Linda M. Espinosa, PhD

Linda M. Espinosa, PhD

Author and Consultant; Professor Emeritus, University of Missouri-Columbia

Dr. Linda M. Espinosa is currently Co-PI for the Center for Early Care and Evaluation Research—Dual Language Learners (CECER-DLL) at Frank Porter Graham CDI at the University of North Carolina, Chapel Hill and Lead Consultant for the Best Practices for Young Dual Language Learners Project at the California State Department of Education, Child Development Division. She is a former Professor of Early Childhood Education at the University of Missouri, Columbia has served as the Co-Director of the National Institute for Early Education Research (NIEER) at Rutgers University and Vice President of Education at Bright Horizons Family Solutions. Her recent research and policy work has focused on effective curriculum and assessment practices for young children from low-income families who are dual language learners. Dr. Espinosa also served on the Head Start National Reporting System (NRS) Technical Advisory Group and was recently sworn in as a member of the Secretary’s Advisory Committee on Head Start Research and Evaluation. Recently, she has co-authored the California Early Learning Foundations, English Language Learners Chapter, the California Preschool Curriculum Frameworks English Language Development Chapter, and the Desired Results Developmental Profile, 2010, English Language Development Assessment Measures. Dr. Espinosa currently serves as the lead consultant for the LAUSD Transitional Kindergarten program development team. Dr. Espinosa has worked extensively with low-income Hispanic/Latino children and families throughout the state of California as a school administrator and program director in San Francisco, San Jose, and Redwood City. Her latest book is Getting it RIGHT for young children from diverse backgrounds: Applying research to improve practice (2010). She developed and directed the Family Focus for School Success program in Redwood City, California, which has received state and national recognition. She has published more than 80 research articles, book chapters and training manuals on how to establish effective educational services for low-income, minority families and children who are acquiring English as a second language. More recently, she has lectured and consulted widely both nationally (California, Oklahoma, Illinois, New Jersey, Colorado, Washington, New York, North Carolina, Nebraska, New Mexico, Washington DC, Harvard University, UCLA, Texas A & M, U. of Chicago, Princeton University) and internationally (China, Canada, Australia, New Zealand). Dr. Espinosa is the past treasurer of the NAEYC Governing Board and participated on the National Academy of Sciences Research Roundtable on Head Start. She has recently completed a secondary analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) on the school achievement patterns of language minority children. Dr. Espinosa also was a member of the National Academy of Sciences, National Research Board Committee on Early Childhood Pedagogy project and a contributing author to Eager to Learn: Educating Our Preschoolers, published by the National Academies of Science. She completed her B.A. at the University of Washington, her Ed.M. at Harvard University and her Ph.D. in Educational Psychology at the University of Chicago.

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