Dean's Office

Publications and Presentations

Publications

• Gillanders, C. & Kantor, R. (2019) Research in Early Childhood Care and Education since 1970: Questions, Drivers, and Implications. Chapter to appear in C. Brown, M. McMullen & N. K. File Handbook of Early Childhood Care & Education
• Ryan, L. & Kantor, R. (2017). Bridging Research and Practice: Knowing Yourself, Prioritizing Relationships, and Embracing Communities. Exchange, 87-89.
• Madrid, S., Fernie, D. and Kantor, R. (2015). Re-Imagining Emotions in Early Childhood Education. Routledge Press. 
• Fernie, D., Madrid, S. and Kantor, R. (2011). Educating Toddlers to Teachers: Learning to see and influence the School and Peer Cultures of Classrooms. Cresskill, NJ: Hampton Press
• Inan, H. Z., Trundle, K. C., & Kantor, R. (2011). Understanding natural sciences education in a Reggio Emilia-inspired preschool in America. Journal of Research in Science Teaching.
• Madrid, S. and Kantor, R. (2009). Being kitties in a preschool classroom: Group harmony and acting proper in a female peer culture play routine. Ethnography and Education, 4(2), 229-247.
• New, R. and Kantor, R. (2008). Reggio Emilia’s Approach to Early Care and Education: Creating Contexts for Discussione. In Roopnarine, J. and J. Johnson (Eds.) Approaches to Early Childhood Education. (4^th edition). Columbus,OH: Merrill.
• Inan, H. Z., Trundle, K. C., & Kantor, R. (2008). Quality environment and quality science education in a Reggio Emilia-inspired preschool. 2008 ASTE Conference Proceedings. St. Louis: Association for Science Teacher Education.
• Kantor, R., Schulz, M., and Fernie, D. (2007). School culture. In New, R. and Cochran, D. (Eds.) Early Childhood Encyclopedia. Greenwood Publishers.
• Kantor, R. Fernie, D. and Galbraith, J. (2007). Peer culture. In New, R. and Cochran, D. (Eds.). Early Childhood Encyclopedia. Greenwood Publishers.
• Madrid, S. and Kantor, R. (2007). Social constructivism. In New, R. and Cochran, D. (Eds.) Early Childhood Encyclopedia. Greenwood Publishers.
• Dantas, M. and Kantor, R. (2005) Opening up learning opportunities in a diverse classroom context: One struggling reader’s literacy journey. In Schulz, M. and Honshell, B. (Eds.) Literacy in Diverse Contexts. Christopher Gordon Publishers.
• Schulz, M. and Kantor, R. (2005). Understanding family literacy diversity. Literacy Teaching and Learning: An International Journal of Early Reading and Writing
• Katz, L., Fernie, D. & Kantor, R. (2004) Conducting Interviews with Young Children in Classrooms. Language Arts, 16 (6), 497.
• Kantor, R. & Fernie, D. (Eds.) (2003). Early Childhood Classroom Processes. Cresskill, NJ: Hampton Press.
• Kantor, R. & Fernie, D. (2003) Becoming ethnographers of an early childhood classroom. In Kantor, R. & Fernie, D. (Eds.). Early Childhood Classroom Processes. Cresskill, NJ: Hampton Press.
• Fernie, D. & Kantor, R. (2003) What we have learned through an ethnographic lens. In Kantor, R. & Fernie, D. (Eds.) Early Childhood Classroom Processes. Cresskill, NJ: Hampton Press.
• May, N., Kantor, R. & Sanderson, M. (2002). “There it is!” Exploring the permanence of objects and the power of self with infants and toddlers. In Hendricks, J. (Ed.) Next Steps Teaching The Reggio Way. Columbus OH: Merrill Publishers.
• Kantor, R. & Fernie, D. (2001). Reconceptualizing a research agenda: Personal journies. In Greishaber, S. and Cannella, G. (Eds.). Shifting identities in early childhood education: Expanding possibilities for action and thought. New York: Teachers College Press.
• Kantor, R., Fernie, D., Scott, J. and O'Brien, (2000). Career pathways in Ohio's early childhood profession: Linking systems of preparation inside and outside of higher education. In Horm-Wingerd, D., Hyson, M. and N. Karp (Eds.) New teachers for a new century: The future of early childhood professional preparation.  (This paper was originally commissioned by the Federal Department of Education as a "white paper" and now is in publication.)
• Kantor, R. Elgas, P. and Fernie, D. (1999). Cultural knowledge and social competence within a preschool peer culture group. In Woodhead, M. (Ed.). Cultural worlds of early childhood. London: Routledge Publications.
• Fernie, D., & Kantor, R. (1998). Our reflections on collaborative research. In Graue, B. and Walsh, D. (Eds.) Studying Children in Context. Thousand Oaks, CA: Sage Publications, (pp.83-91).
• Kantor, R., & Whaley, K. (1998). New ideas and existing frameworks: Learning from Reggio Emilia. In C. Edwards, G. Forman, and L. Gandini (Eds.), The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education, 2nd Edition, (pp.313-333). Norwood, NJ: Ablex Press.
• Williams, D., & Kantor, R. (1997). The Challenge of Reggio Emilia’s Research: One Teacher’s Reflections. In J. Hendrick (Ed.), First Steps Toward Teaching the Reggio Way (pp.112-124). Columbus, OH: Merrill Publishers.
• Fernie, D., Kantor, R. & Whaley, K. (1994). Learning from classroom ethnographies: Same places, different times. In A. Hatch (Ed.), Qualitative Research in early childhood settings, (pp. 155-172), Westport, CT: Praeger.
• Fernie, D., & Kantor, R. (1994). Viewed through a prism: The enterprise of early childhood in higher education. In S. Goffin, and D. Day (Eds.), New perspectives on early childhood teacher education, (pp. 150-166). New York: Teachers College Press.
• Kantor, R., Elgas, P., & Fernie, D. (1993). Cultural knowledge and social competence
• within a preschool peer culture group. Early Childhood Research Quarterly. 8(2), 125-147.
• Fernie, D., Davies, B., Kantor, R., & McMurray, P. (1993). Becoming a person in
• preschool: Creating student, peer and gender positionings. International Journal of Qualitative Studies in Education, 6 (2), 95-110.
• Miller, S., Fernie, D., & Kantor, R. (1992). Distinctive literacies in different play contexts. Play and Culture, 5(2), 107-119.
• Kantor, R., Miller, S., & Fernie, D. (1992). Multiple paths to literacy in a preschool: A sociocultural perspective. Reading Research Quarterly, 27(3), pp. 185-201.
• Whaley, K., & Kantor, R. (1992). Mixed-age grouping in infant-toddler childcare: Enhancing developmental processes. Child and Youth Care Forum, 21, 369-384.
• Kantor, R. Green, J., Bradley, M., & Lin, L. (1992). The construction of schooled discourse repetoires: An international sociolinguistic perspective on learning to talk in preschool. Linguistics and Education, 4(2), 131-172.
• Bolig, R., Kantor, R., Nissen, H., & Yolton, K. (1991). Contexts for maltreatment in Day Care Centers: Conceptualization and Implications. Children's Environment Quarterly, 8(1), 17-24.
• Green, J., Kantor, R. & Rogers, T. (1990). Exploring the complexity of language and learning in classroom contexts. In L. Idol and B. Jones (Eds.), Dimension of Thinking, Cognitive Instruction and Implications for Reform Vol. 2 in the series, Dimensions of Thinking: A Framework for Curriculum and Instruction, Erlbaum Press.
• Kantor, R. and DeStefano, J. (1990). Talk at home and talk in text: A bridge or chasm? In I. Pringle, L. Clarke and A. Freedman (Eds.), Emerging Literacy: International perspectives. Canadian Council of Teachers of English.
• Kantor, R., Elgas, P. and Fernie, D. (1989). First the look and then the sound: Creating conversations at preschool circle time. Early Childhood Research Quarterly, 4(4), pp. 433-449.
• Fernie, D., Kantor, R., Klein, E., Meyer, C. and Elgas, P. (1988). Becoming students and becoming ethnographers. Journal of Research in Childhood Education, 3(2), 132-142.
• Elgas, P., Klein, E. Kantor, R. and Fernie, D. (1988) Play and the peer culture: Play styles and object use. Journal of Research in Childhood Education, 3(2), 142-154.
• DeStefano, J. and Kantor, R. (1988). Cohesion in spoken and written dialogue: An investigation of cultural and textual constraints. Linguistics and Education, 1(2), 105-124.
• Connard, P. and Kantor, R. (1988). A partnership perspective for viewing normal-hearing parent/hearing-impaired child communication. Volta Review, 90, (3), 33-148.
• Klein, E., R. Kantor and Fernie, D. (l988). What do young children know about school?: Review of Research. Young Children, 43, (5), 32-41.
• Kantor, R. (l988). Constructing meaning in preschool curricula. In D. Fernie, R. Kantor and E. Klein (Eds.), Becoming a Student. Theory into Practice. Winter Volume, 27(l), 25-36.
• Fernie, D. and Kantor, R. (l987). Are we looking forward to talking about public preschools? In J. Allen (Ed.) Threes and Fours in Public School, Tennessee’s Children, 29(l), pp. l9-26.
• Kantor, R. and R. Bolig, l986. Viewed through a prism: Motherhood and childcare. An essay review of New, C. and M. David. (l985). For the Sake of Children: Making Childcare More Than Women's Business. In The Review of Education, l2, (4), 285-292.
• Wilbur, R. B., Bernstein, M. E., & Kantor, R. (l985). The semantic domain of classifiers. Sign Language Studies, 36, (2), 1-38.
• Kantor, R. (l982). Communicative interaction: Mother modification and child acquisition of ASL. Sign Language Studies, 36, (1), 233-282.
• Kantor, R. and Hoffmeister, R. (l982). The acquisition of classifiers and implications for the classroom. Selected Papers: Convention of American Instructors of the Deaf.
• Kantor, R. (l980). The acquisition of classifiers in American Sign Language. Sign Language Studies, 28, l93-208.
• Kantor, R. (l978). Identifying native and second language signers. In R. Wilbur (Ed.) Sign Language Research. A Special Issue of Communication and Cognition, ll, (l), 39-56.

Presentations

• Madrid, S., Hall, E.,& Kantor, R. (Roundtable). Re-imagining emotion in Early Childhood Education. Presented at American Education Research Association (AERA) Conference. Philadelphia, PA.
• Kantor, R. (2010). Chair. Educating Toddlers to Teachers: Learning to see and influence the peer culture in the classroom. American Education Research Association (AERA) Conference, Denver, CO, March.
• Kantor, R. (2009). Respondent. Early childhood teacher education: Opening up the circle of inquiry. Chair, Rebecca New. Presented at American Education Research Association (AERA) Conference, San Diego CA, April.
• Fernie, D., Kantor, R., & Madrid, S. (2008). Weaving a tapestry of classroom life together: Critiquing a peer culture-school culture heuristic. Symposium presented at the 2008 Reconceptualizing Early Childhood Conference in Victoria, BC.
• Inan, H. Z., Trundle, K. C., & Kantor, R. (2008, January). Quality environment and quality science education in a Reggio Emilia-inspired preschool. Paper presented at the annual meeting of the Association for Science Teacher Education, St. Louis.
• Inan, H. Z., Trundle, K. C., & Kantor, R. (2007, April). An exemplary approach to natural sciences education in preschool: Reggio Emilia. Paper presented at the annual meeting of the National Association of Research in Science Teaching, New Orleans, LA
• Inan, H. Z., Trundle, K. C., & Kantor, R. (2007, April). The intersection of effective teaching/learning strategies in natural sciences education and early childhood education approaches: Reggio Emilia and its reflections in an American laboratory preschool. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
• Inan, H. Z., Trundle, K. C., & Kantor, R. (2007, January). Exploring natural sciences education within in a Reggio Emilia-inspired preschool context. Paper presented at the annual meeting of the Association for Science Teacher Education, Clearwater Beach, FL.
• Inan, H., Trundle, K.C. & Kantor, R. (2007). The Intersection of Effective Teaching/Learning Strategies in Natural Sciences Education and Early Childhood Education Approaches: Reggio Emilia and Its Reflections in an American Laboratory Preschool. Presented to American Educational Research Association (AERA) Conference, Chicago, April.
• Inan,H. Trundle, K.C. & Kantor, R. (2007). An Exemplary Approach to Natural Sciences Education in Preschool: Reggio Emilia. National Association of Research in Science Teaching (NARST) Conference, New Orleans, April.
• Inan, H., Trundle, K.C. & Kantor, R. (2007). Exploring Natural Sciences Education within a Reggio Emilia-Inspired Preschool Context. The Association for Science Teachers Education (ASTE) International Conference, Florida, November.
• Madrid, S., Crockett, K., Johnson, A., & Kantor, R. (2007, April). Power, emotion and female identity in preschool children’s play narratives. Presented to American Educational Research Association Conference, Chicago, IL.
• Fernie, D., Uchida, C. & Kantor, R. (2006). From the bridge, the helicopter and the shore: A study of a pioneering early childhood partnership. The New Educator’s Conference. City College of New York. October.
• Madrid, S. & Kantor, R. (2006). Viewing emotional development and narrative through social constructionist lens: Deconstructing western theories of emotion and gender. The Reconceptualizing Early Childhood Education Meeting. Auckland, New Zealand. November.
• Uchida, C., Kantor, R. & Fernie, D. (2006). Collaborative classroom as a space to reconstruct teacher-identities and their pedagogical beliefs. The Reconceptualizing Early Childhood Education Meeting. Auckland, New Zealand. November.
• Sykes, D, Miller, S., Kantor, R., Johnson, C. (2006). From practice to theory: Ohio’s approach to implementing a statewide standards professional development program that builds on current practice. National Institute for Early Childhood Professional Development (NAEYC), San Antonio, TX, June.
• Kantor, R., Uchida, C. H., Fernie, D., & Galbraith, J. (2006). A Study of a pioneering early childhood partnership between Head Start, special education, childcare, and public Schools. Presented at Head Start’s 8th National Research Conference, “Serving Children through Partnership and Collaboration,” June.
• Uchida, C. H., Kantor, R., & Fernie, D. (2006). From the shore, the bridge and the helicopter: A study of a pioneering early childhood partnership. Paper presented to the Annual Meeting of American Educational Research Association, San Francisco, CA, April.
• Uchida, C., Fernie, D. & Kantor, R. & Galbraith, J. (2005). A study of a pioneering partnership among childcare, special education and the public schools. The Eighth Annual Head Start Research Conference. 
• Galbraith, J., Fernie, D., Kantor, R., Johnson-Wolf, A. and Crockett, K. (2005). Multiple perspectives on superhero play in an early childhood classroom. Presented to NAEYC. November, Washington, DC.
• Arikan, A., Fernie, D. and R. Kantor. (2005). The social construction of technology policy as process: Policy in the making and policy in the living. Presented to AERA, April, Montreal Canada. 
• Huff, J. and Kantor, R. (2005). An integrated program model in the age of standards. Presented to OAEYC, Columbus, OH.
• Fernie, D., Kantor, R., & Slutsky, R., (2000). Research update on full day/ full year partnerships. Presentation to Region V Leadership Conference conferees, Administration for Children and Families (ACF), Chicago, IL.
• Fernie, D. & Kantor, R. (July 2000). Communities of Learners as a support for the professional development and technological proficiency of Head Start teachers. In P. Hughes (Chair), Supporting nontraditional teachers: A global perspective. Symposium conducted at the Ninth Annual Meeting of the Reconceptualizing Early Childhood Education Conference, Brisbane, Australia.
• Kantor, R. (1999) Situating mythic and superhero play within a peer culture framework. In Roundtable session, Critical looks at media technology. AERA, New Orleans, LA
• Fernie, D. and Kantor, R. (1999). Applying Reggio Emilia principles to American communities of learners. In V. Fu (chair), Teacher education in the United States and the Reggio Emilia approach: A landscape of opportunities. Presented to NAEYC, New Orleans, LA.
• Kantor, R. (1999). The Reggio Emilia approach to early childhood education in the U. S.A dialogue. Carlina Rinaldi, (Chair). Presented to NAEYC, New Orleans, LA
• Kantor, R. & Fernie, D. (1998). Reflections on a collaborative research program. In Walsh, D. and Graue, E., (Chairs), Fieldwork with children: Theory into context. Presented at American Educational Research Association, San Diego, CA.
• Kantor, R. & Sanderson, M. (1998). Literacy in the daily lives of infants and toddlers. Presented at Midwest Association for the Education of Young Children, Toledo, OH.
• Hollis, L., Brune, M. & Kantor, R. (1998). Learning about ourselves and children through a clay project. Presented at Midwest Association for the Education of Young Children, Toledo, OH.
• Kantor, R. & Lyons, J. (1997). Learning about children and curriculum through careful documentation. Presented at Ohio Association for the Education of Young Children, Dayton, OH.
• Kantor, R. & Miller, S. (1996). The role of documentation in the Reggio Emilia approach: American understandings. Presented at Ohio Association for the Education of Young Children, Columbus, OH.
• Kantor, R., Whaley, K. (1995). New ideas and existing frameworks: Lessons learned from Reggio Emilia. Presented at National Association for the Education of Young Children, Washington, DC.
• Kantor, R., & Miller, S. (1995). An introduction to the principles of the Reggio Emilia Approach. Presented at Ohio Association for the Education of Young Children, Columbus, OH.
• Alcorn, T., Etchell, J., Kantor, R., & Rankin, B. (1994). The Racing Project: Collaboration among children and adults. Presented at Ohio Association for the Education of Young Children, Cleveland, OH.
• Kantor, R., Hollis, L., & Alcorn, T. (1994). Refining our understanding of the Reggio Emilia Approach. Presented at National Association for the Education of Young Children, Atlanta, GA.
• Kantor, R., & Williams, D. (1994). Planning Curriculum on mixed-age preschool. Presented at Ohio Department of Education Early Childhood Conference, Columbus, OH.
• Kantor, R., & Fernie, D. (1993). Friendship development and children's peer culture. Presentation at the Ohio Department of Education Conference, Columbus, OH.
• Kantor, R., Williams, D., & Ice, E. (1993). The project approach in American settings. Presented at Ohio Association for the Education of Young Children, Columbus, OH.
• Kantor, R., Fernie, D., Whaley, K., Bayer, C. (1993). Learning from classroom ethnographies: Same place, different times. Presented in Reconceptualizing Early Childhood Research, University of Michigan, Ann Arbor, MI.
• McMurray, P., Kantor, R., & Fernie, D. (1993). Becoming an "Individual" in early childhood classrooms. American Educational Research Association, Atlanta, GA.
• Kantor, R. (1993). Qualitative literacy research in early childhood settings. Presented at International Reading Association, San Antonio, TX.
• Kantor, R., Ice, E., Miller, S., Watters. E. and Williams, D. (1992). From Italy to America: Bringing home the ideas of Reggio Emilia. Presented at National Association for the Education of Young Children, New Orleans, LA.
• Kantor, R., & Fernie, D. (1992). Developing communities: An orienting image for early childhood classrooms. Presented at Reconceptualizing Early Childhood Research, University of Illinois, Chicago, IL.
• Kantor, R., Miller, S., Watters, E., & Williams, D. (1992). Bringing Home the Ideas of Reggio Emilia. Ohio Association for the Education of Young Children, Columbus, OH.
• Kantor, R., Fernie, D., Scott, J., & Elgas, P.(1991). Seeing the complexities of social competence through preschool ethnography. American Educational Research Association, San Francisco, CA.
• Fernie, D., Kantor, R., Davies, B., & McMurray, P. (1991). Becoming a person in preschool: Creating student, peer and gender positionings. American Educational Research Association, Chicago, IL.
• Kantor, R., Fernie, D., Scott, J., & Elgas, P. (1991). Revealing social competence in a comprehensive ethnography. Presented at Reconceptualizing Early Childhood Research, University of Wisconsin, Madison.
• Fernie, D., Kantor, R., Scott, J., Schwarz, P., Kesner, J. and Klein, E. (1990). The Honeymooners, Phase II: Teachers and children co-construct the school culture of a preschool. American Educational Research Association meeting, Boston, MA.
• Kantor, R., & Williams, D. (1990). Small group activities to promote collaboration and group skill in the preschool. Ohio Association for the Education of Young Children. Cincinnati, OH.
• Kantor, R., Cahill, B. (1989). Difficult problems with parents in childcare programs. Columbus Association for the Education of Young Children, Columbus, OH.
• Kantor, R., Fernie, D. and Scott, J. (1989). The Honeymooners: Teachers and children co-construct the school culture of a preschool. University of Tennessee Continuum or Qualitative Studies in Early Childhood Education, Knoxville, TN.
• Kantor, R., & Weddle, K. (1989). Making the transition to a full day program after 65 years as a half-day lab school. National Coalition for Campus Childcare, Columbus, OH.
• Connard, P., & Kantor, R. (l988). "A partnership perspective for viewing hearing mother-deaf child communication." Ohio Early Education Conference, Columbus, Ohio.
• Kantor, R., & J. DeStefano (l988). Talk at home and talk in text: A bridge or a chasm. In F. Nardine and D. Dickinson, Co-chairs, Families as Educators. American Educational Research Association, New Orleans, Louisiana.
• Waters, J., Fernie, D. and Kantor, R. (1988) Managing superhero play in the classroom: Four viewpoints. Ohio Association for the Education of Young Children. Toledo, Ohio.
• DeStefano, J., & Kantor, R. (1987). Cultural links in literacy learning. Presented to International Conference on Pragmatics, Antwerp, Belgium, presented by proxy.
• Kantor, R., & Bersani, C. (l987). "The trials and tribulations of lab schools: Networking for solutions." In B. Briggs and N. Benham (co-chairs), "Child development laboratory schools--state of the art." A preconference symposium at the National Association for the Education of Young Children.
• Lamonte, A. and Kantor, R. (1987). Can I play too?: Friendship and conflict in the block corner. Presented to Ohio Association for the Education of Young Children, Columbus, Ohio.
• Kantor, R. (1987). Creating conversations and school meaning at preschool circle time. In J. Green (Chair), Becoming a student: socialization to the preschool. American Educational Research Association, Washington, D.C.
• DeStefano, J. & Kantor, R. (1986). Cultural links in literacy learning. 4th International Conference on Teaching of English, Ottawa, Canada.
• Kantor, R. (1986). Try to keep your paint on the paper and other messages from the curriculum. In D. Wolfe (Chair), Preserving the integrity of early childhood in public school, a preconference symposium at National Association for Education of Young Children.
• DeStefano, J., Kantor, R. and Connard, P. (1986). Spoken and written dialogue at home an in early reading materials. International Reading Association, Atlanta, GA.
• Kantor, R. (1986). Small group time in an active learning curriculum. Ohio Association for the Education of Young Children. Dayton, Ohio.
• Kantor, R., Kuo, J., & Williams, D. (1986) The plexiglass easel: A new perspective on painting. Ohio Association for the Education of Young Children. Dayton, Ohio.
• Kantor, R. (1986). Using print to meet children's social needs. Ohio Association for the Education of Young Children. Dayton, Ohio.
• Kantor, R. (1985). The young child as young student: socialization into schooling. In
• Fernie (Chair), Socialization to schooling in preschool and kindergarten. A preconference symposium at the National Association for the Education of Young Children, New Orleans, Louisiana.
• Kantor, R. (1985). Using print in the preschool classroom. Ohio Association for the Education of Young Children, Cleveland, Ohio.
• Kantor, R. & Newman, B. (1985). Discipline strategies for moral autonomy. Ohio Association for the Education of Young Children, Cleveland, Ohio.
• Kantor, R. & Newman, B. (1984). The preschool as an agent of moral growth. National Association for Moral Education, Columbus, Ohio.
• DeStefano, J., Kantor, R., Connard, P. & Pepinsky, H. (1984). Spoken and written discourse: A cross-cultural comparison of dialogue at home and in early reading materials. Presented as a panel to the National Council of Teachers of English, Columbus, Ohio.
• DeStefano, J., Kantor, R. & Connard, P. (1984). Spoken and written discourse: A cross-cultural comparison of dialogue in basal readers and children's storybooks. International Reading Association, Atlanta, Georgia.
• Kantor, R. & Connard, P. (1983). Mothers and their young children: The negotiation of separation. Council on Exceptional Children Columbus, Ohio.
• Kantor, R. (1982). Communicative Interaction between deaf mothers and their deaf children: A psycholinguistic analysis. Society for Research in Child Development, Boston, Massachusetts.
• Kantor, R. & Hoffmeister, R. (1982). The acquisition of classifiers in American Sign Language and implications for the classroom. Council of American Instructors of the Deaf, Rochester, New York.
• Wilbur, R. & Kantor, R. & Bernstein, M. (1978). The semantic domain of classifiers. M.I.T. Sign Language Symposium, Cambridge, Massachusetts and Summer Meeting, Linguistics Society of America, Chicago, Illinois.
• Kantor, R. (1977). The acquisition of classifiers in American sign language by deaf children. The Second Annual Boston University Language Development Conference.

Invited Presentations

• Kantor, R. and M. Sanderson. (2006). Learning from Reggio Emilia for Infant toddler Care. 
• Invited Plenary. Organization of the Americas Symposium, Washington, DC.
• Kantor, R. and Cristol, D. (2007). Learning from Reggio Emilia Approach in American Pre-schools. Invited Plenary presented to the 7^th International Forum on poverty and Childhood. Cendi organization, Monterrey, Mexico.
• Kantor, R. and Katz, L. (2007). Complementary methods in Early Education Research. Pre-Conference workshop. American Education Research Association, Chicago, Ill.
• Kantor, R. (2007). What is quality in a standards-based curriculum? Keynote address to Toledo Association for the Education of Young Children. Toledo, Ohio (February).
• Kantor, R. (2006). What is an early childhood environment? Keynote presentation to Ohio Department of Education Early Childhood Conference. Columbus, OH (October).
• Kantor, R. & G. Gordon. (2006). Constructing quality early childhood environments: learning from an architect. Workshop to Ohio Department of Education Early Childhood Conference. Columbus, OH.
• Kantor, R. (2006). Social competence within the peer culture. Plenary session presented to the 6^th International forum on childhood and poverty. Cendi Organization, Monterrey, Mexico (May).
• Kantor, R. (2006). Learning from Reggio Emilia. Workshop presented to the 6^th International forum on poverty and childhood. Cendi organization, Monterrey, Mexico (May).
• Kantor, R. (each August 2000- 2005). Leader and Keynote speaker, Summer Institute, Early Childhood Education and Family Center at Johnstown Rd., Columbus, OH
• Kantor, R. (September 2005, November 2005, December 2005, January 2006) Teaching for Social Justice: Parts 1-4. Presented to Columbus Public Schools early Childhood Staff, Columbus, OH
• Kantor, R. (April 2005). Learning from the pedagogy of Reggio Emilia, Italy. Presented to the Children’s Learning Forum. Columbus, OH
• Kantor, R. (February 2004) The Ohio Early Learning Content Standards for Language and Literacy. Presented to CAEYC, Columbus, OH
• Kantor, R. (April 2004) The Ohio Early Learning Content Standards for Language and Literacy. Presented to OCCRA
• Kantor, R. (October 2004). Teacher education as documentation. Presented to the Ohio Higher Education Symposium on Reggio Emilia, Columbus, OH
• Kantor, R. (August 2003) Finding links between the pedagogy of Reggio Emilia and Jewish Education. Presented to Conference on American Jewish Education, Columbus, Ohio.
• Kantor, R. (September 2003) Discipline and Guidance for the Classroom based on Bailey’s model. Presented to Ohio Head Start Association.
• Kantor, R. (June 2003). Understanding the State Standards for Language and Literacy. Presented to Ohio Head Start Association.
• Kantor, R. (September, 2003). Understanding the State Standards for Language and Literacy. Presented to Ohio Child Care Resource and Referral Association.
• Kantor, R. (March 2001). Shared story reading in early childhood classrooms. Presented to the Ohio Head Start Association, Columbus OH.
• Kantor, R. (October, 2000). Using technology to enhance instruction in early childhood teacher education. Presented to the new Scripts Institute, Asheville, North Carolina.
• Fernie, D., Kantor, R. & Slutsky, R. (August, 2000). How’s It Going, Partner? A Qualitative Analysis of Full Day/Full Year Partnerships. Presentation to the Region Vb Consultant training orientation, Indianapolis, IN.
• Kantor, R. & Fernie, D. (July, 2000). Interpreting children’s social worlds and classroom life through a peer culture lens. Invited presentation to Experienced Teacher Group, University of Melbourne, Melbourne, Victoria, Australia.
• Kantor, R. (1999) Career pathways in Ohio's early childhood professional community. Presented to Ohio Department of Education, Columbus, OH
• Kantor, R. (1998). Lessons learned through an exploration of the Reggio Emilia Approach. Presented to the Reggio Emilia higher education study tour, Riva San Vitale Switzerland.
• Kantor, R. Adapting Reggio in Tennessee Schools. Invited Keynote, University of Tennessee
• Kantor, R. (1999). An introduction to the principles of the Reggio Emilia Approach. Presented to public school educators, Virginia Tech, Roanoke, VA.
• Kantor, R. (1997). Pathways to literacy in early childhood. Presented to Columbus Catholic Educators Association Conference, Columbus, OH.
• Kantor, R. (1997). Supporting the young literacy learner. Presented to Ohio Catholic Educators Association Conference, Cincinnati, OH.
• Kantor, R. and Jacob, S. (1997). New infant brain research: what are the implications for early childhood? Presented to the PSAC Conference, Columbus, OH.
• Kantor, R. & Lyons, J. (1997). Documentation and teacher research in Reggio Emilia: a roundtable discussion. Ohio Association for the Education of Young Children. Dayton, OH.
• Kantor, R. (1997). Implications of the new brain research for early childhood. Presented at the Citizen's Summit on Early Childhood, Columbus, OH.
• Kantor, R. & Miller, S. (1997) What does Reggio Emilia have to say to Head Start? Presented to Ohio Head Start. Cincinnati, OH.
• Kantor, R. (1997). Finding Ohio’s path in light of other states’ work. Opening address to the OAEYC Professional Development Institute. Ohio Association for the Education of young Children, Dayton, OH.
• Kantor, R. (1997). Making progress in Ohio's professional development initiative. Presented at The Ohio Association for the Development of Young Children Conference, Dayton, OH.
• Kantor, R. & Lyons, J. (1997) Documenting Children’s Learning: Learning from Reggio Emilia. Presented to the Columbus Association for the Education of Young Children Winter Conference. Columbus, OH.
• Kantor, R., & Fernie, D. (1996). Literacy learning and the Reggio Emilia approach to early childhood education. Presented at the Gladys Foster Anderson Literacy Symposium, Columbus, OH.
• Kantor, R., Fernie, D. (1996). The value of play in classroom curriculum. Upper Arlington-Worthington Summer Institute. Columbus, OH.
• Kantor, R. (1996). Collaboration in early childhood. Keynote presentation to Mansfield Association for the Education of Young Children. Mansfield, OH.
• Kantor, R. (1996). Early literacy development: What does it look like. Presented at
• Columbus Association for the Education of Young Children.
• Whaley, K., & Kantor, R. (1994). Learning From Reggio Emilia. Zane-Trace Association for the Education of Young Children Early Childhood Conference.
• Kantor, R., Fernie, D. (1993). Understanding Qualitative Research in Early Childhood Settings. Presented to Early Childhood faculty at Edinboro State University, Edinboro, PA.
• Kantor, R. (1993). Building community in early childhood classrooms. Keynote presentation to Dayton Association for Young Children Early Childhood Conference.
• Kantor, R. (1993). Understanding children's friendships. Keynote presentation to Columbus Association for the Education of Young Children Early Childhood Conference.
• Kantor, R., & Williams, D. (1993). Development and early childhood curriculum. Ohio Department of Education Conference for Home Economic Education Child Care Educators.
• Kantor, R., Williams, D., & Ice, B. (1993). Reggio Emilia: What can we learn? Ohio Department of Education in Early Childhood Conference.
• Kantor, R. (1992). Are you my friend? Children's social development in group settings. Keynote Presentation to Zane-Trace Association for the Education of Young Children.
• Kantor, R. (1990). Understanding children's friendships. Keynote presentation to Columbus Association for the Education of Young Children Early Childhood Conference.
• Kantor, R. (1990). Understanding the needs of working families. Ohio Home Economics Association, Toledo, OH.
• Kantor, R. (1990). Future directions in Early Childhood Education. Keynote presentation to Phi Delta Kappa, Ohio Chapter, Columbus, OH.
• Kantor, R. (1990). Developmentally appropriate curricula for early elementary school. School Study Council of Ohio, Columbus, OH.
• Kantor, R. (1990). What is developmental appropriateness for early elementary students. Ohio Early Elementary Administrations Conference, Columbus, OH.
• Green, J. and Kantor, R. (1988) Exploring the complexity of language and learning in the life of the classroom. Language and learning symposium. University of Queensland, Brisbane, Australia. Also presented to the College of Education Eminent Scholars Program, The Ohio State University, October, 1988.
• Kantor, R. (1987). Working from the ideas of children. Keynote presentation for the
• Annual Fall Conference of the Dayton Area Association for the Education of Young Children, Dayton, Ohio.
• Kantor, R. (1987). From children's ideas to action. Annual Fall Conference of the Dayton Area Association for the Education of Young Children, Dayton, Ohio.
• Kantor, R. (l984). Welcome Address. Third Annual Pennsylvania School for the Deaf Language Coordinators Conference, Rochester, New York.
• Kantor, R. (1983). Conference moderator and invited presenter, Pennsylvania School for the Deaf Annual Language Coordinators Conference. Philadelphia, Pennsylvania.
• Kantor, R. (1983). Pennsylvania School for the Deaf Annual Language Coordinators Conference. Teachers as conversational partners, Philadelphia, Pennsylvania.
• Kantor, R. (1983). Pennsylvania School for the Deaf Annual Language Coordinators Conference. Cognitive strategies for the pre-school classroom, Philadelphia, Pennsylvania.
• Kantor, R. (1983). Pennsylvania School for the Deaf Annual Language Coordinators Conference. The early development of American Sign Language and implications for the preschool curriculum, Philadelphia, Pennsylvania.
• Kantor, R. (l982). Invited facilitator, pre-school panel, Conference of New England Teachers of the Deaf, Gallaudet Extension, Haverhill, MA.
• Kantor, R. & Nelson, C. (l980). Optimal early language environments for young deaf children. Massachusetts Office of Deafness Third Annual Convention, Boston, Massachusetts.
• Wilbur, R. & Kantor, R. (l978). American sign language structure and its development in young children. New England Child Language Association, Boston, Massachusetts.