Kristi Godfrey-Hurrell

Dr. Godfrey-Hurrell is a Clinical Assistant Professor in the Special Education and Child Development department. She serves on multiple community and state committees serving those who work on behalf of young children and early childhood educators and providers. Dr. Godfrey-Hurrell teachers graduate and undergraduate courses for focusing on early childhood and early childhood special education. Her areas of interests include professional development in early childhood (e.g., coaching), evidence-based practices related to social and emotional development and behavior, and the use of dialogic reading with young children.

Education

Ph.D. – University of North Carolina at Charlotte, 2015,
M.Ed. in Child and Family Studies with focus on children with special needs – University of North Carolina at Charlotte, 2007,
B.A. in Psychology with a minor in Child and Family Development – University of North Carolina at Charlotte, 1994

Teaching

Action Research
Development: Prenatal to 36 Months
Child and Family Development Internship
Approaches to Family Supports and Resources
Development: Prenatal to 36 Months
Child and Family Advocacy
Research in Child and Family Studies
Issues in Early Intervention for Young Children with Disabilities B-K
Applied Leadership in Child and Family Studies

Research Interests/Areas of Expertise

Evidence-based practices related to social and emotional development and behavior
Dialogic reading
Professional development in early childhood education

Community Involvement

NC Pre-K Committee for Mecklenburg County
Early Childhood Education Advisory Group
North Carolina Pre-K Site Selection Committee Chair for Mecklenburg County

Selected Publications

Correa, V., Lo, Y., Godfrey-Hurrell, K, Swart, K., & Luft de Baker, D. (Fall, 2015). Effects of adapted dialogic reading on oral language and vocabulary knowledge of Latino preschoolers at-risk for English language delays. Multiple Voices for Ethnically Diverse Exceptional Learners, 15, 3-21.
D’Amico, M., Correa, V., Muharib, R., Algozzine, K., Algozzine, R., Swart, K., & Godfrey-Hurrell, K. (submitted for publication). Infusing evidenced-based inclusion practices in early childhood community college programs through a collaborative professional development model.
Godfrey-Hurrell, K., Correa, V., Truesdell, L. (2018). Effects of a coaching model on teacher implementation of the teaching pyramid. NHSA Dialog.
D’Amico, M., Correa, V., Muharib, R., Algozzine, K., Algozzine, R., Swart, K., & Godfrey-Hurrell, K. (2018). Infusing evidenced-based inclusion practices in early childhood community college programs through a collaborative professional development model. Journal of Early Childhood Education. DOI: 10.1080/10901027.2018.1516704