Faculty Profile

Dina Castro

Dina Castro

Title
Professor
Department
Teacher Education and Administration
College
College of Education

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of North Carolina at Chapel Hill, 1996. 
Major: Early Childhood Education and Special Education
Dissertation Title: Child and Family Factors in Oral Language and Reading of First Grade Peruvian Children in Poor Urban Communities.
Certificate, University of North Carolina at Chapel Hill, 1995. 
Major: Latin American Studies
Licenciatura, Universidad Peruana Cayetano Heredia, 1986. 
Major: Clinical and Community Psychology
MPH, University of Alabama at Birmingham, 1986. 
Major: Public Health
BS, Universidad Peruana Cayetano Heredia, 1984. 
Major: Psychology





          

        
                

          
Current Scheduled Teaching*


          
No current or future courses scheduled.


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    EDEC 5633.30, Assessment in Early Childhood Education, Spring 8W2 2021 Syllabus SPOT
                    

                    EDEC 6950.700, Doctoral Dissertation, Spring 2021 
                    

                    EDEC 4633.003, Nurturing Children's Social Competence, Spring 2021 Syllabus SPOT
                    

                    EDEC 6950.700, Doctoral Dissertation, Fall 2020 
                    

                    EDEC 6950.709, Doctoral Dissertation, Fall 2020 
                    

                    EDEC 4633.003, Nurturing Children's Social Competence, Fall 2020 Syllabus SPOT
                    

                    EDEC 5013.030, Research Strategies in Early Childhood Education, Fall 8W2 2020  SPOT
                    

                    EDEC 6910.708, Special Problems, Fall 2020 
                    

                    EDEC 5633.026, Assessment in Early Childhood Education, Spring 8W2 2020 Syllabus
                    

                    EDEC 5633.30, Assessment in Early Childhood Education, Spring 8W2 2020 Syllabus
                    

                    EDEC 6950.700, Doctoral Dissertation, Spring 2020 
                    

                    EDEC 4633.003, Nurturing Children's Social Competence, Spring 2020 Syllabus
                    

                    EDEC 6910.700, Special Problems, Spring 2020 
                    

                    EDEC 6950.700, Doctoral Dissertation, Fall 2019 
                    

                    EDEC 4633.003, Nurturing Children's Social Competence, Fall 2019 Syllabus SPOT
                    

                    EDEC 5013.030, Research Strategies in Early Childhood Education, Fall 8W2 2019  SPOT
                    

                    EDEC 6910.700, Special Problems, Fall 2019 
                    

                    EDEC 6950.709, Doctoral Dissertation, Summer 5W2 2019 
                    

                    EDEC 5633.30, Assessment in Early Childhood Education, Spring 8W2 2019  SPOT
                    

                    EDEC 6950.701, Doctoral Dissertation, Spring 2019 
                    

                    EDEC 6910.700, Special Problems, Spring 2019 
                    

                    EDEC 6533.001, Current Readings and Research in Early Childhood Studies, Fall 2018  SPOT
                    

                    EDEC 6950.709, Doctoral Dissertation, Fall 2018 
                    

                    EDEC 5013.030, Research Strategies in Early Childhood Education, Fall 8W2 2018  SPOT
                    

                    EDEC 5900.701, Special Problems, Fall 2018 
                    

                    EDEC 6900.700, Special Problems, Fall 2018 
                    

                    EDEC 6900.701, Special Problems, Fall 2018 
                    

                    EDEC 6900.710, Special Problems, Fall 2018 
                    

                    EDEC 6910.700, Special Problems, Fall 2018 
                    

                    EDEC 6950.709, Doctoral Dissertation, Summer 5W2 2018 
                    

                    EDEC 6613.030, Social Change and Leadership in Early Childhood Studies, Summer 5W2 2018 
                    

                    EDEC 6543.001, Contemporary Critical Issues in Early Childhood Studies, Spring 2018  SPOT
                    

                    EDEC 6950.701, Doctoral Dissertation, Spring 2018 
                    

                    EDUC 6950.700, Doctoral Dissertation, Spring 2018 
                    

                    EDEC 6900.700, Special Problems, Spring 2018 
                    

                    EDEC 6910.700, Special Problems, Spring 2018 
                    

                    EDEC 6623.001, Advocacy / Activism in Early Childhood Studies, Fall 2017  SPOT
                    

                    EDCI 6950.701, Doctoral Dissertation, Fall 2017 
                    

                    EDEC 6950.709, Doctoral Dissertation, Fall 2017 
                    

                    EDUC 6950.701, Doctoral Dissertation, Fall 2017 
                    

                    EDEC 5900.701, Special Problems, Fall 2017 
                    

                    EDEC 6900.700, Special Problems, Fall 2017 
                    

                    EDEC 6910.700, Special Problems, Fall 2017 
                    

                    EDEC 5800.004, Special Topics in Early Childhood Studies, Fall 2017  SPOT
                    

                    EDEC 6800.001, Special Topics in Early Childhood Studies, Fall 2017  SPOT
                    

                    EDEC 6523.001, History, Philosophy and Ethics of Early Childhood Studies, Summer 5W2 2017  SPOT
                    

                    EDCI 6950.706, Doctoral Dissertation, Spring 2017 
                    

                    EDEC 6950.701, Doctoral Dissertation, Spring 2017 
                    

                    EDEC 6800.001, Special Topics in Early Childhood Studies, Spring 2017  SPOT
                    

                    EDEC 6533.001, Current Readings and Research in Early Childhood Studies, Fall 2016  SPOT
                    

                    EDCI 6950.701, Doctoral Dissertation, Fall 2016 
                    

                    EDEC 6950.709, Doctoral Dissertation, Fall 2016 
                    

                    EDCI 6950.703, Doctoral Dissertation, Summer 10W 2016 
                    

                    EDEC 6613.030, Social Change and Leadership in Early Childhood Studies, Summer 5W2 2016  SPOT
                    

                    EDEC 6543.001, Contemporary Critical Issues in Early Childhood Studies, Spring 2016  SPOT
                    

                    EDCI 6950.706, Doctoral Dissertation, Spring 2016 
                    

                    EDEC 6950.701, Doctoral Dissertation, Spring 2016 
                    

                    EDUC 6950.700, Doctoral Dissertation, Spring 2016 
                    

                    EDEC 6910.700, Special Problems, Spring 2016 
                    

                    EDCI 6950.715, Doctoral Dissertation, Fall 2015 
                    

                    EDCI 6280.001, Qualitative Research in Education, Fall 2015  SPOT
                    

                    EPSY 6280.001, Qualitative Research in Education, Fall 2015  SPOT
                    

                    EDEC 6910.709, Special Problems, Fall 2015 
                    

                    EDEC 6800.001, Special Topics in Early Childhood Studies, Summer 5W2 2015  SPOT
                    

                    EDCI 6950.714, Doctoral Dissertation, Spring 2015 
                    

                    EDCI 6280.001, Qualitative Research in Education, Spring 2015 
                    

                    EDCI 6280.002, Qualitative Research in Education, Fall 2014 
                    

                    EPSY 6280.002, Qualitative Research in Education, Fall 2014 

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Abstracts and Proceedings
Castro, D. C. (2001). Parent involvement in Head Start classrooms: Findings from an observational study..  Washington, DC: Proceedings of the Head Start's Fifth National Research Conference "Developmental and Contextual Transitions of Children and Families".. 
Castro, D. C., Bryant, D., Peisner-Feinberg, E.  (2001). Parent involvement in Head Start classrooms: Findings from an observational study. Proceedings of the Head Start’s Fifth National Research Conference “Developmental and Contextual Transitions of Children and Families”. June 28-July1, 2000.  Washington D.C.:. 
Castro, D. C. (1999). Cuentos familiares (Family Stories: Strengths and needs that influence the health of immigrant Latinos in North Carolina).  The University of North Carolina: The UNC Journal of Medicine, Literature and Visual Arts.. 
Bender, D., Castro, D. C., O'Donnell, K.  (1999). Cuentos familiares (Family Stories: Strengths and needs that influence the health of immigrant Latinos in North Carolina). IRIS. Other. 48-49. UNC-Chapel Hill. 
Castro, D. C., Velasquez, C.  (1990). Experiencias innovadoras en la formación de psicólogos: Internado de Psicologia en comunidades urbano-marginadas. [Innovative experiences for professional training of psychologists: Psychology internship in poor urban communities].  Proceedings, VI Scientific Meeting of the UPCH. 
Castro, D. C. (1990). Experiencias innovadoras en la formación de psicólogos: Internado de Psicologia en comunidades urbano-marginadas. [Innovative experiences for professional training psychologists:Psychology internship in poor urban communities].. IV Scientific Meeting of the Pontificia Universidad Católica del Perú. 
Castro, D. C. (1990). Habilidades básicas para la lecto-escritura en niños de primer grado de cinco centros educativos de Canto Grande. [Early reading and writing abilities in first grade children of five schools in Canto Grande].  Lima, Perú: VI Scientific Meeting of the Pontificia Universidad Católica del Perú.. 
Castro, D. C., Mejia, S., La Rosa, E., Fano, S., Chavez & Zubieta, J.  (1990). Habilidades básicas para la lecto-escritura en niños de primer grado de cinco centros educativos de Canto Grande. [Early reading and writing abilities in first grade children of five schools in Canto Grande].  Proceedings, VI Scientific Meeting of the UPCH. 
Castro, D. C. (1988). Talleres de Estimulación Infantil en comunidades urbano-marginadas de la parte alta de Canto Grande. [Centers for stimulating child development in poor urban communities of Canto Grande].. V Scientific Meeting of the Pontificia Universidad Católica del Perú.. 
Castro, D. C., Mosquera, M., La Rosa, E.  (1988). Talleres de Estimulación Infantil en comunidades urbano-marginadas de la parte alta de Canto Grande. [Centers for stimulating child development in poor urban communities of Canto Grande].  Proceedings, V Scientific Meeting of the UPCH. 
Castro, D. C. (1986). Estudio del dominio del lenguaje en niños de educación primaria hijos de migrantes bilingues Quechua-Castellano en una población urbano marginada de Lima. [Study of language in primary school children of bilingual Quechua-Spanish migrants in a poor urban community of Lima].  Proceedings, IV Scientific Meeting of the UPCH.. 
Book
Castro, D. C., Artiles, A.  (2021). Language, Learning and Disability: Issues & Opportunities in the Education of Young Bilingual Children.. Multilingual Matters. 
Castro, D. D. (2010). Nuevas Voces Guide to Cultural and Linguistic Diversity in Early Childhood. 
Castro, D. C. (2010). The New Voices - Nuevas Voces  Guide to Cultural and Linguistic Diversity in Early Childhood..  Baltimore: Brooks Publishing, Inc.. 
Castro, D. C., Ayankoya, B., Kasprzak, C.  (2010). The New Voices ~ Nuevas Voces Guide to Cultural and Linguistic Diversity in Early Childhood.  Baltimore, MD: Brooks Publishing, Inc.. 
Book Chapter
Castro, D. C., Gillanders, C., Prishker, N., Rodriguez, R.  (2021). A sociocultural, integrative, and interdisciplinary perspective on the development and education of young bilingual children with disabilities.. Multilingual Matters. 
Castro, D. C., Artiles, A.  (2021). At the intersection of language, learning and disability:  Issues and opportunities in the education of young bilingual children.. Language, Learning and Disability: Issues & Opportunities in the Education of Young Bilingual Children.. Multilingual Matters. 
Castro, D. C., Prishker, N.  (2019). Early childhood education for bilingual children and the road to multilingualism.. Handbook of Early Childhood Care and Education.. 173-195. Wiley Blackwell Publishing.. 
Castro, D. C. (2016). Cultural and linguistic responsiveness.. Encyclopedia of Contemporary Early Childhood Education..  California: SAGE Publications Inc.. 
Gillanders, C., Castro, D. C. (2015). Assessment of English language acquisition in young dual language learners. Educational Assessment and Evaluation in Early Childhood Education (ages 0 to 8). Contemporary Perspectives in Early Childhood Education Series.  Chalotte, NC: Information Age Publishing. 
Gillanders, C., Castro, D. C. (2014). Storybook reading for young dual language learners. Young Children. Spotlight on Young Children: Exploring Language and Literacy.  Washington D.C.:. 
Gutierrez, K. D., Zepeda, M., Castro, D. C. (2013). Advancing early literacy learning for all children: Implications of the NELP report for dual language learners. Theoretical Models and Processes of Reading (6th ed., pp.375-384).  Newark, DE: International Reading Association. 
Castro, D. C., Mendez, J., Garcia, S., Westerberg, D.  (2012). Family literacy programs for Latino families in the United States. Handbook of Family Literacy (Second Edition). 
Castro, D. C., Espinosa, L., Paez, M.  (2011). Defining and measuring quality early childhood practices that promote dual language learners’ development and learning. Quality Measurement in Early Childhood Settings.  Baltimore, MD: Brookes Publishing. 
Halle, T., Castro, D. C., Franco, X., McSwiggan, M., Hair, E., Wandner, L.  (2011). The role of early care and education in the development of young Latino dual language learners. Latino/a Adolescent Psychology and Mental Health. Volume I: Early to Middle Childhood - Development and Context.  Santa Barbara, CA: ABC-CLIO. 
Castro, D. C., Peisner-Feinberg, E., Buysse, V., Gillanders, C.  (2010). Language and literacy development of Latino dual language learners: Promising instructional practices. Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education.  Charlotte, NC: Information Age Publishing. 
Bender, D., Castro, D. C. (2004). Exploring the birth-weight paradox with a photo narrative technique (2nd Edition). Qualitative Methods: A Field Guide for Applied Research in Sexual and Reproductive Health. 103-105.  Research Triangle Park, NC: Family Health International. 
Bender, D., Castro, D. C. (2002). Exploring the birth-weight paradox with a photo narrative technique. Qualitative Methods: A Field Guide for Applied Research in Sexual and Reproductive Health (pp.103-105).  Research Triangle Park, NC: Family Health International. 
Book Review
Castro, D. C. (2019). Políticas para la educación y formación de profesores indígenas..  Universidad Arturo Pratt:. 
Journal Article
Prishker, N., Castro, D., Eutsler, L.  (2024). Latine preschool and elementary teachers’ knowledge and practice in the use of technology: A study in the Southern border of the United States. NABE Journal of Research and Practice. 
Hammer, C. S., Burchinal, M., Hong, S. S., LaForett, D., Páez, M., Buysse, V., Espinosa, L., Castro, D. C., Lopez, L.  (2020). Change in Language and Literacy Knowledge for Spanish-English Dual Language Learners at School-Entry: Analyses from Three Studies.. Early Childhood Research Quarterly. 51, 81-92. 
Castro, D. C., Hammer, C. S., Franco, X., Cycyk, L., Scarpino, S., Burchinal, M.  (2020). Documenting bilingual experiences in the early years: Validation of the CECER-DLL Family and Teacher Questionnaires.. 23(5), 958-963.  Cambridge: Cambridge University Press. 
Franco, X., Bryant, D. M., Gillanders, C., Castro, D. C., Zepeda, M., Willoughby, M.  (2019). Examining linguistic interactions of dual language learners in preschool classrooms using the Language Interaction Snapshot (LISn).. Early Childhood Research Quarterly. 48, 50-61. Elsevier. 
Byers-Heinlein, K., Esposito, A. G., Winsler, A., Marian, V., Castro, D. C., Luk, G.  (2019). The case for measuring and reporting bilingualism in developmental research.. 5(1), 1-11.  Oackland, CA: University of California Press. 
Cépeda, N., Castro, D. C., Lamas, P.  (2019). Concepciones de interculturalidad y práctica en aula: Estudio con maestros de comunidades shipibas en el Perú.. 28(54), 61-86.  Lima: Pontificia Universidad Católica del Perú. 
Castro, D. C. (2017). Early education of dual language learners: An efficacy study of the Nuestros Niños School Readiness professional development program.. Early Childhood Research Quarterly. 40, 188-203. 
Castro, D. C. (2017). Young dual language learners' emergent writing development.. Early Child Development and Care. 187, 371-382. 
Castro, D. C. (2017). Child Care Experiences among Dual Language Learners in the US: Analyses of the Early Childhood Longitudinal Study-Birth Cohort.. 3(2), 1-15. 
Mendez, L. I., Castro, D. C., Crais, E., Kainz, K.  (2015). A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners. Journal of Speech Language and Hearing Research. 58(1), 93-106. 
Winsler, A., Burchinal, M. R., Tien, H., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., LaForett, D. R., Kim, Y. K., De Feyter, J. J. (2014). Early Developmental Skills of Diverse Dual Language Learners: The Roles of Home Language Use, Cultural Heritage, Maternal Immigration, and Sociodemographics in the ECLS-B. Early Childhood Research Quarterly. 29, 750-764. 
Gillanders, C., Castro, D. C., Franco, X.  (2014). Learning words for life: Promoting vocabulary in dual language learners. The Reading Teacher. 68(3), 213-221. 
Barac, R., Bialystok, E., Castro, D. C., Sanchez, M.  (2014). The Cognitive Development of Young Dual Language Learners: A Critical Review. Early Childhood Research Quarterly. 29, 699-714. 
Castro, D. C. (2014). The development and early care and education of dual language learners: Establishing the state of knowledge.. Early Childhood Research Quarterly. 29, 693-698. 
Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., Sandilos, L. E. (2014). The Language and Literacy Development of Young Dual Language Learners: A Critical Review. Early Childhood Research Quarterly. 29, 715-733. 
Peisner-Feinberg, E., Buysse, V., Fuligni, A. S., Halle, T., Espinosa, L., Burchinal, M., Castro, D. C. (2014). Using Early Care and Education Quality Measures with Dual Language Learners: A Review of the Research. Early Childhood Research Quarterly. 29, 786-803. 
Castro, D. C., Samuels, M., Harman, A.  (2013). Growing Healthy Kids: A Community Garden-Based Obesity Prevention Program. American Journal of Preventive Medicine. 44(3-S3), 193-199. 
Zepeda, M., Castro, D. C., Cronin, S.  (2011). Preparing teachers to work with young English language learners. Child Development Perspectives. 5(1), 10-14. 
Castro, D. C., Paez, M., Dickinson, D., Frede, E.  (2011). Promoting language and literacy in dual language learners: Research, practice and policy. Child Development Perspectives. 5(1), 15-21. 
Gillanders, C., Castro, D. C. (2011). Storybook reading for young dual language learners. Young Children. 91-95. 
Gillanders, C., Castro, D. C. (2011). Storybook reading for young dual language learners: Study Guide. Next for Young Children, 66 (1), 1-5.. Young Children. 66(1), 1-5. 
Gutierrez, K. D., Zepeda, M., Castro, D. C. (2010). Advancing early literacy learning for all children: Implications of the NELP report for dual language learners. Educational Researcher. 39(4), 334-339. 
Buysse, V., Castro, D. C., Peisner-Feinberg, E.  (2010). Effects of a professional development program on classroom practices and outcomes for Latino dual language learners. Early Childhood Research Quarterly. 25, 194-206. 
Gillanders, C., Castro, D. C. (2007). Reading Aloud to English Language Learners. Children and Families. XXI(3), 12-14. 
Buysse, V., Castro, D. C., West, T., Skinner, M.  (2005). Addressing the needs of Latino children: A national survey of state administrators of early childhood programs. Early Childhood Research Quarterly. 20, 146-163. 
Aytch, L., Castro, D. C., Selz-Campbell, L.  (2004). Early Intervention Services Assessment Scale (EISAS): Conceptualization and development of a program quality self-assessment instrument. Infants and Young Children. 17(3), 236-246. 
Castro, D. C., Bryant, D., Peisner-Feinberg, E., Skinner, M.  (2004). Parent involvement in Head Start: The role of parent, teacher and classroom characteristics. Early Childhood Research Quarterly. 19(3), 413-430. 
Castro, D. C., Lubker, B., Bryant, D., Skinner, M.  (2002). Oral language and reading abilities of first grade Peruvian children: Associations with child and family factors. International Journal of Behavioral Development. 26(4), 334-344. 
Bender, D., Castro, D. C. (2000). Explaining the birth weight paradox: Latina immigrants’ perceptions of resilience and risk. Journal of Immigrant Health. 2(3), 155-173. 
Professional Development
Castro, D. C., Espinosa, L., Garcia, E.  (2013). Dual Language Learners in Early Care and Education Contexts: A Conceptual Framework to Guide Developmentally Appropriate Practices and Research (Featured Video).  Washington D.C.: National Association for the Education of Young Children. 
Gillanders, C., Castro, D. C. (2011). Storybook reading for young dual language learners. Study Guide. Young Children. 66(1), 1-5. 
Castro, D. C., Ayankoya, B., Kasprzak, C.  (2011). The New Voices ~ Nuevas Voces Guide to Cultural and Linguistic Diversity in Early Childhood: Facilitator Manual CD-ROM.  Baltimore, MD: Brooks Publishing, Inc.. 
Gillanders, C., Castro, D. C. (2011). Oral Language Development and Learning in Young Dual Language Learners.  Raleigh, NC: North Carolina Department of Public Instruction. 
Yandian, S., Italiano-Thomas, G., Espinosa, L., Castro, D. C., Rein, R.  (2010). Assessing the progress of English language development of children who are dual language learners in Head Start and Early Head Start.  Washington D.C.: Office of Head Start. U.S. Department of Health and Human Services. 
Castro, D. C., Ayankoya, B., Kasprzak, C.  (2006). New Voices ~ Nuevas Voces. A Handbook on Cultural and Linguistic Diversity in Early Childhood.  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Ayankoya, B., Castro, D. C., Kasprzak, C.  (2006). New Voices ~ Nuevas Voces. A Handbook on Cultural and Linguistic Diversity in Early Childhood: Facilitator Manual.  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Castro, D. C., Gillanders, C., Machado-Casas, M., Buysse, V.  (2006). Nuestros Niños Early Language and Literacy Program: Participant Handbook.  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Research Instrument
Castro, D. C. (2013). Classroom Language Environment Observation Scale (CLEOS).  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Gillanders, C., Castro, D. C. (2009). Assessment of English Language Acquisition in Latino English Language Learners (AELA).  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Castro, D. C. (2005). Early Language and Literacy Classroom Observation - Dual Language Learners (ELLCO-DLL).  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Aytch, L., Castro, D. C., Selz-Campbell, L.  (2004). Early Intervention Services Assessment Scale (EISAS).  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Research Report
Castro, D. C. (2015). Helping America's dual language learners succeed: A research-based agenda for action.. Tempe: Arizona State University, Mary Lou Fulton Teachers College. 
Garcia, E. E., Castro, D. C., Markos, A.  (2015). Helping America’s dual language learners succeed: A research-based agenda for action.  Tempe, AZ: Arizona State University, Mary Lou Fulton Teachers College. 
Castro, D. C. (2014). Center for Early Care and Education Research - Dual Language Learners: Final Report..  U.S. Department of Health and Human Services: Office of Planning, Research and Evaluation, Administration for Children and Families. 
Castro, D. C. (2014). Center for Early Care and Education Research – Dual Language Learners: Final Report. Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. 
Castro, D. C., Garcia, E. E., Markos, A. M. (2013). Dual language learners: Research informing policy.  Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute, Center for Early Care and Education -Dual Language Learners. 
Castro, D. C. (2012). Examining the Use of Language and Literacy Assessments with Young Dual Language Learners..  The University of North Carolina: FPG Child Development Institute. 
Bandel, E., Atkins-Burnett, S., Castro, D. C., Wulsin, C. S., Putnam, M.  (2012). Examining the Use of Language and Literacy Assessments with Young Dual Language Learners. Final Report.  Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute, Center for Early Care and Education -Dual Language Learners. 
Castro, D. C. (2010). Evaluation of Project CLICK.  The University of North Carolina: FPG Child Development Institute. 
Yazejian, N., Peisner-Feinberg, E., Castro, D. C. (2010). Evaluation of Project CLICK: Final Report.  Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute. 
Castro, D. C. (2007). Evaluation of the Culturally Responsive and Aware Dual Language Education (CRADLE) project..  The University of North Carolina: FPG Child Development Institute. 
Castro, D. C. (2007). Evaluation of the Culturally Responsive and Aware Dual Language Education (CRADLE) project. Final Report.  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Castro, D. C. (2006). Evaluation of the Chapel Hill - Carrboro City Schools 21st. Century Community Learning Centers..  The University of North Carolina: FPG Child Development Institute. 
Castro, D. C. (2006). Evaluation of the Chapel Hill – Carrboro City Schools 21st Century Community Learning Centers (Final Report).  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Buysse, V., Castro, D. C., West, T., Skinner, M.  (2004). Addressing the needs of Latino children: A national survey of state administrators of early childhood programs (Executive Summary).  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Castro, D. C. (2004). Addressing the needs of Latino children: A national survey of state administrators of early childhood programs..  The University of North Carolina: FPG Child Development Institute. 
Castro, D. C. (1999). Family stories, family strengths, and family needs.. Latina women on Piedmont North Carolina. Insight Out.. 
Castro, D. C. (1999). Family stories, family strengths, and family needs. Latina women on Piedmont North Carolina. Other. 1, 18-20. 
Review paper / Research brief
Castro, D. C., Garcia, E. E., Markos, A.  (2015). Early Care and Education of Dual Language Learners: Policy Makers Brief.  Tempe, AZ: Arizona State University. 
Castro, D. C., Garcia, E. E., Markos, A.  (2015). Early Care and Education of Dual Language Learners: Administrators Brief.  Tempe, AZ: Arizona State University. 
Castro, D. C., Garcia, E. E., Markos, A.  (2015). Early Care and Education of Dual Language Learners: Parent Brief.  Tempe, AZ: Arizona State University. 
Castro, D. C., Garcia, E. E., Markos, A.  (2015). Early Care and Education of Dual Language Learners: Teacher Brief.  Tempe, AZ: Arizona State University. 
Espinosa, L., Castro, D. C. (2014). Developmental Characteristics of Young Dual Language Learners: Implications for Policy and Practice in Infant and Toddler Care. Zero to Three. 34(3), 34-40. 
Castro, D. C. (2014). Research base on best practices for dual language learners in PreK-3rd grade: Instructional strategies and language of instruction approaches. Other.  Tempe, AZ: Arizona State University. 
Castro, D. C., Halgunseth, L. C. (2012). Measuring Quality of Practices for Cultural and Linguistically Diverse Children: Informing State Quality Rating & Improvement Systems (QRIS). Commissioned paper.  Washington D.C.: BUILD. 
Castro, D. C., Samuels, M., Harman, A.  (2011). Community garden project helps increase Latino children’s access to healthy foods, saves families money. Research Brief. Salud America! The Robert Wood Johnson Foundation Research Network to Prevent Obesity Among Latino Children.. Salud America! The Robert Wood Johnson Foundation Research Network to Prevent Obesity Among Latino Children. 
Castro, D. C. (2011). High Quality Early Education for Young Dual Language Learners: What can be done? NHSA Dialog. 14(2), 1-8. National Head Start Association. 
Espinosa, L., Castro, D. C., Crawford, G., Gillanders, C.  (2007). Early school success for English language learners: A review of evidence-based instructional practices for pre-k to grade 3. Early school success: Equity and access for diverse learners (Executive Summary).  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Castro, D. C. (2005). Working with young English learners: Benefits of bilingual learning. Other. 11(3), 8-9.  Chapel Hill, NC: FPG Child Development Institute, University of North Carolina. 
Test and Measurement Instrument
Castro, D. C. (2013). Classroom Language Environment Observation Scale (CLEOS).  The University of North Carolina: FPG Child Development Institute. 
Castro, D. C. (2010). Cultural and Linguistic diversity in early childhood: New Voices/Nuevas  Voces Self-Assessment Scale..  Baltimore, MD: Brooks Publishing, Inc.. 
Castro, D. C. (2009). Assessment of English Language Acquisition in Young Dual Language Learners (AELA).  The University of North Carolina: FPG Child Development Institute. 
Castro, D. C. (2005). Early Language and Literacy Classroom Observation - Dual Language Learners (ELLCO-DLL)..  The University of North Carolina: FPG Child Development Institute. 
Castro, D. C. (2004). Early Intervention Services Assessment Scale (EISAS)..  The University of North Carolina: FPG Child Development Institute. 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
Contracts, Grants and Sponsored Research  

 	 
	 	 
  
Grant - Research   
Zhang, T. (Principal), Castro, D. C. (Co-Principal), Keller, J. (Co-Principal), "Supportive Environments to Promote Physical Activity and Health among Head Start Centers' Underserved Preschoolers," Sponsored by College of Education, University of North Texas, $10000 Funded. (May 1, 2019 – June 30, 2020).
Castro, D. C. (Co-Principal), "Intercultural Education: A Study with Shipibo Communities from the Amazon in Lima and Ucayali.," Sponsored by Pontificia Universidad Católica del Perú, International, $16000 Funded. (August 2018).
Boyd, R. R. (Co-Principal), Gonzalez-Carriedo, R. (Co-Principal), Castro, D. C. (Principal), "Charn Grant -  Retornados in Guadalajara, Mexico," Sponsored by CHARN Grant, University of North Texas, $4600 Funded. (May 2017 – August 2018).
Castro, D. C. (Principal), Boyd, R. (Co-Principal), Gonzalez-Carriedo, R. (Co-Principal), "Teacher Preparation across Borders: Improving Education for the Retornados in Mexico and the U.S.A.," Sponsored by CHARN Grant, University of North Texas, $4600 Funded. (May 2017 – August 2018).
Castro, D. C. (Principal), "Center for Early Care and Education Research: Dual Language (CECER-DLL)," Sponsored by Administration for Children and Families, Office of Planning, Research and Evaluation, U.S. Department of Health and Human Services, Federal, $4500000 Funded. (2009 – 2014).
Castro, D. C. (Principal), "Nuestros Niños Program: Promoting School Readiness for English Language Learners," Sponsored by National Institute for Child, Federal, $3472521 Funded. (2009 – 2014).
Castro, D. C. (Principal), "Early Care and Education Research Scholars: Head Start Graduate Student Research Grant," Sponsored by Administration for Children and Families, Office of Planning, Research and Evaluation, U.S. Department of Health and Human Services, Federal, $50000 Funded. (2010 – 2012).
Grant - Service   
Ragland, C. A. (Supporting), Castro, D. (Principal), Martinez-Ebers, V. (Supporting), "Third International Conference of Research Faculty on the Arts and Cultures," Sponsored by Global Venture Fund, University of North Texas, $4000 Funded. (December 18, 2019 – November 13, 2020).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
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    • The course content was
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    • The instructor’s contribution to the course was
      • 
					
    • The instructor’s effectiveness in teaching the subject matter was
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  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
      • 
					
    • The intellectual challenge presented was
      • 
					
    • The amount of effort you put into this course was
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    • The amount of effort to succeed in this course was
      • 
					
    • Your involvement in course (doing assignments, attending classes, etc.) was
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