Photo of Sheridan, Kathleen M.

Kathleen M. Sheridan, PhD

Associate Professor and Chair

Program Coordinator of BA Human Development and Learning

Educational Psychology

Pronouns: She/Her/Hers

Contact

Building & Room:

1246 ETMSW

Address:

1040 W. Harrison St. (MC 147), Chicago, IL 60607

Office Phone:

(312) 413-3883

About

Kathleen M. Sheridan is an associate professor in the department of Educational Psychology. She is also the chair of the Educational Psychology department and program coordinator for the Human Development and Learning program. Dr. Sheridan received her PhD in Child and Family Studies from the University of Wisconsin-Madison and her MA from Washington University in St. Louis. Her research interests include early STEM literacy and professional development for early childhood educators, online learning and course development in higher education, and teacher presence in online courses. Sheridan has been published in leading academic journals, delivered keynote speeches, and has presented her work at workshops and at regional, national and international conferences.

Selected Grants

CME Group Foundation, Early Math Counts: Web Based Math Resources and Professional Development for Early Childhood Professionals, Principal Investigator

Caplan Foundation for Early Childhood, Early Science Matters: Web Based Science Resources and Professional Development for Early Childhood Professionals, Principal Investigator

US Department of Education, THE CHICAGO EARLY CHILDHOOD PREPARATION AND PATHWAY (CECPP) PARTNERSHIP, Co-Principal Investigator

CME Group Foundation, Math Access for Teachers and Home Care Providers (MATH), Principal Investigator

Selected Publications

Sheridan, K., & Wen, X., (2020). Evaluation of an Online Early Mathematics Professional     Development Program for Early Childhood Teachers. Early Education and Development DOI: 10.1080/10409289.2020.1721402

Sheridan, K. Banzer, D*., Pradzinski, A*., Wen, X., (2020). Early Math Professional Development: Meeting the Challenge Through Online Learning. Early Childhood Education Journal, 48, 223–231. https://doi.org/10.1007/s10643-019-00992-y

*= Graduate Student

Gordan, R., Sheridan K., Bates, J*., de Sousa, S*., and Pradzinski, A*. (2020). Child Care Arrangements and Sex-Gender: A National Portrait of Preschool-Aged Children. Early Childhood Research Quarterly

*= Graduate Student

Sheridan, K. M., & Banzer, D*. (2019). Early Mathematics to Promote Critical Thinking, in Contemporary Issues in Early Childhood Education: Meeting the needs of all young children. New York, New York: Routledge.

*= Graduate Student

Sheridan, K. M., (2018). Setting the Stage for Success, in Teaching Children with Challenging Behaviors.  (pp.22-63). New York, New York: Routledge.

Sheridan, K., Kelly, M. A*., & Bentz, D. T. (2013). A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses. In Z. Akyol, & D. Garrison (Eds.), Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 67-83). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-2110-7.ch005

*= Graduate Student

Sheridan K., & Kelly M*. (2011). Teaching Early Childhood Education Students through Interactive Scenario-Based Online Course Design. Journal of Early Childhood Teacher Education, 33(1), 73-84.

*= Graduate Student

Sheridan K., & Kelly M*. (2010). The Indicators of Instructor Presence that are Important to Students in Online Courses. Journal of Online Learning and Teaching, 6(4), 767-779.

*= Graduate Student

Service to Community

 

American Psychological Association (APA): Accreditation Site Team Member

 

Professional Leadership

Secretary, Illinois Association of Early Childhood Teacher Educators

Notable Honors

2017-2018, Teaching Recognition Award, University of Illinois at Chicago

Education

- PhD Child and Family Studies – The University of Wisconsin-Madison
- MA Elementary Education and Early Childhood Education with certification Pk-6 - Washington University – St Louis, MO

Professional Memberships

  • AERA (American Educational Research Association): Member
  • NAEYC (National Association for the Education of Young Children): Member
  • ILAECTE (Illinois Association for Early Childhood Teacher Educators): Past President, Past Web Developer, and Current Secretary
  • Harold Washington College Early Childhood Education Program Advisory Board: Member
  • American Psychological Association Accreditation Review Team: Member
  • Erikson Institute Town Square Advisoty Board: Member

Selected Presentations

Sheridan, K., Banzer, D. & Wen, X. (2020, Apr 17 - 21) Online Professional Development Design: Examining Early Childhood Teachers' Experiences [Roundtable Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/sa87ndt (Conference Canceled)

 

 Lin, Q. & Sheridan, K. (2020, Apr 17 - 21) Identifying Differential Item Functioning of an Early Math Scale [Paper Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/wm7hhey (Conference Canceled)

 

Sheridan, K. & Banzer, D. (April 2018) Evaluation of an Online Early Mathematics Professional Development Program for Early Childhood Teachers, AERA Annual Meeting, New York, NY

 

Sheridan, K. & Wen, X., Early Math Matters Zero to Three Annual Conference, San Diego, CA, 12/2017

 

Growing Up With Math: National Association for Family Child Care: Annual Conference  Mobile, AL, 7/2017

 

Chicago Mayor's Early Learning Research Symposium, Chicago, IL, 6/2017

 

Evaluation of an Online Early Mathematics Education Professional Development Model: Society for Research in Child Development Austin, TX, 4/2017

Research Currently in Progress

Early childhood teachers often run into geographical, financial and time barriers when searching for  professional development (PD) opportunities. In addition, they often feel unsure about how to best engage children in math and science concepts and activities. Our team developed free access online resources and professional development focused on early math and science in order to eliminate these barriers for early childhood teachers. The team has wrapped up our evaluation of our early math PD and online resources (EARLY MATH COUNTS) and we are currently engaged in further development of our science PD.  We are at the beginning stages of developing the research protocol for evaluating the effectiveness of the resources and online professional development in science (EARLY SCIENCE MATTERS).

Artistic and Professional Performances and Exhibits