Cynthia F. DiCarlo
W.H. "Bill" LeBlanc Endowed Alumni Professor
Executive Director | Early Childhood Education Laboratory Preschool
Exectuive Director | LSU Early Childhood Education Institute
Bachelor's Degree(s): Sociology, University of New Orleans, 1992
Master's Degree: Early Childhood Special Education, University of New Orleans, 1995
PhD: Special Education with a concentration in Early Intervention, University of New Orleans, 2004
Other Degrees: National Board Certification, Early Childhood through Young Adulthood/Exceptional Needs Specialist, 2004
Phone: (225) 578-7005
Office: 123B Peabody Hall
Cynthia Fontcuberta DiCarlo, PhD, holds the Diane Toups Goyette Professorship in Early Childhood Education and is the Executive Director of the Early Childhood Education Laboratory Preschool at LSU. DiCarlo also serves as the Coordinator of the Early Childhood Education Teacher Education Program and her research focuses on interventions to improve outcomes for young children and clarification and innovations in recommended practices in early childhood. Prior to joining LSU in 2004, she was a Clinical Assistant Professor at LSU Health Sciences Center (New Orleans). Dr. DiCarlo has been recognized for her research, teaching and service; her research on children's attention during whole group instruction received the 2012 Research Paper of the Year from the Journal of Research in Childhood Education; she was recognized for excellence in teaching receiving the Tiger Athletic Foundation Teaching Award (2010). Additionally, she has received recognition for her service, receiving the College of Human Sciences and Education Faculty Service Award (2016) and the Louisiana Champions of Service Volunteer of the Year: Plantation Region (2013). Dr. DiCarlo has incorporated her passion for research into the courses she teaches and her work in mentoring undergraduate and graduate students. Since its inception in 2014, Dr. DiCarlo has mentored 67 undergraduate students who have subsequently presented at LSU Discover Day. She currently serves on the editorial boards for Infants & Young Children, the Journal of Teacher Action Research, and Beyond Behavior.
Awards & Honors
DiCarlo, C. (2020). NAECTE Outstanding Early Childhood Teacher Educator. National Association for the Education of Young Children.
DiCarlo, C. (2020). CxC Outstanding Faculty. Louisiana State University.
DiCarlo, C. (2018). Established Career Research Award. National Association for Early Childhood Teacher Educators.
DiCarlo, C. (2018-2019). SEC Academic Leadership Development Program, LSU.
(Student names are underlined)
DiCarlo, C., Baumgartner, J., Ota, C., Deris, A. & Brooksher, M.(2020). Recommended practice in whole-group instruction: Increasing child attention. Child & Family Behavior Therapy. DOI: 10.1080/00168890.2020.1848407
DiCarlo, C. & Brunson, M.F. (2020). Navigating quarantine with young children. Child Care Exchange, 225. https://www.childcareexchange.com/article/navigating-quarantine-with-young-children/5025564/
Deris, A., DiCarlo, C., Wagner, D. & Krick-Oborn, K. (2020). Using environmental modification and teacher mediation to increase literacy behaviors in inclusive preschool settings. Infants & Young Children, 33(4) 283-299.
DiCarlo, C., Meaux, A., & LaBiche - Hebert, E. (2019). The impact of mindfulness practices on classroom climate and perceived teacher stress. Early Childhood Education Journal. doi:10.1007/s10643-019-01015-6
Baumgartner, J., DiCarlo, C.F., & Casbergue, R. (2019). Service-learning in early childhood education: The Intersection of modeling developmentally appropriate teacher education & the P.A.R.E. model. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2019.1570400
Grantham-Caston, M. & DiCarlo, C. (2019). The impact of video self-reflection on teacher practice. National Head Start Association Dialog, 22(2), 61-75.
Grantham-Caston, M. & DiCarlo, C. (2019). Lights! Camera! Action! Improving your teaching through video self-reflection. Young Children, 74(4).
DiCarlo, C. & Ota, C. (2017). Advocacy in early childhood teacher preparation (Chapter 5). In Advocacy in Academia and the Role of Teacher Preparation Programs (Thomas, U. Ed). IGI Global.
(Student names are underlined)
Lee, L. & DiCarlo, C. (2021). Early Childhood Curriculum & Children’s Brain Development. Belizean International Symposium on Education. Virtual conference.
DiCarlo, C. & Meaux, A. (2019). Using Mindfulness to Reduce Teacher Stress. National Association of Early Childhood Teacher Educators, Nashville, TN.
Deris, A., DiCarlo, C., Beavers, E.A., & Purcell, M.(2019) Unlocking the DEC Recommended Practices. Council for Exceptional Children Teacher Education Division Annual Conference, New Orleans, LA.
Bankston, J., & DiCarlo, C. (2019). Integrating research into your teaching: Undergraduates as researchers. MidSouth Education Research Association Conference, New Orleans, LA. http://msera.org/publications-proceedings.html
DiCarlo, C., Grantham-Caston, M., & Bankston, J. (2019). Understanding the Communicative Function of Problem Behavior. Texas Association for the Education of Young Children Annual Conference, Frisco, TX.
Sulentic Dowell, M.M., Wheeler, S., & DiCarlo, C. (2019). Quality mentor training: Preparing the under-prepared for year-long student teaching. Mentoring Institute Conference, Albuquerque, NM.
Grantham-Caston, M. & DiCarlo, C.F. (2019). Lights! Camera! Action! Using video self-reflection to improve your practice. Teacher Leader Summit, New Orleans, LA.
Deris, A., & DiCarlo, C. (2019). Using case method of instruction for teaching DECs Recommended Practices. Opening Minds Early Education, Child Care, and School Age Conference and Expo. Chicago, IL.
Sulentic Dowell, M.M., Wheeler, S., & DiCarlo, C. (2019). Quality mentor teacher training: Preparing the under-prepared for a year-long student teacher residency requirement. Hawaii International Conference on Education, Honolulu, HI.
DiCarlo, C., Hulin, C. & Grantham-Caston, M. (2019). The impact of responsive partnership strategies on the satisfaction of co-teaching relationships in early childhood classrooms. Hawaii International Conference on Education, Honolulu, HI.
DiCarlo, C.F. (2019). Implementing a sliding-fee scale for Pell grant eligible student families. Child Care Access Means Parents in School Program (CCAMPIS) (CFDA # 84.335A). U.S. Department of Education. $369,204.00