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San Diego State University

Department of Child & Family Development

Sarah Garrity, Ed.D., Assistant Professor

Education

Ed.D. Educational Leadership, University of California, San Diego/California State University, San Marcos

M.S. Child and Family Development, San Diego State University

B.A. English Literature and Economics, University of Pittsburgh 

Research Interests

Continuity of Care; Positive Behavior Support and Behavior Guidance; Early Language and Literacy; Teacher Research; Cultural and Linguistic Diversity; Cultural Communities; Dual Language Development; Head Start; Workforce Development; Teacher Beliefs and Practices 

Publications

Refereed Journal Articles

1. Garrity, S., Aquino-Sterling, C. R., Van Liew, C., Day, A. (in press). Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment. International Journal of Bilingual Education and Bilingualism.

2. Garrity, S., Longstreth, S., Alwashmi, M. (2016). A qualitative examination of the implementation of continuity of care: An organizational learning perspective. Early Childhood Research Quarterly, 64-78. DOI 10.1016/j.ecresq.2015.12.014.

3.  Garrity, S., Aquino-Sterling, C.R., & Day, A. (2015). Translanguaging in the third space: Using multiple languages to make meaning in an infant classroom, International Multilingual Research Journal, DOI=10.1080/19313152.2015.1048542.

4.  Garrity, S., Longstreth, S., Potter, N. (2015).  Using the Teaching and Guidance Policy Essentials Checklist to build and support effective early childhood systems, Early Childhood Education Journal, 1-8. DOI 10.1007/s10643-015-0713-6.

5.  Garrity, S. & Wishard Guerra, A. (2015). A cultural communities approach to understanding Head Start teachers’ beliefs about language use with dual language learners: Implications for practice, Contemporary Issues in Early Childhood, 16 (3), 1-16. DOI: 10.1177/1463949115600027.

6.  Aquino-Sterling, C., Garrity, S., Day, A. (2015). “We are heritage speakers and we are all diverse”: Language mediating teachers’ identities in a multilingual infant classroom, International Journal of Language and Linguistics, 2 (1), 1-14.

7.  Longstreth, S., Garrity, S., Ritblatt, S.N., Kelsey Olson, K., Virgilio, V., Hilary Dinh, H., & Padamada, S. (in press).  Teacher perspectives on the practice of continuity of care,  Journal of Research in Childhood Education, Accepted on April 14, 2015.

8. Ritblatt, S.N., Garrity, S., Longstreth, S., Hokoda, A., & Potter, N. (2013). Early care and education matters: A conceptual model for early childhood teacher preparation integrating the key constructs of knowledge, reflection, and practice, Journal of Early Childhood Teacher Education, 34 (1), 46-62. DOI: http://www.tandfonline.com/action/showCitFormats?doi=10.1080/10901027.2013.758537.

9. Ritblatt, S. N., *Brassert, S., Johnson, R., & Gomez, F. (2001). Are two better than one? The impact of years in Head Start on child outcomes, family environment, and reading at home, Early Childhood Research Quarterly, 16 (4), 525-537.

Non-refereed Practitioner-Directed Articles

1. Garrity, S., Longstreth, S. (in press). How can high quality guidance policies be used to prevent and address challenging behaviors in the classroom? Childcare Information Exchange, Accepted for publication October, 1, 2015.

Non-refereed Practitioner-Directed Book Chapters

1.  Wishard Guerra, A., & Garrity, S.  (2013). A Cultural Communities and Cultural Practices Approach to Understanding Infant and Toddler Care. (pp. 42-55). In Magione, P.L. (Ed.), Infant/toddler caregiving: A guide to culturally sensitive care (2nd ed.). Sacramento, CA: California Department of Education.

2.  Garrity, S. (2013). Curriculum and Lesson Plans. In S. Gilford (Ed.), Learning from Head Start: The Head Start Teacher Guide. (pp. 207-222). Lanham, MD: R & L Education.

3.  Garrity, S. (2013). Increasing the English Language Skills of Dual Language Learners.  In S. Gilford (Ed.), Learning from Head Start: The Head Start Teacher Guide. (pp. 235-246). Lanham, MD: R & L Education.

4.  Bradley, J. & Garrity, S. (2013). How to Set Up and Arrange a Head Start Classroom. In S. Gilford (Ed.), Learning from Head Start: The Head Start Teacher Guide. (pp. 263-273). Lanham, MD: R & L Education.

*Garrity previously published under maiden name of Brassert.

Courses Taught at SDSU

CFD 275: Learning Enviornments and Developmentally Appropriate Practices

CFD 370: Research, Assessment, and Evaluation of Children and Families 

CFD 377: Leadership and Adult Supervision in Child and Family Development Programs 

CFD 378A: Laboratory Experiences: Infants/Toddlers

CFD 380: Early Language and Literacy Development in a Linguistically Diverse Society

CFD 475: Promoting Behavior Support and Classroom Organization in Early Childhood Settings

CFD 477: Administration of Child Development Programs

CFD 499: Special Study: Children's Library Project

CFD 560: Theories in Socio-Emotional Development 

CFD 565: Best Practices of Care for Infants/Toddlers  

CFD 670: Seminar in Human Development Theroes: Intervention and Prevention

CFD 671: Positive Behavioral Support (now Seminiar in Supporting Early Childhood Mental Health)

GEN STU 350: Global Cultural Experience Guatemala  

Sarah Garrity, Ed.D. New
Dr. Garrity