Linda M. Platas( She/Her/Hers )
Dr. Platas’ primary areas of research are child development, early childhood education, early math and literacy development, professional development and teacher education, and the formation and implementation of early childhood public policy. Her experience includes 14 years working directly with children and families as a teacher and director of an early childhood program. Dr. Platas has worked with ministries of education in low-resource countries on school readiness, curriculum development, early math and literacy assessments, and classroom quality measurement. She serves as an expert in international meetings on early mathematics and literacy development for UNESCO, the World Health Organization, UNICEF, the World Bank and other non-governmental organizations. She is a member of the Development and Research in Early Mathematics Education (DREME) Network.
Ph.D. Education (Cognition and Development), University of California, Berkeley
M.A. Education (Cognition and Development), University of California, Berkeley
B.A. Child and Adolescent Development: Research and Public Policy, San Francisco State University
Certificate in Early Childhood Education Cañada College
Platas, L. M. & Sitabkhan, Y. (2019). Widening the lens: Going global in mathematics education research. In A. Wiseman Volume 36 Annual Review of Comparative and International Education 2018. Bingley, UK: Emerald Publishing doi: 10.1108/S1479-367920190000037006
Raikes, A., Koziol, N., Janus, M., Platas, L. M., Weatherholt, T., Smeby, A., & Sayre, R. (2019). Examination of school readiness constructs in Tanzania: Psychometric evaluation of the MELQO scales. Journal of Applied Developmental Psychology, 62, 122-134.
Ketterlin-Geller, L. R., Perry, L., Platas, L. M. & Sitabkhan, Y. (2018). Aligning test scoring procedures with test uses of the Early Grade Mathematics Assessment: A balancing act. Global Education Review 5(3), 143-164
Sitabkhan, Y., Platas, L. M., & Ketterlin-Geller, L. R. (2018). Capturing children’s knowledge: An assessment framework. Global Education Review 5(3), 106-124
Sitabkhan, Y., and Platas, L. M. (2018). Early mathematics counts: Promising instructional strategies from low- and middle-income countries. RTI Press Publication No. OP-0055-1807. Research Triangle Park, NC: RTI Press. https://doi.org/10.3768/rtipress.2018.op.0055.1807
Platas, L. M. (2017). Three for one: Social, emotional, and mathematical development in preschool and kindergarten. In R. Procopio and H. Bohart (Eds.) Spotlight on young children: Social and emotional development (pp. 69-75). Washington, DC: NAEYC
Platas, L. M. (2017) Three for one: Social, emotional, and mathematical development. Young Children 17(1), 33-37
Platas, L.M., Ketterlin-Geller, L.R., & Sitabkhan, Y. (2016). Using an assessment of early mathematical knowledge and skills to inform policy and practice: Examples from the Early Grades Mathematics Assessment. International Journal of Education in Mathematics, Science and Technology, 4(3), 163-173. DOI:10.18404/ijemst.20881
Cunningham, A. E., Etter, K., Platas, L. M., Wheeler, S., & Campbell, K. (2015). Professional Development in Emergent Literacy: A Design Experiment of Teacher Study Groups. Early Childhood Research Quarterly 31, 62-77.
Platas, L. M. (2014). Knowledge of Mathematical Development Survey: Testing the Validity and Reliability of the Survey and Interpreting Its Results. NHSA Dialog, 17(1), 56-73.
Platas, L.M. (2014). Acquisition and Measurement of Knowledge of Mathematical Development. NHSA Dialog, 17(1), 123-129.
Platas, L. M. (2014). The Mathematical Development Beliefs Survey: Validity and reliability of a measure of preschool teachers’ beliefs about the learning and teaching of early mathematics. Journal of Early Childhood Research, 13(3), 295-310. doi: 10.1177/1476718X14523746
Saxe, G. B., Shaughnessy, M. M., Earnest, D., Cremer, S., Platas, L. M., Sitabkhan, Y., & Young, A. (2009). Methods and techniques for studying the travel of ideas in classroom communities. In B. Schwarz, R. Hershkowitz & T. Dreyfus (Eds.) Guided Construction of Knowledge in Classrooms. Elsevier: Amsterdam