Daniel Meier
( He/Him/His )Daniel Meier is Professor of Elementary Education at San Francisco State University. He teaches in the M.A. program in Early Childhood education, the Multiple Subject Teaching Credential Program with an Early Childhood emphasis, and the Ed.D. program in Educational Leadership. He teaches courses in reading/language arts, multilingual development, narrative inquiry and memoir, educational research, and international education. Dr. Meier received his B.A. in English literature from Wesleyan University, Ed.M. in Reading and Language from Harvard University, and Ph.D. in Language and Literacy from the Graduate School of Education, University of California at Berkeley. He has written numerous articles and books on early childhood education, language and literacy education, international education, narrative inquiry, and reflective practice and teacher research. Dr. Meier works with local early childhood inquiry groups in the Bay Area as well as teaching preschool in the area of language and literacy development.
Selected Publications
- Meier, D.R. & Sisk-Hilton, S. (Eds.). (2020). Nature education in early childhood education: Integrating inquiry and practice (2nd Ed.). New York: Routledge.
- Meier, D.R. (2020). Toward a Strength-Based Approach to the Literacy Education of Preschool Children of Color. New York: Routledge.
- Kroll, L.K. & Meier, D.R. (2017). Documentation and inquiry in the early childhood classroom: Research stories of engaged practitioners in urban centers and schools. New York: Routledge.
- Sisk-Hilton, S. & Meier, D.R. (2016). Narrative inquiry in early childhood and elementary school: Learning to teach, teaching well. New York: Routledge.
- Kroll, L.R. & Meier, D.R. (Eds.). (2015). Educational change in international early childhood contexts: Crossing borders of reflection. (Co-Published). New York: Routledge. Washington, DC: Association for Childhood International.
- Meier, D. (2011). Teaching children to write: Constructing meaning and mastering mechanics. (Co-Published). New York, NY: Teachers College Press. Berkeley, CA: National Writing Project.
- Meier, D. (2009). (Ed.). Here's the story: Using narrative to promote children's language and literacy learning. New York: Teachers College Press.
- Meier, D. & Henderson, B. (2007). Learning from young children in the classroom: The art and science of teacher research. New York: Teachers College Press.
- Meier, D. (2004). The young child's memory for words — First and second language and literacy. New York: Teachers College Press.
- Dajani, M. & Meier, D. (2018). The role of narrative in culturally responsive literacy education: A collaborative project in U.S. and Palestinian preschools. International Journal of Early Years Education, 1-14.
- Escamilla, I.M., Khales, B., Meier, D.R., & Melgoza, M. (2018). Reflecting across borders — Palestinian and U.S. early childhood educators engage in collaborative science inquiry. Voices of Practitioners, 58-65.
- Escamilla, I.M. & Meier, D.R. (2017). The promise of teacher inquiry and reflection: Early childhood teachers as change agents. Studying Teacher Education, 14(1), 1-19.
- Khales, B. & Meier, D. (2013). Toward a new way of learning: Promoting inquiry and reflection in Palestinian early childhood teacher education. The New Educator, 9(4), 287-303.
- Meier, D.R. (2013). Promoting content and mechanics integration for young dual language learners. Young Children, 68(1), 20-26.
- Meier, D.R. & Stremmel, A. (2010). Reflection through narrative: The power of narrative inquiry in early childhood teacher education. Journal of Early Childhood Teacher Education, 31(3), 249-257.
- Meier, D. (2008). Poems as stories: Memories illuminating the lives of experienced early childhood teachers. Journal of Early Childhood Teacher Education, 29(1), 59-65.