Amanda Wilcox-Herzog

Amanda Wilcox-Herzog
Faculty Supervisor/Administrator of the Infant/Toddler Lab School
Associate Professor of Psychology

Email: awilcox@csusb.edu
Phone: (909) 537-7431
Office: SB-528

Ph.D. in Child Development and Family Studies, Purdue University, 1999.
M.A. in Child Development and Family Studies, Purdue University, 1995.
M.A. in Education, Curriculum, and Instruction, Chapman University, 1992.
Multiple Subjects Credential, Chapman University, 1989.
B.A. in Psychology, University of California, Irvine, 1988.

My name is Amanda Wilcox-Herzog and my area of specialization is early childhood education. I became interested in this field while working at an infant-toddler center my senior year of college. I taught preschool for a little while after that, but then moved on to teaching elementary school. Working with school age children wasn't as fulfilling as working in early childhood, so I decided to go back to school and pursue advanced degrees in developmental studies. Now I strive to prepare others for careers working with young children. I also spend time examining classroom environments to help teachers maximize their interactions with children. Specifically, my research encompasses contextual factors that contribute to quality in early childhood programs, teacher development, and the relationship between teachers' beliefs and actions.

Selected Publications:

Wilcox-Herzog, A. (2004). How experience and education relate to teachers' beliefs and behaviors. Journal of Early Childhood Teacher Education, 25, 11-18.

Wilcox-Herzog, A., & Ward, S. (2004). Measuring teachers' perceived interactions with children: A tool for assessing beliefs and intentions. Early Childhood Research and Practice, 6(2), http://ecrp.uiuc.edu/v6n2/herzog.html.

Kontos, S., & Wilcox-Herzog, A. (2003). Effective preparation for early childhood education: What does North American research tell us? European Early Childhood Education Research Journal, 11(1), 79-92.

Wilcox-Herzog, A. (2002). Is there a link between teachers' beliefs and behaviors? Early Education and Development, 13(1), 81-106.

Kontos, S., & Wilcox-Herzog, A. (2001). How do education and experience affect teachers of young children? Young Children, 56(4), 85-91.

Wilcox-Herzog, A., & Kontos, S. (1998). The nature of teacher talk in early childhood classrooms and its relationship to children's competence with objects and peers. Journal of Genetic Psychology, 159(1), 30-44.

Kontos, S., & Wilcox-Herzog, A. (1997). Influences on the competence of children's play with objects and peers in early childhood classrooms. Early Childhood Research Quarterly, 12(3), 247-262.

Kontos, S., & Wilcox-Herzog, A. (1997). Research in Review: Teachers' Interactions with children: Why are they so important? Young Children, 52(2), 4-12.

Wilcox-Herzog, A., Fortner-Wood, C., & Kontos, S. (1998). Quality in child care: How much does it matter? In C. Seefeldt & A. Galper (Eds.), Continuing Issues in Early Childhood Education (2nd ed.). Columbus, OH: Merrill.