Catherine Scott-Little is Assistant Professor in the Department of Human Development and
Family Studies at UNC-Greensboro, where she teaches in the Birth Through Kindergarten
teacher preparation program. Catherine's research interests include issues related to teacher
preparation, early learning standards and early childhood assessments. In addition to her work on
the Center project, Catherine is involved in a collaborative study looking at the impact of
professional development experiences on teachers' beliefs and attitudes. She has also
collaborated on several national studies to examine early learning standards and assessments
that have been implemented in early childhood programs. Catherine completed her
undergraduate degree in Child Development and Family Relations at UNC-Greensboro and
earned a Doctorate degree in Human Development at the University of Maryland at College Park.
Prior to joining UNC-Greensboro, Catherine managed a child development program for homeless
children and was Deputy Director of a large Head Start program in Texas.

Scott-Little, C., La Paro, K. M. & Weisner, A. (in press). Examining Differences in Students'
Beliefs and Attitudes: An Important Element of Performance-based Assessment Systems for
Teacher Preparation Programs. Journal of Early Childhood Teacher Education.

Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2006). Conceptualization of readiness and the
content of early learning standards: The intersection of policy and research? Early Childhood
Research Quarterly, 21, 153 - 173.

Hooks, L. M., Scott-Little, C., Marshall, B. J., & Brown, G. (2006). Accountability for quality: One
state's experience in improving practice. Early Childhood Education Journal, 33, 399 - 403.