Bilge Cerezci, Ph.D.

Doctoral Research Fellow

Bilge Cerezci is a fifth-year doctoral student at Erikson Institute and Loyola University. She worked as a preschool teacher and counselor in different preschools in Turkey before moving to Chicago in 2007 and earning the M.S. in Child Development with Infancy Specialization from Erikson Institute. Currently Bilge works for the Early Math Collaborative focusing on refining a new measurement tool that can be used in preschool through third-grade classrooms in order to measure the quality of mathematics teaching. She also has served as adjunct faculty in the Child Development department of the Chicago City Colleges.

Research Presentations

  • Brownell, J., Cerezci, B., Reid, E. E.

     (2015, April). High impact strategies for early mathematics: A lesson observation tool. Presentation at the annual meeting of the National Council of Teachers of Mathematics, Boston, MA.

    National Council of Teachers of Mathematics
  • Cerezci, B., Brownell, J., Chen, J-Q., McCray, J.

     (2013, April). HIS-EM: Examining quality mathematics teaching in early childhood classrooms. Poster session presented at the annual meeting of the Loyola University Interdisciplinary Research Symposium for Graduate School Students, Chicago, IL.

    Loyola University Interdisciplinary Research Symposium for Graduate School Students Read More

    Abstract

    High quality education in math for young children builds a strong foundation for future mathematics learning. Evidence is clear that early mathematics achievement is associated with later school success, but the field lacks clear definition of excellence in early mathematics teaching. We are also short of available tools to assist teachers and teacher educators in monitoring or assessing classrooms around mathematics teaching. The purpose of this poster was to introduce High Impact Strategies in Early Mathematics, (HIS-EM), an observational tool designed to identify and measure the frequency of high quality mathematics teaching practices in preschool through third grade and to report its early findings.

  • Cerezci, B., McCray, J.

     (2012, June). Examining quality mathematics teaching in early childhood classrooms: Preliminary results of the HIS-EM teacher observation. Paper session presented at the annual meeting of the Illinois Education Research Council, Tinley Park, IL.

    Illinois Education Research Council
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