Bilge Cerezci, Ph.D.

Graduate-level courses in Early Childhood Education: ECE 502, 504, 507 526, 523, 580, 588, 591 

Dr. Cerezci’s work focuses on enhancing the quality of early math education through equitable and foundational early math instruction into their classrooms.

Loyola University Chicago, Ph.D., Child Development, 2017
Dissertation: Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics

Erikson Institute, M.S., Child Development, 2009

Bogazici University, B.S., Early Childhood Education, 2005

Bilge Cerezci, Ph.D. began her career as an educator in Turkey. After earning a bachelor of science degree in early childhood education from Bosphorus University in Istanbul, she nurtured the development of young minds as a teacher in Turkish preschools. Dr. Cerezci moved to Chicago in 2007 to pursue graduate studies at the Erikson Institute and completed her master’s degree in child development with an infancy specialization in 2009. She was awarded her Ph.D. in applied child development from Loyola University Chicago and the Erikson Institute in 2017. Dr. Cerezci has also served as a faculty member in the Child Development Department of the City Colleges of Chicago, the Teacher Education Department at Loyola University Chicago, and Curriculum and Instruction Department at St. John’s University in New York. Her work has appeared in numerous national and international academic journals including Early Education and Development, Journal of Vincentian Social Action and Early Childhood Education.

Publications: Articles in Referred Journals

• Cerezci, B. (2021). Mining the gap: Analysis of early mathematics instructional quality in pre-kindergarten classrooms, Early Education and Development, 30 pages.
• Cerezci, B. & McClure, D. (2021). Symbolic boundaries and the clinical preparation of teacher candidates. Journal of Vincentian Social Action, 5(2), pp. 37-47
• Cerezci, B. (2020). Measuring quality of early mathematics instruction: A review of six measures, Early Childhood Education Journal, 25 pages.
• Orcan, M, Angin, E., & Cerezci, B (2019). Dinnertime math conversations between preschoolers and their parents, Journal of Education, Theory and Practical Research, 18 pages.
• Cerezci, B. (2019). Barriers to quality early mathematics teaching and learning, Journal of Vincentian Social Action, 4(3), 46-56.
• Cerezci, B. (2019). Early mathematics teaching profiles, International Journal of Educational Research Review, 4(3), 288-302. 

Publications: Chapter(s)

• Cerezci, B. & Chen, J. (2017). An analysis of instruments that measure the quality of early mathematics instruction in early childhood settings, In K. Patterson (Eds.), Focus on Mathematics Education Research, (pp. 63-86), Hauppauge, NY: Nova Science Publishers.

Publications: In-press

• Mortenson, L., Chase, L., & Cerezci, B. (in-press). Within and beyond breakout rooms: Preparing Teacher candidates to be social justice advocates during and after the COVID-19 pandemic. Dialogues in Social Justice Journal, 15 pages.

Publications: Manuscript(s) under-review

• Mortenson, L., Chase, L., & Cerezci, B. (under-review). Practicing a pedagogy of discomfort with teacher candidates: Observations and reflections from a year-long case study. Action in Teacher Education, 48 pages.

Publications: Other 

• Cerezci, B. (May 2019). “Importance of spatial reasoning in early childhood years”. Math at Home blog. Retrieved from https://mathathome.org/the-importance-of-spatial-reasoning-in-early-years/
• Cerezci, B. (March 4, 2019). “Subitize This!” Math at Home blog. Retrieved from https://mathathome.org/subitize-this/
• Cerezci, B. (March 11, 2019). “Dot Cards” Math at Home blog. Retrieved from https://mathathome.org/dot-cards/
• Cerezci, B. (March 18, 2019). “Dot Bingo” Math at Home blog. Retrieved from https://mathathome.org/dot-bingo/
• Cerezci, B. (March 25, 2019). “Fill That Parking Lot!” Math at Home blog. Retrieved from https://mathathome.org/fill-that-parking-lot/
• Cerezci, B. (March 2017). “The Early Mathematics Experience Matters” Math at Home blog. Retrieved from https://mathathome.org/the-early-math-experience-matters/

Grants/Sponsored Programs

• Mangione, J., Cerezci, B., & Miller, L. In-Addition After-School Program. Awarded by anonymous donor. Award period 2017 to 2022; $150,000 yearly.

Presentations/Conferences

• 2021 (April), America Education Research Association, (AERA), online, “Developing Critical Reflection and Inquiry Among Teacher Candidates in an Elementary Mathematics Methods Course.”
• 2020 (October), National Association for Multicultural Education, (NAME), online, “Shifting out of Neutral: Promoting a Social Justice Orientation and Critical Awareness Among Teacher Candidates.”
• 2019 (April), American Education Research Associate, (AERA), Toronto, Canada, “Early Mathematics Teaching Profiles.”
• 2018 (April), American Education Research Association, (AERA), New York, NY, “Symbolic Boundaries” and the Clinical Preparation of Pre-Service Teachers.
• 2018 (February), 15^th Annual Early Childhood Symposium, Oak Park, IL, Science of a Developing Brain.
• 2017 (October), Promising Math: Access to Mathematics for Young English Language Learners, Chicago/IL, Biennial.
• 2017 (April), American Education Research Association, (AERA), San Antonio, TX, “Evaluating Quality of Early Math Interactions.”
• 2016 (November), National Association for the Education of Young Children (NAEYC) Conference, Los Angeles, CA, National, “Quality of Math Instruction: What Teachers Should Know.”
• 2016 (July), The Administration for Children and Families' (ACF) National Research Conference on Early Childhood (NRCEC), Washington, D.C., “High Impact Strategies for Early Mathematics (HIS-EM): Investigating Teaching Quality in Early Mathematics.”
• 2015 (April), National Council of Teachers of Mathematics (NCTM), Boston, MA, “High impact strategies for early mathematics: A lesson observation tool.”
• 2015 (April), American Education Research Association (AERA), Chicago, IL, “Whole Teacher Approach: Investigations on Mathematics Teaching in Early Childhood Teachers.”
• 2014 (April), American Education Research Association (AERA), Philadelphia, PA, “Aligning the Early Math Professional Development with Teachers’ Zone of Proximate Development.”
• 2014 (October), Illinois Education Research Council (IERC), Bloomington, IL, “Math Instruction for Preschool Children: A Research-Based Professional Development Intervention and Evaluation.”
• 2014 (October), Illinois Education Research Council (IERC), Bloomington, IL, “Reliability and Validity of an Innovative Measurement Assessing Knowledge for Teaching Early Mathematics.”
• 2012 (June), Illinois Educational Research Council (IERC), Tinley Park, IL, “Examining Quality Mathematics Teaching in Early Childhood Classrooms: Preliminary Results of the HIS-EM Teacher Observation.”

bcerezci@nl.edu
312-261-3591