Megan McClelland, Ph.D., Principal Investigator
Megan McClelland is the Katherine E. Smith Professor of Healthy Children and Families in Human Development and Family Sciences at Oregon State University. Her research focuses on optimizing children's development, especially as it relates to children’s self-regulation and school readiness including links between self-regulation and academic achievement from early childhood to adulthood, recent advances in measuring self-regulation, and intervention efforts to improve these skills in young children.
Alexis Tracy, M.S., Research Project Coordinator
Alexis is a Research Project Coordinator at Oregon State University. She received a bachelor’s degree in child development from California State University, Chico and a master’s degree in Human Development and Family Science from Oregon State University. Her research interests include learning more about how children successfully develop self-regulatory and school readiness skills in preschool. More specifically, she is interested in how childcare contexts can support the successful development of these skills in children with elevated levels of problem behaviors. Additionally, she is interested in learning how early childhood education classrooms can support and foster the teacher-child relationship, particularly for those children perceived as having problem behaviors.
Jasmine Karing, M.P.H, Faculty Research Assistant
Jasmine Karing is a Faculty Research Assistant at Oregon State University. She received a master’s degree in Public Health from the University of Hawaii- John A. Burns, School of Medicine, specializing in Native Hawaiian and Indigenous Health. As part of her graduate work, she focused on maternal health, health equity and social justice. Jasmine previously worked at the Native Hawaiian Center of Excellence at the John A. Burns, School of Medicine as a Research & Evaluation Specialist coordinating the research, needs assessments, and data analysis of health focused interventions for high school and middle school children.
Jennifer Finders, M.S., Graduate Research Assistant
Jenn is interested in investigating factors that promote resiliency in children from disadvantaged backgrounds. Specifically, her research focuses on examining the influence of diverse contexts on children’s school readiness, and how interventions and programs can strengthen self-regulation and school success. In her current projects she is exploring the protective effects of proximal and distal environments (such as family, school, and community) on children’s developmental outcomes.
Jessica Alonso, M.S., Graduate Research Assistant
Jessica is interested in investigating mechanisms behind self-regulated classroom behavior and how this behavior impacts academic achievement in early education. In her current projects she is working on investigating differences in self-regulation and achievement in the full day kindergarten setting. She is also working with foster youth data to explore the differences that contextual factors can have on classroom behavior as well as academic self-efficacy.
Alexis Merculief, Graduate Research Assistant
Alexis is interested in how social-emotional learning interventions help young children succeed in school. She is especially interested in topics of race, ethnicity and culture and their influence on social-emotional learning. Alexis graduated with her B.A. in Psychology from Seattle Pacific University where she researched self-regulation in children with Autism. She is an Aleut tribal member and previously worked to promote health and well-being in American Indian/Alaska Native children through youth program development and implementation at the Seattle Indian Health Board.
Isabella Sciuto, Graduate Research Assistant
Isabella just recently graduated from California State University San Marcos with a degree in psychology. Her research interests involve children's development of self-regulation and academic readiness skills particularly in children from low-income families and the barriers they face to academic achievement. More specifically, she is interested in how self-regulation interventions can help preschool aged children from disadvantaged areas reach similar levels of academic achievement as their more advantaged peers by the time they reach kindergarten and elementary school.
Dan Johnson, Research Assistant
Dan graduated from the University of Texas at Austin with a Bachelor's degree in English and Latin, and recently earned his Master's degree in Library Science from the University of North Texas. He's been a youth services librarian with the Houston Public Library, where he put on lively storytimes for toddlers and preschoolers. Recently moved to Corvallis, Dan is excited to learn how self-regulation affects early numeracy and literacy skill development in preschoolers.
Derek Becker, Ph.D., Assistant Professor, Western Carolina University
Guadalupe Diaz, Ph.D., Postdoctoral Fellow, University of California Irvine
Robert Duncan, Ph.D., Assistant Professor, Purdue University
Alicia Miao, Ph.D., Oregon State University
Tiffany Nguyen-Van, B.S., Oregon State University
Christopher Partipilo, M.S., Oregon State University
Megan Pratt, Ph.D. Research Assistant Professor, Arizona State University
Sara Schmitt, Ph. D., Assistant Professor, Purdue University
Shauna Tominey, Ph.D., Assistant Professor, Oregon State University
Shannon Beth Wanless, Ph.D., Associate Professor, University of Pittsburgh