame Street Math is Everywhere. She has had the privilege of working with Baltimore City Public Schools and Baltimore City Head Start for the past 25 years and most recently with the School District of Philadelphia.
Dr. Wasik earned a B.A. and M.A. in Psychology from Rutgers-The State University and a Ph.D. in Developmental Psychology from Temple University.
Dr. Annemarie Hindman, Ph.D
Dr. Hindman is Associate Professor of Teaching and Learning at Temple University. Dr. Hindman studies how young children build foundational skills, including language, literacy, and social competence, throughout the first years of life and the transition to formal schooling. Much of her work focuses on communities in poverty, including participants in Head Start programs. Her work is characterized by three strands. She studies how to support practicing teachers in preschool, kindergarten, and first grade as they teach children about vocabulary and other language skills. Because families are children’s first and most enduring teachers, another strand of research aims to help teachers and families forge meaningful connections that bridge the home-school gap and provide aligned, individualized learning experiences for young children. Dr. Hindman uses large-scale datasets such as the Family and Child Experiences Survey, the Head Start Impact Study, and the Early Childhood Longitudinal Study – Birth and Kindergarten cohorts to understand the nature, variability, and predictors of early learning and development among young children growing up in poverty in the United States.
Dr. Hindman earned a bachelor’s degree in History from Yale University, as well as a master’s degree in Developmental Psychology and a Ph.D. in Education and Psychology from the University of Michigan.
Mary Alice Bond, M.Ed
Senior Instructional Facilitator and Director of Training
Mary Alice Bond is a Senior Instructional Facilitator and the Director of Training for Early Learning Interventions at Johns Hopkins University. Ms. Bond has more than 30 years of experience teaching, developing curriculum for young children and coaching their teachers. She began her career in early childhood education as a pre-school teacher in the Baltimore City Public School system. Over the years, she has been developing and training language and literacy pre-school programs that have been used throughout the country.
Ms. Bond earned her master’s and bachelor’s degrees in early childhood education from Towson University and a graduate certificate in special education from Johns Hopkins University.
Kate Anderson, M.A.
Kate Anderson is a Story Talk coach and Assessment Coordinator for the Early Learning Interventions. Ms. Anderson has an extensive background in child development research and a data analysis. Prior to this position, she collaborated on several research projects at West Chester University that involved studying the influence of arts programs on cortisol levels for economically disadvantaged children. She currently collects and analyzes data and trains and supervises staff in the child and classroom assessments used in our programs.
Ms. Anderson earned her bachelor’s degree in Psychobiology from Lebanon Valley College, as well as a master’s degree in General Psychology from West Chester University