Visiting Scholars Fall 2017

Tyler Watts, Ph.D., Assistant Professor of Research and Postdoctoral Scholar

Tyler Watts is Assistant Professor of Research and Postdoctoral Scholar in the Steinhardt School of Culture, Education and Human Development. He studies educational policies designed to promote the cognitive and socio-emotional development of children from underserved communities. He received his Ph.D. in Education from the University of California, Irvine in 2017, and his B.A. in Psychology from the University of Texas at Austin in 2011.

He is currently working on the Chicago School Readiness Project (CSRP), a longitudinal study that has followed a sample of low-income youth living in inner city Chicago since early childhood. His work is focused on understanding whether participation in a preschool program had long-run effects on CSRP children’s neurocognitive, behavioral, and academic outcomes. He is interested in the role that early intervention can play in shaping children’s long-term trajectories, and he also works on projects examining the effects of educational programs on adult economic and health outcomes. His work has been published in American Psychologist, Psychological Science, Child Development, Educational Researcher and The Journal of Research on Educational Effectiveness. For view Tyler's full CV and posted publications, visit his website. To learn more about Tyler, watch his video.

Rosemarie Perry, Ph.D., Post-Doctoral Research Scientist

Rosemarie Perry holds a B.S. degree from the University of Delaware in Neuroscience and a Ph.D. from New York University School of Medicine in Physiology and Neuroscience. As a Ph.D. student, she worked in the lab of Dr. Regina Sullivan, studying how exposure to early-life stress (particularly from an abusive caregiver) impacts the developing brain and behavior throughout the lifespan. She joined the Neuroscience and Education lab in 2016 as a postdoctoral research scientist. Her present focuses on integrating human research related to the impact of poverty with a rodent model of “low resources,” which allows her to address research questions related to poverty and child outcome at multiple levels of analyses. Outside of the lab, Rosemarie is passionate about science communication to the public, and serves as Vice President and a frequent speaker for a nonprofit organization, Know Science Inc.

Ha Yeon Kim, Ph.D.,  Associate Dir. for Research, Conflict-Affected Countries

Dr. Kim is a developmental and educational psychologist interested in understanding effective ways to promote positive academic and social-emotional development in low-resource settings worldwide. Her research focuses on the role of supportive social interactions and relationships in school and other educational settings, as well as testing impacts of promising policy and school-based intervention programs that promote positive development through building a supportive social environment within the low-resource context. At Global TIES for Children, her work involves the Education in Emergencies: Evidence for Action (3EA) project, which tests the impacts of low-cost, targeted Social Emotional Learning (SEL) programs with refugee and displaced population in Niger and Lebanon. Beyond the 3EA project, she is currently conducting two independent studies testing the impact of segregation in classroom based on race (Estimating causal impacts of racially segregated classrooms on 8th grade math, science, and reading outcomes: Selection, contrast, and consequences: sponsored by American Educational Research Association/National Science Foundation) and academic performance level (What’s Fair for Teachers and Students? Impacts of Within-Classroom Heterogeneity and Ability-grouping on Teacher Practice and Student Achievement, sponsored by Spencer Foundation) in reinforcing inequality of academic outcomes among low-performing minority students.

Rachel Abenavoli, Ph.D., Post-Doctoral Research Scientist

Rachel Abenavoli is a postdoctoral research associate in NYU Steinhardt’s Institute of Human Development and Social Change and holds a Ph.D. in Human Development and Family Studies from Penn State. Rachel’s research is grounded in developmental, prevention, and education sciences and focuses on understanding and supporting children’s social-emotional and academic development, particularly as they transition to school. Rachel has collaborated on several school-based intervention trials and was an Institute of Education Sciences pre-doctoral fellow. Currently, she works with NYU researchers and NYC district leaders to use and conduct research in the context of NYC’s Pre-K for All initiative.

Elizabeth B. Miller, Ph.D., Post Doctoral Research Scientist

Dr. Elizabeth B. Miller received her Ph.D. from the School of Education at the University of California, Irvine specializing in Education Policy & Social Context. She also holds a Master's degree from the Harvard Graduate School of Education and a B.A. in Economics from Columbia University. Elizabeth’s research interests include early childhood policy interventions and how these interventions can increase low-income children’s school readiness. She is particularly interested for which groups of children these policies work best and has a special focus on Dual Language Learners. Recently, Elizabeth has expanded her focus to include interventions for infants and toddlers in the 0-3 age period. She is currently the project director for the Smart Beginnings.