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Dr. Beverly Alford

Dr. Beverly Alford

Dr. Beverly Alford

Associate ProfessorUrban Education


Curriculum Vitae

Beverly Alford is Assistant Professor of Early Childhood. She joined the UHD faculty in fall 2016. Her educational focus is on children ages birth through age seven years. Dr. Alford is interested in how young children develop in authentic, non-traditional education settings, as well as the effects of standardized learning outcomes on young children and early childhood teacher education programs. Her background in early childhood is varied and extensive, having worked in both the public and private sectors. In addition to her work with early childhood education students, she has created and presented professional development services to administrators, teachers, and parents; designed both undergraduate and graduate-level early childhood programs; and served as a program evaluator while working as assistant director at a research center. Additionally, Dr. Alford has worked with pre-kindergarteners, as well as served as a mentor and coach to early childhood educators.

Degrees Earned

PhD Texas A&M University Curriculum & Instruction

MEd University of Houston Curriculum & Instruction

BS Texas A&M University Health

Experience Qualifications


Alford, B. L. (in press). Issues and challenges related to Common Core State Standards for young children. In H. C. Waxman, N. D. Weber, B. L. Alford, D. Brown, & K. Rollins, (Eds.). Preparing Teachers to Implement College and Career Readiness Standards: Integrating Research, Policy, and Practice. Rotterdam, The Netherlands: Sense Publishers.

Alford, B. L., Rollins, K. B., & Waxman, H. C. (2016, April). Is teacher-led instruction replacing active, student-centered learning? Lessons from a kindergarten summer transition program. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2015). Using systematic classroom observation to explore student engagement as a function of teachers' developmentally appropriate instructional practices (DAIP) in ethnically diverse pre-kindergarten through second-grade classrooms. Early Childhood Education Journal.

Alford, B. L., Rollins, K. B., Waxman, H. C., Brown, D. B., &
Franco-Fuenmayor, S. E. (2014, April). Using classroom observation to explore the effectiveness of a one-on-one tutoring program for struggling readers. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Alford, B. L., Rollins, K. B., Stillisano, J. R., & Waxman, H. C. (2013). Observing classroom instruction in schools implementing the International Baccalaureate Programme. Current Issues in Education, 16(1). Retrieved from