Our national research network brings together the nation's experts in human development and those from learning sciences, computer science,  education, public health, sociology, psychology and new media studies. Our team members' expertise is wide ranging and includes learning theory and design, digital learning, literacy, science education, racial discrimination and health, ethnic identity, social media, and African American, Latino and Asian child and adolescent development.  The team is drawn from the top research institutions across the US: University of Southern California,  University of Michigan, Harvard University, New York University, UCLA, University of Pennsylvania, University of Missouri, the George Washington University and  Arizona State University. Research teams for each project tend to meet bi-weekly in online meetings rooms/classrooms. There is also an annual paper and training camp where team members meet in person for community building, data analyses and writing. Get to know our team by clicking on the images below.

Hover on the pic below to read names. Click to find out more about their positions, institutions and research interests.  


Research Team Bios

Brendesha Tynes, Director and Associate Professor, University of Southern California

Brendesha Tynes is director of the Digital Learning and Development Lab and an associate professor of education and psychology at the University of Southern California Rossier School of Education. For the 2015-2016 school year she is a visiting associate professor of psychology at the University of Michigan. Her research focuses on the construction of race and gender in online settings, digital learning and the design of digital tools that empower underrepresented youth. Tynes is co-editor (with Safiya Noble) of the Intersectional Internet: Race, Sex, Class and Culture Online (in press) and the Handbook of African American Psychology (Sage, 2009) and associate editor of the American Educational Research Journal. She is the recipient of numerous awards including a Ford Pre-doctoral and Postdoctoral Fellowships, the American Educational Research Association’s 2012 Early Career Contribution Award for scholars who have made significant scholarly contributions to communities of color, the 2015 AERA Early Career Award, and the Spencer Foundation Midcareer Award.  She was also named one of Diverse Magazine’s Emerging Scholars under 40 and her article in the Journal of Adolescent Research was #1 (or the top 10) in the 50 most frequently read articles for several years. Her work has been cited in the New York Times, the Los Angeles TimesNewsweek and several other outlets. Tynes is a former high school history and global studies teacher. She has a master’s in learning sciences from Northwestern and a doctorate in human development and psychology in education from UCLA. back to top

Robert Rueda, Professor, University of Southern California

Robert Rueda is the Stephen H. Crocker Professor of Education at the Rossier School of Education at the University of Southern California, where he teaches in the area of Psychology in Education.  He also has a courtesy appointment in the Psychology Department. He completed his doctoral work at the University of California at Los Angeles in Educational Psychology and completed a postdoctoral fellowship at the Laboratory of Comparative Human Cognition at the University of California, San Diego in cross-cultural psychology.  His research has centered on the sociocultural basis of motivation, learning, and instruction, with a focus reading and literacy in English learners, and students in at-risk conditions, and he teaches courses in learning and motivation.  He served as a panel member on the National Academy of Science Report on the Overrepresentation of Minority Students in Special Education, and also served as a member of the National Literacy Panel (SRI International and Center for Applied Linguistics) looking at issues in early reading with English language learners. He is a member of the National Academy of Education, and is a fellow of the American Psychological Association and of the American Educational Research Association. He currently serves as the associate editor of the American Educational Research Journal (Teaching, Learning, and Human Development), and in addition, he serves on the editorial boards of several other educational journals. back to top

Gale Sinatra, Professor, Associate Dean of Research, University of Southern California

Dr. Gale Sinatra is a Professor of Psychology and Education at Rossier. Her areas of expertise include climate science education, evolution education, learning theory, knowledge construction, conceptual change learning, literacy acquisition, assessment, and the public understanding of science.  Her recent research focuses on understanding the cognitive and motivational processes that lead to successful learning in science. Specifically, Sinatra focuses on the role of motivation and emotion in teaching and learning about controversial topics, such as biological evolution and climate change. Sinatra developed a model of conceptual change learning, which describes how motivational factors contribute to the likelihood that individuals will change their thinking about a scientific topic. She recently served as Co-PI on National Science Foundation grant, which resulted in a co-edited volume published by Oxford University Press entitled, Evolution Challenges: Integrating research and practice in teaching and learning about evolution. back to top

Marcelo Worsley, Post-Doctoral Fellow, University of Southern California

Marcelo Worsley is a Provost's Post-doctoral Scholar for Faculty Diversity in Digital Informatics and Knowledge at the University of Southern California. He is a member of the Educational Psychology concentration at the Rossier School of Education, and the Behavioral Analytics and Machine Learning group at the USC Institute for Creative Technologies. Marcelo's primary research interest is in improving the quality of STEM learning for under-served populations. To achieve this goal Marcelo conducts research at the intersection of learning sciences and computer science. Specifically, his current research focuses on applications of learning sciences, machine learning and artificial intelligence to the study of student learning in Makerspaces and Fablabs. To this end, he uses and develops a host of tools for better understanding and supporting how students learn in unstructured, open-ended environments. Marcelo holds a PhD in Learning Sciences and Technology Design, an MS in Computer Science, a BS in Chemical Engineering and a BA in Luso-Brazilian Studies, all from Stanford University. back to top

Fantasy Lozada, Postdoctoral Research Fellow, University of Michigan

Dr. Fantasy T. Lozada is a National Science Foundation Postdoctoral Research Fellow with theCenter for the Study of Black Youth in Context at the University of Michigan. Her work explores predictors of social and emotional development among ethnic minority children such as familial emotion and racial socialization, school experiences, and social interactions in online spaces. Dr. Lozada’s NSF grant explores the contribution of African American parents’ beliefs about race and their general, racial, and emotion socialization to their adolescents’ socioemotional competence. Dr. Lozada's current collaborations include understanding the role of Black adolescent males' social skills (e.g., empathy, self-control, cooperation, and assertion) in their prosocial development, examining longitudinal and daily impact of parenting predictors on Black adolescents' socioemotional adjustment, and understanding how positive and negative social interactions online relate to Black adolescents’ empathy development. She is currently the principal investigator for the Internet and Social Developmental Assets Project. She was awarded the 2015 Scientific Innovation Award from the Digital Learning and Development Lab for novel research on intra-racial connecting online and social skills. Dr. Lozada graduated with her Ph.D. in Lifespan Developmental Psychology from North Carolina State University as an Initiative for Maximizing Student Diversity Scholar and a Center for Developmental Science Predoctoral Fellow. back to top

Ann Kim, Postdoctoral Fellow, University of Southern California

I am an identity researcher.  I am fascinated by how people come to terms with understanding what kind of person they are and the environmental influences they take up.  Family dynamics, friendship groups, schools, neighborhoods, and the internet are all environmental influences that interest me in my pursuit of understanding identity development.  I have been investigating ethnic identity development and academic identity development, both valuing academics and STEM (science, technology, engineering, and math) identity development among students of color and female students. I use both quantitative and qualitative methods in my research. On a more personal note, I have lived in Washington, DC, Seattle, WA, and Los Angeles, CA proper.  I am picky about my coffee and am proud that I can hold my own in the weight room. back to top

Joshua Schuschke, Doctoral Student, University of Southern California

Josh Schuschke is a graduate research assistant for Dr. Brendesha Tynes at the University of Southern California's Rossier School of Education.  Josh came to USC from his hometown school, the University of Louisville.  Earning both his Bachelor's and Master's in Pan-African Studies at U of L, Josh's Master's thesis developed a theoretical framework of online racial identity development for African American students using social media platform affordances.  Looking to build on his work, Josh looks to utilize mixed method approach to analyze intersectional identities of African American students at the high school and college levels.  In addition to his scholarly work, Josh also has worked as a community organizer for a variety of causes, most frequently as an advocate for the tentatively titled "Black Lives Matter" movement.  Social justice advocacy is important to Josh's work, as he feels there is a great need for marginalized groups to have their voices heard in academic circles and in society at large. back to top

Juan Del Toro, Doctoral Student, New York University

Juan Del Toro is a doctoral student in the Developmental Psychology program in the Department of Applied Psychology at New York University. His research interests include examining (a) ethnic-racial dynamics across ethnically diverse adolescents, (b) the role of peers, parents, and school adults in these dynamics, and (c) how gender is associated with these ethnic-racial dynamics. With Dr. Diane Hughes, Juan is examining trajectories of racial discrimination, ethnic-racial identity, and racial socialization among ethnically diverse samples as early as childhood and as late as young adulthood. These studies also show potential correlates between these ethnic-racial dynamics and a wide array of adjustment outcomes, including academic, psychological, and behavioral outcomes. Juan is also a research assistant for the Teen Life Online Study (TLOS) with Dr. Brendesha Tynes. With Dr. Tynes, Juan is investigating the internet as a unique context for youths’ ethnic-racial identity development. Juan received his B.A. from Bowdoin College with an honors thesis exploring the narratives of young men of color and their experiences in marginalized contexts (i.e., schools and the workplace). back to top

Allana Zuckerman, Doctoral Student, Georgia State University

Allana Zuckerman, M.A. is a doctoral candidate at Georgia State University in the Community Psychology doctoral program. Her primary advisor is Dr. Ciara Smalls-Glover. She earned her BA in Psychology and Africana Studies from Pomona College. Her overarching interests include racial discrimination and the protective role of racial socialization and racial identity on psychosocial and academic outcomes for African Americans. Her previous research has qualitatively examined how African American parents prepare their children for experiences of school-based racism. In 2015, she was the recipient of the 2015 Georgia State University Partnership for Urban Health Research graduate fellowship for her record of accomplishment in areas of urban health research. back to top 

Vanessa Vongkulluksn, Doctoral Student, University of Southern California

 Vanessa Vongkulluksn is a doctoral Student in the Rossier School of Education at the University of Southern California. Being an English language learner herself, she has always been interested in minority language education. After earning a B.A. degree in Biology and English from the University of Southern California, she decided to pursue an M.S. degree in Teaching English as a Second Language at the same institution. During her master’s program, her interest in research blossomed into a career objective. She also found educational psychology to be her intellectual niche and currently studies under the mentorship of Dr. Robert Rueda. Her research interests focus on early literacy and cognitive development of low income and minority language students, particularly the role of technology in mediating reading motivation of this at risk group. The concentration of her doctoral studies has been educational psychology and quantitative methods. She is also an editorial assistant at the American Educational Research Journal, where she works closely with the Editor to review manuscripts for publication. She currently resides in Los Angeles with her husband and daughter. back to top

Ashley Stewart, Master’s Student, New York University

Ashley Stewart is a second year Master’s Candidate in the Human Development and Social Intervention Program at New York University. Her research interests are around exploring how social context is related to social development in adolescents in communities of color. She works in the Center for Research on Culture, Development, and Education withDiane Hughes exploring the narratives around discrimination in schools in New York City. With Diane, she is also developing her Master’s thesis around examining the relationship between public regard and the racial composition of best friend groups in adolescents of color. Ashley also works as a residential youth counselor at the Ali Forney Center, an organization that provides housing and other supportive services for homeless LBGT youth. Currently, Ashley is working with Dr. Tynes as a research assistant on the ECOPE project, assisting in the development of an online intervention aimed at enhancing the coping skills of African American youth experiencing online discrimination. back to top

Eleanor Seaton, Associate Professor, Arizona State University

Dr. Eleanor K. Seaton earned a bachelor's degree in Psychology from the University of Illinois at Urbana-Champaign and a master's degree in Social-Organizational Psychology from Teachers College, Columbia University. Dr. Seaton also earned a doctorate in Developmental Psychology from Temple University and completed post-doctoral work at the Program for Research on Black Americans at the University of Michigan.   Dr. Seaton studies racial discrimination and racial identity among African American and Caribbean Black youth.  Dr. Seaton's work focuses on resilience and positive youth development because she desires to understand how some Black youth thrive despite the pervasiveness of racial discrimination. back to top

Courtney Cogburn, Assistant Professor, Columbia University

Dr. Courtney D. Cogburn is an assistant professor at the Columbia School of Social Work and a Faculty Affiliate of the Columbia Population Research Center. Her research integrates principles and methodologies across psychology, stress physiology and social epidemiology to investigate relationships between racism-related stress and racial health disparities across the life course. Her work has been supported by the National Institutes of Health and the Robert Wood Johnson Foundation. Her current research projects examine: the effects of cultural racism in the media on physiological, psychological and behavioral stress reactivity and moderating effects of cognitive appraisal processes; the role of structural racism in producing disease risk; and chronic psychosocial stress exposure and related implications for understanding Black/White disparities in cardiovascular health and disease between early and late adulthood. back to top

Chad Rose, Assistant Professor, University of Missouri

Dr. Rose is an Assistant Professor in the Department of Special Education at the University of Missouri. He has been involved in special education for over 13 years, including 5 years as a high school special education teacher, where he worked primarily with youth with emotional and behavioral disorders. Since earning his Ph.D. from the Department of Special Education at the University of Illinois at Urbana-Champaign in 2010, Rose has established a national reputation in the field of bullying, especially as it relates to youth with disabilities. For example, his literature review, Bullying Perpetration and Victimization in Special Education: A Review of the Literature (Rose et al., 2011), has been cited as the “seminal literature review of bullying in children and adolescents with disabilities” (Blake et al., 2012, p. 211). Since 2010, Rose has published over 45 peer-reviewed manuscripts or book chapters, with several others accepted or under review, that focus on various aspects of bullying and victimization, challenging behaviors, and special education identification. In addition to his immediate focus on bullying and students with disabilities, he has a strong background in quantitative methods, including advanced training in structural equation modeling and multilevel modeling. Recently, Rose was a co-investigator on a NICHD grant, awarded to Dr. Brendesha Tynes, exploring the longitudinal influence of online racial discrimination, cybervictimization, and general victimization on adolescent adjustment; principal investigator on a project supported by NICHD loan repayment program that explores universal and targeted supports for reducing bullying involvement among youth with low social skills; and principal investigator on a large-scale, cross-sectional study investigating the predictive nature of social-ecological factors on the involvement of students with disabilities in the bullying dynamic. Rose’s research or commentary on the bullying of youth with disabilities has been featured in outlets such as the National Broadcasting Company (NBC), Education Week, Council for Exceptional Children, Illinois News Bureau, Daily Illini, The Hustonian, Huntsville Item, Texas School Business, KXAN (NBC affiliate in Austin, TX), and KAGS (NBC affiliate in Bryan/College Station, TX). Rose was the 2015 recipient of the Alberti Center Early Career Award for Distinguished Scholarly Contributions to Bully Abuse Prevention,  served as a consultant for the Delaware Positive Behavior Support Network and CarolinaLIFE (University of South Carolina), and currently serves on four editorial boards. back to top

David Williams, Professor, Harvard University

David R. Williams is the Florence Sprague Norman and Laura Smart Norman Professor of Public Health at the Harvard School of Public Health and Professor of African and African American Studies and of Sociology at Harvard University. His research focuses on the ways in which socioeconomic status, race, stress, racism and religious involvement can affect physical and mental health. He is the author of more than 300 scholarly papers. He is an elected member of the Institute of Medicine and the American Academy of Arts and Sciences. He has also received one of the inaugural Decade of Behavior Research Awards, and the Leo G. Reeder Award from the American Sociological Association. In 2008, he was ranked as the Most Cited Black Scholar in the Social Sciences. He holds an MPH from Loma Linda University and a PhD in Sociology from the University of Michigan. back to top

Margaret Beale Spencer, Professor, University of Chicago

Margaret Beale Spencer is the Marshall Field IV Professor of Urban Education, and is an alumna of the Committee on Human Development. Before returning to Chicago, she was Director of the University of Pennsylvania's Center for Health Achievement Neighborhood Growth and Ethnic Studies (CHANGES), and also guided as its director the W. E. B. Du Bois Collective Research Institute. Spencer's Phenomenological Variant of Ecological Systems Theory (PVEST) serves as the foundation for her gendered and race-ethnicity focused research emphasis, which addresses resiliency, identity, and competence formation processes for diverse youth both in the United States and abroad.

In addition to Spencer's ongoing program of research, she frequently collaborates with groups for the purpose of applying the research findings to settings having a stated mission or purpose which addresses youths' emerging capacity for healthy outcomes and constructive coping methods. Given that the basic evaluation research activities of intervention collaborations occur in challenging contexts, the outcomes of the collaborations have significant implications for understanding not just the "what" of human development but the "why" of particularly developmental trajectories. The life-course coping knowledge accrued, as a function of basic research as well as collaborative applications, together, promote new lines of basic scholarly inquiry. Thus, in addition to the ongoing basic research, as a recursive process, the outcomes of application opportunities have implications for Spencer's ongoing theory-building efforts. back to top

Kimberly Mitchell, Research Associate Professor, University of New Hampshire

Kimberly Mitchell is a research associate professor of Psychology at the Crimes against Children Research Center (CCRC), located at the University of New Hampshire. Her areas of research include youth Internet victimization, juvenile prostitution, and child abduction. She has directed and/or co-directed several projects including the First and Second Youth Internet Safety Studies, the Survey of Internet Mental Health Issues, the National Juvenile Online Victimization Study, and the National Juvenile Prostitution Study. She is the author of several peer-reviewed papers in her field and has spoken at numerous national conferences.

Dr. Mitchell is the 2005 recipient of the American Psychological Association's Early Career Award for Outstanding Contributions to Research in the Field of Child Maltreatment. She is a member of the American Psychological Association (APA), the American Professional Society on the Abuse of Children (APSAC), and the International Society for Prevention of Child Abuse & Neglect (ISPCAN). Dr. Mitchell also reviews manuscripts for several peer-reviewed journals including Child Abuse & Neglect, Developmental Psychology, Crime and Justice Research, the Journal of Forensic Psychology Practice, the Journal of Interpersonal Violence, and the Journal of Family Communication. Dr. Mitchell received her Ph.D. in Experimental Psychology from the University of Rhode Island in December of 1998 under the mentorship of Dr. Lisa Harlow. back to top

Sharon Tettegah, Professor, University of Nevada, Las Vegas

Sharon Tettegah’s research is at the intersection of education, psychology, technology, neuroscience, and social justice. She examines affective, behavioral and cognitive facets of empathy and empathic dispositions using multiple technologies (e.g., functional magnetic resonance imaging, simulations, games). Her interest and research in empathy, emotions and technology is the result of passion and commitment to the improvement of equity in leadership, teaching and learning. In addition to her research on empathy, she is also involved in the examination of innovation and creativity in Science, Technology, Engineering and Mathematics fields. Her goals as a researcher and practitioner are to broaden participation for students. back to top

Adriana Umaña-Taylor, Professor, Arizona State University

Adriana Umaña -Taylor uses an ecological approach to inform her research, taking into account how individuals and families influence and are influenced by their surrounding ecologies. Generally, her research focuses on ethnic identity formation during adolescence and parent-adolescent relationships. With regard to ethnic identity formation, she is exploring the different components that define one's ethnic identity, as well as the factors that influence these components. Her research seeks to uncover how adolescents develop their identities, the roles that significant socialization agents play in this process, and how ethnic identity is associated with important variables (e.g., family relationships, academic success, psychological functioning). back to top

Marleen Pugach, Professor Emeritus, University of Wisconsin, Milwaukee

Marleen C. Pugach received her Ph.D. in 1983 from the University of Illinois Urbana-Champaign with a joint specialization in special education and teacher education. Her interests include teacher preparation that links general and special education, urban school-university partnerships to support the simultaneous renewal of teaching and teacher education, building collaborative relationships between special and general education teachers, the intersection of inclusion and school reform, and qualitative research methods. She is a national and international consultant on the design and reform of teacher education programs with an emphasis on preparing teachers for inclusive schools. Dr. Pugach is author of the book Because Teaching Matters, coauthor, with Lawrence Johnson, of the book Collaborative Practitioners, Collaborative Schools; and coeditor of several books, including: Curriculum Trends, Special Education, and Reform: Refocusing the Conversation and Teacher Education in Transition: Collaborative Programs to Prepare General and Special Educators. She has published numerous articles in journals such as Educational Leadership, Journal of Teacher Education, Journal of Special Education, and Teaching Exceptional Children. Dr. Pugach has been Associate Editor of the journals Exceptional Children and Teacher Education and Special Education and is on the Board of Reviewers of the Journal of Teacher Education.  With Dr. Linda Blanton she authored a 2007 guide to assist higher education and state policymakers on the reform of teacher education to prepare every teacher to work with students who have disabilities entitled Collaborative Programs in General and Special Teacher Education: An Action Guide for Higher Education and State Policymakers. In 2006 she was a Fulbright Scholar at the University of Alberta in Edmonton, Canada. In 2005 she received the Excellence in Teacher Education award from the Teacher Education Division of the Council for Exceptional Children. In February 1998 she received the Margaret Lindsey Award from the American Association of Colleges for Teacher Education for her contributions to research in teacher education. back to top

Mia Smith-Bynum, Associate Professor, University of Maryland

Dr. Bynum-Smith received her Ph.D. in Clinical Psychology from the University of Virginia in 1999. Before joining the University of Maryland in 2010, she taught at Purdue University in the Departments of African American Studies, Psychological Sciences, and Child Development and Family Studies. Her current research interests include parenting in ecological context, African American mental health, adolescent mental health, African American family process, and racial identity. back to top

Jessica Lee, Doctoral Student, University of Southern California

Jessica Miyun Lee, M.Ed. is currently a doctoral student at USC Rossier School of Education’s Educational Leadership (EdD) program. As a second year doctoral student and the Director of the learning center ABC Academy in Santa Clarita, Jessica brings her experience in the K-12 platform of education and a strong research interest in how technology affects student learning. With technology currently driving new curriculum, testing and special programs, I see the strong need to understand how students and instructors are utilizing their resources in the classroom and the type of training and preparation given as well. back to top

Ananya Mukhopadhyay, Doctoral Student, University of Southern California

Ananya began her careeer as a Special Education teacher with certification in both Learning Disabilities and Emotional/Behavioral Disorders. During her time in the classroom, she began to question how teachers could be effectively prepared for the dynamic instructional contexts in which they are placed to better meet the needs of diverse learners.  Her research is presently situated in areas that intersect the scholarly landscapes of educational psychology and teacher education.  Her particular areas of theoretical interest include social justice, social learning networks, social-emotional learning, motivation and STEM teaching and learning.  In each of these areas she focuses on teacher learning and preparation as well as joint implications for maximizing learning outcomes for all students. back to top

Safiya Noble, Assistant Professor, University of California, Los Angeles

I am an Assistant Professor in the Department of Information Studies in the Graduate School of Education and Information Studies at UCLA. I conduct research in socio-cultural informatics; including feminist, historical and political-economic perspectives on computing platforms and software in the public interest. My research is at the intersection of culture and technology in the design and use of applications on the Internet. back to top

Gabriela Richard, Research Fellow, University of Pennsylvania

Dr. Richard was born in San Francisco and spent most of her youth in Boston and New York City. Early in her career, she worked as an instructional designer, and became interested in how youth could effectively learn through media and be empowered through media design and production. She received her master’s degree in interactive design and development at the Interactive Telecommunications Program at New York University, and soon after created a pilot program, which taught embodied and tangible media design to NYC public school students and teachers. The effort received funding from the National Science Foundation (NSF) through their Innovative Technology Experiences for Students and Teachers program. Shortly thereafter, she decided to pursue her doctorate, primarily to better understand how individuals learn with and through the design of interactive technology, and how non-dominant and underrepresented groups could be better served with media and technology. back to top

Thomas Philip, Associate Professor, University of California-Los Angeles

My research is focused on the relationship between ideology, particularly racial ideology, and the work of teachers. My scholarly work is comprised of two major strands of research. In the first strand, I explore how teachers make sense of the purpose and nature of their work in a society where competing ideologies emerge from, reproduce, and challenge systems of power. This area of research focuses on processes of ideological change in teachers within formal learning contexts such as teacher education programs and teacher professional development. The second theme in my research engages a corollary question: how does the larger ideological context influence teaching and learning and how might teachers engage in re- shaping the ideologies that partially enable and constrain their work. This line of research explores how commonly invoked discourses in policy, research, and practice, particularly about the use of new digital technologies and cutting-edge STEM content, impact the substance and manner of teaching in ways that often narrow the democratic purpose of schooling. back to top

Yasmin Kafai, Professor, University of Pennsylvania

Yasmin B. Kafai, a United States citizen who was born in West Germany, set out to explore the field of digital media and learning, much of it virgin territory in the late 80’s. Researchers had not considered the benefits of designing (rather than playing) digital games for learning. With her pioneering research of children’s learning when programming digital games she helped to launch what two decades later would become the field of serious gaming. Her research empowers students to use computer programming to design games, tell interactive stories, and sew electronic textiles with the goal to support creative expression, build social connections, and broaden participation in computing. She helped develop scratch.mit.edu, called the YouTube of interactive media, where millions of kids create and share their programs and more recently, ecrafting.org, an online community, where everyone can share and celebrate their electronic textile and paper designs. Her award-winning work has received generous funding from the National Science Foundation, the Spencer Foundation, and the MacArthur Foundation. back to top

Nicholas Gage, Assistant Professor, University of Florida

Dr. Gage is an Assistant Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. He has a Ph.D. in Special Education from the University of Missouri where he studied special education policy, statistical analysis, single-subject research, Positive Behavior Support (PBS), School-Wide Positive Behavior Interventions and Supports (SWPBIS), and Applied Behavioral Analysis (ABA). In addition to his doctoral studies, Dr. Gage was an Institute of Education Sciences (IES) Post-doctoral Fellow in the Center for Behavioral Education and Research (CBER) at the University of Connecticut working on statistical and methodological advances in the emotional and behavioral disorders (EBD) research field. Specific research interests include identification of policies and practices at the national, state, local and classroom level to support the academic, social, and behavioral needs of students with or at-risk for emotional and/or behavioral disorders through rigorous and diverse research practices and his expertise is in supporting schools, districts, and states in leveraging their data resources to best develop effective and efficient systems of support for students’ academic and behavioral needs. Specific interests include statistical modeling, research design and methodology, single-subject research, and functional behavioral assessment. 

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