Gail Joseph is an associate professor in the area of Educational Psychology and the Director of the Early Childhood and Family Studies program at the University of Washington. She teaches courses, advises students, provides service and conducts research on topics related to early care and education. Gail has been involved in a number of research projects and training and technical assistance activities at the local, state and national levels related to child care quality, teacher preparation, and promoting children's social emotional development as well as preventing challenging behavior in early learning settings. She serves as a reviewer and editorial board member for journals in early childhood and early childhood special education.
Currently, she is a principal investigator and Director of the Childcare Quality and Early Learning Center for Research and Professional Development (www.cqel.org), and co-principal investigator and co-director of the National Center for Quality Teaching and Learning. She is also working with Kristie Kauerz to co-direct an Executive Leadership in P-3 Certificate at the University of Washington.
Most recently, she was nominated as a Distinguished Faculty member for Innovation in Higher Education for her conceptualization and use of the “Coaching Companion Campus Edition” to improve early childhood teacher preparation.
Ph.D., University Of Washington, 2001
Strain, P.S., & Joseph, G.E. (2006). You’ve got to have friends. Young Exceptional Children Monograph Series 8: Social Emotional Development. Longmont, CO: Sopris West
Joseph, G., Webster-Stratton, C. & Reid, M. J. (manuscript under review). How to promote young children's social emotional competence.
Sandall, S., Joseph, G., Chou, H-Y., Schwartz, I., Horn, E., Lieber, J., Odom, S., & Wolery, R. (manuscript under review). Talking to practitioners: Focus group report on curriculum modifications in inclusive preschool classrooms.
Joseph, G. & Strain, P. S. (accepted for publication). Teaching young children interpersonal problem solving skills. Young Exceptional Children
Joseph, G. & 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.
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.
Joseph, G. & Strain, P. S. (2003). Enhancing emotional vocabulary in young children. Young Exceptional Children, 6 (4), 18-27.
Joseph, G. & Strain, P. S. (2003). Helping young children control anger and handle disappointment. Young Exceptional Children, 7 (1), 21-29.
Strain, P.S., & Joseph, G.E. (2003). Engaged supervision to support evidence-based practices for young children with challenging behavior. In M.A. Conroy (Ed.) Prevention and Early Intervention for Young Children at Risk for Emotional or Behavioral Disorders (pp.13-22). Reston: CCBD
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. (2001). September 11th: The Head Start Experience. Zero-to-Three Bulletin, Special Issue
Sandall, S., Schwartz, I. & Joseph, G. (2001). A building blocks model for effective instruction in inclusive early childhood settings. Young Exceptional Children, 4, (3), 3-9.
Joseph, G. & Cohen, R. (2000). Celebrating cultural and linguistic diversity in Head Start. Washington, DC: Administration of Children, Youth and Families
Joseph, G. & Catlett, C. (1999). Resources within reason for addressing challenging behavior. Young Exceptional Children Monograph Series. No. 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., Fox, L., Corso, R. & Yates, T. (under review). Powerful parenting practices: A training module for parents to support the social, emotional, and behavioral development of young children. Center for the Social and Emotional Foundations for Early Learning: University of Illinois: Urbana-Champaign.
Joseph, G. (in press). What works brief: Evaluating social emotional curricula for young children. Center for Social Emotional Foundations for Early Learning.
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