Profile: Kimberly Brenneman | Graduate School of Education

Profile: Kimberly Brenneman

Assistant Research Professor, National Institute for Early Education Research and the Rutgers Center for Cognitive Science


Kimberly Brenneman conducts research on early science and mathematics learning and supports for these in preschool classrooms. Her work at NIEER involves the development and validation of assessments of instructional quality and learning and the design of professional development resources to improve teaching in science and mathematics. Current research initiatives include a project to design and pilot test an innovative preschool professional development approach that integrates high-quality math and science instructional offerings with supports for dual language learners. Dr. Brenneman is an author of Preschool Pathways to Science (PrePS): Facilitating Scientific Ways of Thinking, Talking, Doing, and Understanding (Brookes Publishing). She also serves as an education advisor for Sid the Science Kid, a PBS television series and website that promote exploration, discovery, and science readiness among young children. She is a member of the Cognitive Development Society, Society for Research in Child Development, and National Association for the Education of Young Children. Dr. Brenneman received her Ph.D. in developmental psychology from the University of California, Los Angeles.

  • Divisions

    National Institute for Early Education Research (NIEER)

  • Publications


    Brenneman, K., Boller, K., Atkins-Burnett, S., Stipek, D., Forry, N., Ertle, B., French, L., Ginsburg, H., Frede, E., & Schultz, T. (in press). Measuring the quality of early childhood math and science curricula and teaching. In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Measuring quality in early childhood settings. Baltimore, MD: Brookes Publishing.

    Gelman, R., & Brenneman, K. (in press). Science classrooms as learning labs. N. Stein & S. Raudenbusch (Eds.). Developmental science goes to school. New York: Routledge.

    Nayfeld, I., Brenneman, K., & Gelman, R. (in press). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings.

    Gelman, R., Brenneman, K., Macdonald, G., & Román, M. (2009).Preschool pathways to science (PrePS): Facilitating scientific ways of thinking, talking, doing, and understanding. Baltimore, MD: Brookes Publishing.

    Brenneman, K. (2009). Let's find out! Preschoolers as scientific explorers. Young Children, 64(6), 54-60. To be reprinted in the NAEYC volume Spotlight on Teaching Preschoolers 2.

    Brenneman, K., Stevenson-Boyd, J.S., & Frede, E. (2009). Math and science in preschool: Policies and practice. Preschool Policy Matters, Issue 19. New Brunswick, NJ: National Institute for Early Education Research. Avaiable online at:

    Brenneman, K., & Louro, I.F. (2008). Science journals in the preschool classroom. Early Childhood Education Journal, 36, 113-119.

    Massey, C., & Brenneman, K. (2008). Development: PreK-2. In T. L. Good (Ed.), 21st century education: A reference handbook. Los Angeles: SAGE Publications, Inc.

    Gelman, R., & Brenneman, K. (2004). Relevant pathways for preschool science learning. Early Childhood Research Quarterly, 19, 150-158.

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