Gail E. Joseph

Gail Joseph teaches courses, advises students, provides service, and conducts research on topics related to early care and education. Gail has been involved in research projects, professional development, and technical assistance activities at the local, state, and national levels. Her areas of research include child care quality and early learning, early childhood workforce development and professional learning, supporting children with special needs, and promoting children's social and emotional learning and mental health. She is a co-creator of several digital professional learning resources such as Teacher Time, Circle Time Magazine, and Meaningful Makeovers. She was the PI of the Head Start Center for Inclusion, and the Co-PI of the National Center for Quality Teaching and Learning (NCQTL) funded by the Office of Head Start. Currently, Gail serves as the Executive Director of Cultivate Learning at the University of Washington.   Additionally, she is the Founding Director of the EarlyEdU Alliance. The EarlyEdU Alliance is focused on increasing the quality of early learning settings nationwide by making relevant, affordable bachelor’s degrees accessible to the early childhood workforce. Gail is the 2018 recipient of the David R. Thorud Leadership Award at the University of Washington.

Current Doctoral Students

Education

Ph.D., University Of Washington, 2001

Publications

 

Joseph, G., Soderberg, J. S., Stull, S., Cummings, K., McCutchen, D., & Han, R. J. (2019). Inter-Rater reliability of Washington state’s kindergarten entry assessment. Early Education and Development, 1–14. https://doi.org/10.1080/10409289.2019.1674589

 

Tandon, P., Hassairi, N., Soderberg, J., & Joseph, G. (2018). The relationship of gross motor and physical activity environments in child care settings with early learning outcomes. Early Child Development and Care, 190(4), 570–579. https://doi.org/10.1080/03004430.2018.1485670

 

Cook, C. R., Miller, F. G., Fiat, A., Renshaw, T., Frye, M., Joseph, G. E., & Decano, P. (2017). Promoting secondary teachers’ well-being and intentions to implement evidence-based practices: randomized evaluation of the achiever resilience curriculum. Psychology in the Schools, 54(1), 13-28. https://doi.org/10.1002/pits.21980

 

Joseph, G. E., & Brennan, C. (2013). Framing quality: Annotated video-based portfolios of classroom practice by pre-service teachers. Early Childhood Education Journal, 41(6), 423-430.

 

Joseph, G. E., & Strain, P. S. (2010). Teaching young children interpersonal problem-solving  skills. Young Exceptional Children, 13(3), 28-40.

 

Sandall, S. R., Joseph, G. E., & Schwartz, I. S. (2009). Moving inclusion forward in Head Start [Monograph]. Young Exceptional Children Monograph Series, 11, 69-80.

 

Strain, P.S., Joseph, G .E. & Hemmeter, M. L. (2009). Young children’s problem behavior: Impact, intervention and innovations. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 3(2), 113-125.

 

Strain, P. S., & Joseph, G. E. (2006). You’ve got to have friends [Monograph]. Young Exceptional Children Monograph Series 8: Social Emotional Development. Longmont, CO: Sopris West.

 

Joseph, G.E., & Strain, P. S. (2004). Building positive relationships with young children. Young Exceptional Children, 7(4), 21-29.

 

Strain, P. S., & Joseph, G. E. (2004). Engaged supervision to support evidence-based practices for young children with challenging behavior. Topics in Early Childhood Special Education, 24(1), 39-50.

 

Strain, P. S., & Joseph, G. E. (2004). A not so good job with good job: Response to Kohn 2001. Journal of Positive Behavioral Interventions, 6(1) 55-59.

Reprinted in: Slife, B. (2005). Taking Sides: Clashing Views on Psychological Issues. New York: McGraw Hill.

 

Joseph, G. E., & Strain, P. S. (2003). Enhancing emotional vocabulary in young children.  Young Exceptional Children, 6(4), 18-26.

 

Joseph, G. E., & Strain, P. S. (2003). Helping young children control anger and handle disappointment. Young Exceptional Children, 7(1), 21-29.

Reprinted in:  Parvatham, N. (2009). Managing Anger. Tamil Nadu, India: Icfai University Press.

 

Joseph, G. E., & Strain, P.S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 65-76.

 

Fox, L., Dunalp, G., Hemmeter, M. L., Joseph, G. E., & Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, July 2003, 48-52.

 

Askew, G., & Joseph, G. E. (2001). September 11th: The Head Start Experience. Zero-to-Three Bulletin, Special Issue.

 

Sandall, S., Schwartz, I., & Joseph, G. E. (2001). A building blocks model for effective instruction in inclusive early childhood settings.  Young Exceptional Children, 4(3), 3-9.

Joseph, G., & Catlett, C. (1999).  Resources within reason for addressing challenging behavior. Young Exceptional Children Monograph Series, 1. Longmont, Co: Sopris       West.

Janko-Summers, S., & Joseph, G. (1998). Making sense of early intervention in the context of welfare to work.  Journal of Early Intervention, 21(3), 207-210.

Chapters, Books, Training Modules and Briefs

Joseph, G. E., Yates, T. & Ostrosky, M. (2022). Supporting emotional literacy.  In M. L. Hemmeter, L.Fox, & M. Ostrosky (Eds.), The teaching pyramid. Baltimore, MD: Paul Brookes.

 

Bredekamp, S. (2020).  Practices in early childhood education: Building a foundation (4th ed.). Upper Saddle River, NJ: Pearson. Joseph, G. E. Contributor, Content Expert.

 

Sandall, S., Schwartz, I. S., Joseph, G. E., & Gavreau, A. (2019). Building blocks for preschoolers with special needs (3^rd ed.). Baltimore, MD: Brookes Publishing.

 

Sandall, S. R., Schwartz, I. S., Joseph, G. E., Horn, E. M., Lieber, J., Odom, S. L.,  Wolery, R., & Chou, H-Y. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.).  Baltimore, MD:  Paul Brookes.

Joseph, G. (2005). What works brief: Fostering young children’s emotional vocabulary. Center for Social Emotional Foundations for Early Learning.

Joseph, G. & Strain, P. (2003). Social emotional teaching strategies. Administration for Children, Youth, and Families. www.csefel.uiuc.edu

Joseph, G. & Strain, P. (2003). Comprehensive evidence-based social-emotional curricula for young children: A review http://www.challengingbehavior.org

Sandall, S., Schwartz, I., Joseph, G., Chou, H., Horn, E. M., Lieber, J., Odom, S. L. & Wolery, R.  (2002). Building blocks for successful early childhood programs: Strategies for including all children.  Baltimore: Paul H. Brookes.

Hemmeter, M.L., Joseph, G., Smith, B. & Sandall, S. (2001). DEC recommended practices program assessment. Longmont, CO: Sopris West.

Schwartz, I., Garfinkle, A., Joseph, G. & McBride, B. (1997). Communication and Language

Disorders. In P. Howlin (Ed.), Behavioural Approaches to Problems in Childhood.  London: Mac Keith Press.

Joseph, G.  (1998). Blended Head Start programs: A procedure manual.  Seattle: Seattle Public Schools