Who We Are


Dr. C. Cybele Raver, Professor of Applied Psychology
Vice Provost for Academic, Faculty, and Research Affairs

Email: cybele.raver@nyu.edu

Phone: 212 998 2274

C. Cybele Raver is Vice Provost for Academic, Faculty, and Research Affairs at NYU. She examines the mechanisms that support children's self-regulation in the contexts of poverty and social policy. Raver and her research team currently conduct CSRP, a federally-funded RCT intervention and she regularly advises local and federal government agencies and foundations on promoting school readiness among low-income children. See our new articles in Child Development and Social Service Review- downloadable here.

Raver also directs the Children's Self-Regulation (CSR) lab at NYU, focusing on self-regulation among older children in classroom contexts.  Raver has received a William T. Grant Faculty Scholar award as well as support from the Spencer Foundation, the MacArthur Foundation, the National Institutes of Health, and the National Science Foundation. Raver earned her Ph.D. in developmental psychology from Yale University. See Dr. Raver's Steinhardt faculty page here.


Dr. Christine Li-Grining, Assistant Professor of Psychology, Loyola University Chicago

Email: cligrining@luc.edu

Phone: 773 508 8225

Dr. Li-Grining is an  Assistant Professor of Psychology at Loyola University Chicago.  Her research interests include: Self-Regulation, School Readiness, Academic Achievement, Early and Middle Childhood Development, Child Care, Early Childhood Education, Early Childhood Intervention, Poverty-Related Risk and Resilience, and Education and Social Policy.  See Dr. Li-Grining's faculty page at Loyola University of Chicago.


Fuhua Zhai photo
Dr. Fuhua Zhai, Assistant Professor in the School of Social Welfare, Stony Brook University

Email: fuhua.zhai@stonybrook.edu

Phone: 631 444 3176

Dr. Fuhua Zhai is an assistant professor at Stony Brook University School of Social Welfare.  His research focuses on the impacts of early intervention policies and programs on children's developmental outcomes measured in multiple dimensions, including academic, social-emotional, behavioral, and health outcomes.  See Dr. Zhai's faculty page at Stony Brook University here.


Stephanie M. Jones
Dr. Stephanie M. Jones, Assistant Professor of Education, Harvard University

Email: jonesst@gse.harvard.edu

Phone: 617 496 2223

Stephanie Jones is an assistant professor affiliated with the Prevention Science and Practice program at the Harvard Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence.  See Dr. Jones' faculty page at Harvard University here.


Research Staff

Jessica Burdick, Project Coordinator

Email: jessica.burdick@nyu.edu

Phone: 212 998 5647

Jessica Burdick is the Project Coordinator for CSRP at IHDSC. She previously worked as a graduate research assistant on the project while obtaining her master’s in Human Development and Social Intervention at NYU. She also works on Cybele Raver and Pamela Morris's NYC Pre-K For All project. She holds a B.A. in psychology from Michigan State University where she studied in Dr. D. Zachary Hambrick’s Cognitive Development Lab and Dr. Lori Skibbe’s Child Development Lab. Before coming to NYU, Jessica served as an AmeriCorps VISTA member at Up2Us in New York City. Her research interests include early childhood interventions, self-regulation, and out-of-school time.


Michael Masucci, Research Assistant

Email: mdm550@nyu.edu

Phone: 212 998 5606

Michael Masucci programs, administers and analyzes psychometric tasks for the Chicago School Readiness Project, and focuses on new ways of implementing electronic data collection. In addition to his work at NEL, Michael is a clinical intern at the Center of Prevention and Evaluation (COPE) Clinic in the CUMC New York State Psychiatric Institute, where he observes and facilitates interviews and therapy sessions of participants in a longitudinal psychosis-risk research study. He also analyzes COPE data and writes manuscripts related to psychosis. Michael received his B.A. in Psychology and Philosophy from the George Washington University, where he concentrated in Visual Attention and Philosophy of Mind. He was awarded his M.A. in Psychology at NYU in 2015, where he focused on Clinical Psychology, completing a thesis on the relationship among psychopathology, motivation, and aesthetic experience.

Lainey Manos, Data Manager

Eleni Manos is the data manager for the Neuroscience and Education Lab, including the Chicago School Readiness Project. Prior to joining NEL, she worked as a graduate research assistant on the “Strengthening the Architecture for High Quality Universal Pre-K” study, while obtaining her master’s in Applied Psychology at NYU. Eleni has also held a position at the NYC Department of Education, where she trained Pre-K teachers from all five boroughs to conduct authentic assessment evaluations on pre-k students. Also, she has served as an intern at the Leadership Program in New York City, where she conducted analyses on intervention programs that were implemented in the most educationally and environmentally challenged public middle and high schools in NYC.

Graduate Students

Kat Adams

 Kat Adams is a doctoral student in Developmental Psychology at NYU Steinhardt. She is interested in how experience shapes children’s real-time cognitive and emotional processes, particularly in the context of social and environmental risk. A key aim of her research is to create and collaborate on innovative uses of technology and statistical methods for data collection and analysis. Kat graduated summa cum laude with a B.A. in linguistics from UCLA in 2010. She joined NYU after four years as a lab manager and research coordinator at Stanford University.


Rachel McKinnon

 Rachel McKinnon is a doctoral student in the Psychological Development program at New York University. She received a bachelor's degree in Family Studies and Human Development from Arizona State University and a master's degree in Developmental Psychology from Teachers College, Columbia University. Her research interests are in self-regulation and  children's school readiness, especially in the context of economically disadvantaged children. She is particularly interested in the extent to which the social relationships children develop in the classroom setting (with peers and teachers) are related to self-regulation.