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.
Alicia Miao, M.S., Graduate Research Assistant
Alicia’s interests broadly are in supporting children’s well-being, and the influence of early cognitive and socio-emotional development on later adjustment throughout the life course. Specifically, she is interested in how children’s cognitive and emotional self-regulation changes around the transition to school, and how this stability or change is associated with academics and problem behaviors in adolescence. She is also interested in how different contexts positively and negatively influence children, populations that are underserved or understudied, the development of visuo-spatial abilities, mathematical thinking, and problem solving, and data analysis, statistical modeling of longitudinal data, and interventions and programs designed to support children and the families and communities in which they grow up.
Jennifer Finders, 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.
Svea Olsen, Graduate Research Assistant
Svea Olsen earned her B.A. in Psychology from Lewis & Clark College with a focus on Spanish Language and Hispanic Studies, and is certified as an English as a Second Language teacher (TESOL). Svea is currently a graduate student in Human Development and Family Sciences at Oregon State University, where her interests focus on supporting the cultural transition and education of immigrants and refugees in the United States. Svea previously worked at the Yale Center for Emotional Intelligence as a research assistant on the early childhood team, working on a project that promotes social and emotional development in early childhood. She specializes in working with Spanish-speaking children and adults.
Christopher Partipilo, Graduate Research Assistant
Chris grew up in Salem, Oregon and received a Bachelor of Science in Human Development & Family Sciences from Oregon State University in 2014. He is currently a second-year graduate student pursuing a master’s degree in Human Development & Family Science. Most of his research experience includes assessing and improving children’s self-regulation and school readiness. In addition, he is interested in understanding the development and experiences of transracially-adopted children.
Jessica Alonso, 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.
Aya Bukres, Undergraduate Research Assistant
Aya Bukres is a senior majoring in Public Health with a Health Promotion and Health Behavior option and a minor in Women, Gender, and Sexuality Studies. She has worked on the Kindergarten Readiness Research Study with Dr. Megan McClelland as an undergraduate research assistant for the past 4 years. In her 2nd year, Aya answered her own research question using data she worked to collect and has presented her findings at OSU, Stanford, and Harvard University.
Tiffany Nguyen-Van, Undergraduate Research Assistant
Tiffany is a fourth-year student and will be graduating in the Spring of 2017 with an Honors Bachelors of Science in Psychology. She is also in her second year as a student officer worker and research assistant for the Kindergarten Readiness Study. Tiffany's current interests include the introduction of social justice issues in earlier grade levels and her honors thesis reflects this topic through her work on developing a game board aimed at educating middle school students on the issues of privilege and race.