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Tashia Abry tda2j@virginia.edu |
Tashia Abry is an Institute of Education Sciences predoctoral fellow in the Educational Psychology, Ph.D. program at the Curry School of Education. Tashia received her Bachelor of Arts from Prescott College and a Masters of Education from the Curry School. Prior to her graduate studies, Tashia served as the Prevention Coordinator at a regional Community Service Board, overseeing their school-based prevention services.
Tashia’s primary interests include classroom contexts and teaching practices that promote the development of the whole child including social and emotional development, engagement, motivation, and academic achievement. Specifically, her work focuses on the evaluation of school- and classroom-based interventions and on understanding the mechanisms by which such interventions influence targeted outcomes. She also has a special interest in quantitative methodology and research designs that support causal inference. Tashia is presently working in the Social Development Lab at the Center for Advanced Study of Teaching and Learning on a randomized control trial of the Responsive Classroom (RC) approach where she is examining the proximal outcomes associated with RC as well as the relation between implementation of specific RC components and children’s academic achievement. Her advisor is Dr. Sara Rimm-Kaufman and her co-advisor is Dr. Chris Hulleman.
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Mindy Adnot mka9kt@virginia.edu |
Melinda (Mindy) Adnot is a first year student in the dual degree Ph.D./M.P.P. Education Policy program in the Curry School of Education and Frank Batten School of Leadership and Public Policy at U.Va. Before joining the graduate program at U.Va., she served as a Project Director on the Policy team at The New Teacher Project. Most recently her work has focused on teacher evaluation in NYC, but she has also worked in teacher support and development, and new teacher selection. Prior to joining TNTP, Mindy taught 6th grade Math and Science to the wonderful students at the Secondary School for Research in Brooklyn, NY. Originally from Gainesville, FL, Mindy is excited to be back in a place with milder weather, college football and barbecue though she will miss the New York state of mind, and pizza and bagels. |
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Kelli Bird kb7ud@virginia.edu |
Kelli Bird is a third-year Ph.D. student in the Department of Economics. She received a B.S. in Economics from the University of Kansas in 2008 and a M.A. in Economics from the University of Virginia in 2010. Kelli is currently working with Professor Thomas Dee on projects related to education policy that use experimental and quasi-experimental research designs. She is a two-year VEST Fellow and a participant in the Education Policy Seminar Series at the Center on Education Policy and Workforce Competitiveness. Her research interests include student effort and incentives, competition in education markets, and education systems in developing countries. |
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Brad Carter bsc5ys@virginia.edu
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Brad Carter is currently an Institute for Education Sciences predoctoral fellow in the Educational Psychology and Applied Developmental Sciences (EP-ADS) Ph.D. program in the Curry School of Education. Brad was an intern in the 2010 EP-ADS Summer Undergraduate Research Program; he worked under the guidance of Dr. Marie Shoffner. Following the SURP program, he received a B.S. in Psychology from James Madison University in Harrisonburg, Virginia. Brad is interested in early interventions for children with disabilities. His efforts focus on increasing the social skills of children with disabilities so that they may better interact with their peers. His advisor is Dr. Tina Stanton-Chapman. |
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Carol Clark cc9hc@virginia.edu |
Carol Clark is an Institute of Education Sciences predoctoral fellow in the Educational Psychology: Applied Developmental Science program. Prior to returning to graduate school, she was a classroom teacher, literacy specialist, and teacher leader in grades K-8 for fifteen years. Carol taught in Virginia, Washington state, Egypt, and her home state of Texas before choosing to pursue a career as a research scientist. Carol holds master’s degrees in Reading Education and Educational Psychology: Applied Developmental Science. Her research interests include support for teachers, socioemotional development, fidelity of implementation, program evaluation, and community service learning. She is currently working on a number of projects with her advisor, Dr. Sara Rimm-Kaufman, in the Social Development Lab at the Center for the Study of Advanced Teaching and Learning. |
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Lindsay Forston lcd9a@virginia.edu |
Lindsay is a third year IES Pre-doctoral Fellow in the Educational Psychology: Applied Developmental Science Ph.D. program. She earned a B.A. in Psychology from the University of Virginia. Prior to beginning the Ph.D. program, she was a Lab Coordinator in the Early Childhood Lab at UVA. Lindsay’s research interests lie in early intervention, at-risk populations, school readiness, social competence, language development and assessment. More specifically, she is interested in developing classroom-based interventions that promote social development for children with disabilities or at-risk for disabilities. She is also interested in identifying and developing ways to incorporate technology in fostering language and social skill development. She is currently working on the Social Competence in Preschool (SCIP) project at the Center for Advanced Study of Teaching and Learning with her advisor. |
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Myles Durkee mid6ts@virginia.edu |
Myles I. Durkee is an IES Pre-doctoral Fellow in Educational Psychology: Applied Developmental Science Ph.D. program. He works directly with his advisor Dr. Joanna Lee-Williams in the Race, Ethnicity, & Culture Research Laboratory. His research focuses on perceptions of modern-day discrimination (e.g. racial microaggressions) and he is specifically interested in encounters which are perpetrated by members of different racial/ethnic groups as well as those perpetrated by members of the same racial/ethnic group. Myles also looks at how these experiences of in-group/out-group discrimination subsequently influence the development of racial/ethnic identity in adolescents and young adults. Additionally, Myles is a graduate research assistant in the Community Psychology Department at UVA and works with his co-advisor Dr. N. Dickon Reppucci on a longitudinal study called Project D.A.T.E. (Demand for Appreciation, Trust, & Equality). This research focuses on both risk factors (i.e. domestic violence) and protective factors (i.e. emotional support) that are associated with the quality of adolescent romantic relationships among a sample of high-risk youth. |
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Amir Francois agf4df@virginia.edu |
Amir G. François is currently an Institute for Education Sciences predoctoral fellow in the Educational Psychology: Applied Developmental Science Ph.D. program in the Curry School of Education. After receiving his B. A. in Philosophy-Neuroscience-Psychology from Washington University in St. Louis, Amir taught 7th and 8th grade science and worked in Diversity Initiatives at Noble and Greenough School in Dedham, MA. Next, he taught 4th grade at Edward W. Brooke Charter Public School in Roslindale, MA. Amir is interested in social-cognitive development and race relations in educational settings. His main research interests include child and adolescent intercultural competence development, environmental influences on intergroup bias, and the role of teacher and peer attitudes on social development. Amir is currently working on a number of projects with Dr. Joanna Lee Williams, including a study evaluating intergroup dialogue in high school settings and assessing pre-service teacher’s multicultural beliefs. He is also a research assistant in the Young Women’s Leadership Program (YWLP), a positive youth development intervention program. |
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Eva Galdo etg4p@virginia.edu |
Eva Galdo is currently a predoctoral student in the Education Policy Ph.D. program in the Curry School of Education. She earned a B.A. in Mathematics and a Master in Teaching both from the University of Virginia. Prior to beginning the Ph.D. program, Eva taught high school mathematics for three years in Fairfax County and coached girls softball and basketball. Eva’s interests include teacher recruitment, quality, and effectiveness, urban education, and school leadership and the ways in which policy initiatives may be implemented to help promote changes in schools that lead to improvement in student outcomes. She is working with Dr. Jim Wyckoff on a project that explores the state of education in Virginia public schools. |
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Marissa Griggs mps4y@virginia.edu |
Marissa Griggs is currently a Institute for Education Sciences predoctoral fellow in the Clinical Psychology program in the Department of Psychology. She received a B.S. in Psychology from High Point University, and M.A. and S.S.P degrees in School Psychology from Appalachian State University. Her research interests center around how children’s relationships with significant adults (i.e. parents and teachers) shape their social development and adjustment to school. She is particularly interested in the effects of parental psychopathology, student-teacher relationships, and classroom quality on the adjustment of children with behavioral disorders such as ADHD. Marissa currently works in the Peer Relations and ADHD Lab in the Department of Psychology with Amori Mikami. She also works with Sara Rimm-Kaufman in the Social Development Lab in the Center for Advanced Study of Teaching and Learning (CASTL). |
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Karyn Hartz kah2fg@virginia.edu |
Karyn Hartz is currently a two-year Institute for Education Sciences predoctoral fellow in the programs in Clinical and School Psychology in the Curry School of Education. She received a B.S. in Human Development from Cornell University. Before entering graduate school she was a lab coordinator in the Emotion Development Lab at Penn State University. Her research interests include the influences of parents and teachers for children’s social-emotional development, the transition to kindergarten, protective factors for children who are at-risk, and social-emotional interventions. Karyn works at the Center for the Advanced Study of Teaching and Learning (CASTL) with Dr. Amanda Williford. She works on the Preschool Relationships Enhancement Project (PREP), a school-based intervention for preschool children with disruptive behavior problems that focuses on improving teacher-child relationships and reducing behavior problems. She is also working in the Early Steps Lab with Dr. Melvin Wilson.
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Angela Henneberger akh5z@virginia.edu |
Angela K. Henneberger is currently an Institute for Education Sciences predoctoral fellow in the Applied Developmental Sciences Ph.D. program in the Curry School of Education. She received her B.S. from the University of Maryland College Park. Before attending graduate school, she was a research associate at the Western Psychiatric Institute and Clinic in Pittsburgh, PA. Her research interests include: adolescent development; developmental psychopathology; peer influence on antisocial and prosocial behavior; the development of aggression in girls; interventions that address risk and resilience in adolescence. Angie currently works with Dr. Nancy Deutsch, using qualitative methods to examine the effectiveness of a combined group and one on one mentoring program for adolescent girls. She is also working with Dr. Patrick Tolan, Director of Youth-Nex, the UVA Center to Promote Effective Youth Development and Dr. Dick Reppucci on the Gender and Aggression Project. |
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Manuela Jiménez Herrera mj2qd@virginia.edu |
Manuela Jiménez Herrera is currently a predoctoral fellow in the Educational Psychology - Applied Developmental Sciences Ph.D program in the Curry School of Education. She received a Bachelor and a Masters degree from Universidad de los Andes in Bogotá, Colombia. Before beginning her doctoral studies, she worked on the development, implementation and evaluation of Aulas en Paz, a socio-emotional learning program for elementary-aged children. |
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Faiza Jamil fmj5fe@virginia.edu |
Faiza M. Jamil is currently a pre-doctoral fellow in the Educational Psychology and Applied Developmental Science Ph.D. program at the Curry School of Education. She received her B.A. in psychology from Bryn Mawr College, and her M.Ed. from The College of New Jersey. She entered graduate school with elementary school teaching experience in several countries, including Kuwait, Turkmenistan, and Thailand. |
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Scott Latham sal3ff@virginia.edu |
Scott Latham is a first year graduate student from Hazlet, NJ. He is pursuing a PhD. in education policy in the Curry School of Education along with an MPP at the Frank Batten School of Leadership and Public Policy. Scott received his bachelor’s degree magna cum laude from Lafayette College, majoring in psychology. At Lafayette, he served as a teaching assistant for two semesters and served on the board of the psychology honors society. As an undergraduate, he assisted on two research projects which examined behavioral responses to varied stimuli. Scott’s current research interest is closing early year achievement gaps among American students. He loves to ski and bike, and plans to learn rock climbing this fall.
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Patten Priestley Mahler lpp5d@virginia.edu |
Patten Priestley Mahler is a two-year VEST Fellow pursuing her Ph.D. in economics. She graduated from Davidson College in 2003 with a B.S. in physics and taught high school physics for three years in Charlotte, North Carolina. She received a M.A. in economics at Duke University in 2006. While at Duke she worked as a research assistant for Sunny Ladd and Charlie Clotfelter in the Sanford School of Public Policy on projects related to teacher attrition and working conditions in North Carolina schools. Patten has been working with Jim Wyckoff in the Curry School of Education since beginning her Ph.D. at UVa in 2008. Her projects with Jim include studying teacher attrition in Virginia schools and alternative pathways to teaching in New York City. Her research interests include teacher retirement patterns and incentives, teacher preparation and attrition, and math and science education. |
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Eileen G. Merritt egm8e@virginia.edu |
Eileen G. Merritt is an Institute for Education Sciences predoctoral fellow in the Risk and Prevention in Education Sciences Ph. D program at the University of Virginia. She received a B. A. from the College of William and Mary and a M. Ed. in Science Education from the University of Virginia. Before attending graduate school, she was a fourth grade teacher in Albemarle County for many years, and a middle school teacher in Chesapeake, Virginia. She is interested in studying interventions that improve mathematics and science teaching and learning in elementary classrooms. She works in the Social Development Laboratory with Dr. Sara Rimm-Kaufman and Dr. Robert Berry on a project examining the effects of the Responsive Classroom approach on mathematics instruction and student learning in grades 3-5. Her dissertation work will examine classroom factors that contribute to mathematics learning for third and fourth grade children from low-income families. |
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Cristina Reitz-Krueger clr6c@virginia.edu |
Cristina Reitz-Krueger is currently an Institute for Education Sciences predoctoral fellow in the Community Psychology program in the Department of Psychology. She received a B.A. in psychology from the University of North Carolina, and an M.A. in psychology from the University of Virginia. She is interested in risk prevention and positive youth development, particularly with respect to adolescent romantic relationships and their intersection with law and policy. She is also interested in school-based and/or after school programs for promoting healthy adolescent development. Cristina currently works with Dick Reppucci in the Department of Psychology on projects relating to statutory relationships and teen dating violence. She also works with Nancy Deutsch on the Young Women’s Leadership Program. |
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Annie Rorem akr9af@virginia.edu
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Anna (Annie) Rorem is dually enrolled in the Batten School and Curry's PhD in Education Policy Program. She holds a BA from Wesleyan University with a double major in French studies and mathematics, and also holds an MA in mathematics from the same school. The title of her Master's thesis was Quasiconformally Homogeneous Domains in the Plane. She has spent the last 3 years teaching middle school math and science in Princeton, New Jersey, and is interested in studying both math curriculum development and evaluation techniques. In addition to her teaching job, she has developed a summer math program for middle school girls, with supplementary school-year workshops, in which she introduces them to non-curricular math concepts such as finance, cryptography and number theory. |
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Veronica Thomann vt4bd@virginia.edu |
Veronica Thomann is a first-year student and a very recent transplant to Charlottesville. Originally from the West Coast, Veronica received her undergraduate degrees in Anthropology and Spanish from Washington University in St. Louis. Upon graduation, Veronica headed back west to join Teach for America in Los Angeles. She taught sixth grade for two years and also received her Master’s Degree in Education from Loyola Marymount University. Most recently, Veronica was teaching second grade at a private school in Santa Monica. Having sampled public and private education, Veronica felt compelled to pursue a Ph.D. in Educational Policy in order to improve the state of public schools. Her primary research interests dwell in the area of teacher quality and teacher retention, specifically in urban schools. Veronica is an avid yogi and loves to spend time outdoors. She is looking forward to exploring Charlottesville and the East Coast with her husband, Dan |
