Faculty Profile

Amy van Schagen

  • Assistant Professor
  • Ph.D., University of North Carolina at Greensboro

Contact Information

Research Summary

My background of being an early childhood teacher and supervising preservice teachers fueled my passion to improve opportunities and access to high quality care for young children in both my research and teaching. My research focuses on early childhood education (ECE) and development specifically improving the quality of learning experiences for young children. Specific constructs I examine include: teacher development and work environments, access to high quality ECE for marginalized groups, and racial, ethnic, and cultural diversity.

Research and Teaching Interests:

  • Quality learning environments for young children
  • Early childhood education (ECE) and development
  • Teacher development and work environments
  • Access to high quality ECE for marginalized groups
  • Race, income, and culture in relation to ECE and child development

Courses Taught

Introduction to Early Childhood Education
Introduction to Child Development
Observation, Assessment, and Planning for Children with and without Disabilities
Early Childhood Education Practicum I

Publications and Policy Briefs

Van Schagen Johnson, A., Crosby, D., & La Paro, K. M. (2016). Early Practicum Experiences: Preservice Early Childhood Students’ Perceptions and Sense of Efficacy. Early Childhood Education Journal, advanced online copy. doi: 10.1007/s10643-016-0771-4

Van Schagen Johnson, A., Leerkes, E. M., Reboussin, B. A., Suerken, C. K., Payne, C.C., Daniel, S. S., & Grzywacz, J. G. (2016). Measuring negative emotionality using the Infant Behavior Questionnaire-Revised Very Short Form in a low income, diverse sample. Infant Behavior & Development, 42, 100-103. doi: 10.1016/j.infbeh.2015.11.004

Mendez, J., Crosby, D., Helms, H., Johnson, A., & Rodriguez, Y. (2016). Using Existing Large-Scale Data to Study Early Care and Education among Hispanics: How Hispanic Parents and Children Experience ECE Settings. Research brief. Bethesda, MD: National Research Center on Hispanic Children & Families. http://www.childtrends.org/?post_type=publications&p=18723

King, E. K., Johnson, A. V., Cassidy, D., Wang, Y. C., Lower, J. K., & Kintner-Duffy, V. L. (2015). Preschool teachers’ financial well being and work time supports: Associations with children’s emotional expressions and behaviors in classrooms. Early Childhood Education Journal. Advance online publication. doi: 10.1007/s10643-015-0744-z

Maynard, C., La Paro, K., Johnson, A. V. (2014). Before student teaching: How early childhood teacher preparation students describe their early field-based practicum experience. Journal of Early Childhood Teacher Education, 35, 3, 244-261. doi: 10.1080/10901027.2014.936070