Owen Schochet is a fourth-year Ph.D. candidate in the Human Development and Public Policy program in the Psychology Department at Georgetown University working under the advisement of Dr. Johnson. His doctoral research uses rigorous experimental and quasi-experimental evaluation methods to study the quality of two-generation publicly-funded early childhood education programs designed to the support school readiness and optimal development of at-risk children and the human capital and economic self-sufficiency of their parents. Owen completed a B.S. degree in 2012 in Brain and Cognitive Sciences from the University of Rochester and subsequently worked as a Research Assistant and then Analyst studying early and elementary education programs and policies at Mathematica Policy Research. Owen completed a Master's Degree in Public Policy from Georgetown University's McCourt School of Public Policy in 2018.
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Jane Hutchison is a fourth-year Ph.D. candidate working under the joint supervision of Dr. Deborah Phillips and Dr. Ian Lyons. Broadly, her research interests are focused on identifying factors that promote early numeracy and math development, specifically in the context of early childhood education. For her doctoral research, she is investigating the underlying mechanisms that mediate the bi-directional relations between executive functioning (EF) and math, with the ultimate goal of understanding how this relation can be leveraged to support the co-development of both skills prior to kindergarten entry. Jane holds a Masters of Public Policy from the McCourt School of Public Policy at Georgetown University and a B.A. in Developmental Cognitive Neuroscience from the University of Western Ontario.
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Caitlin Hines is a third-year doctoral student in the Human Development and Public Policy program in the Psychology department, working under the mentorship of Dr. Rebecca Ryan. She is also working towards a Master’s in Public Policy at the McCourt School of Public Policy. Broadly, Caitlin is interested in how differences in parenting contribute to school readiness for different groups of parents and children. Specifically, her research focuses on the role of parental investment and how it varies by SES and child health status, and how parenting practices and beliefs have changed over time, particularly by social class and region. Prior to coming to Georgetown, Caitlin received a Master’s in Applied Developmental Psychology from George Mason University where she focused on the relationship between public pre-kindergarten programs and school readiness. She holds a B.A. in Psychology from The University of Texas.
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Anne Partika is a second-year graduate student working towards a Ph.D. in Psychology and a Masters of Public Policy under the mentorship of Anna Johnson. Prior to coming to Georgetown, Anne studied early care and education policy and program implementation at Child Trends, focusing mostly on access to child care and quality improvement. Her research interests focus on a how participation in early care and education programs can impact children’s well-being and school readiness, particularly for children in vulnerable populations. Currently, she's studying the effects of teacher well-being on preschool quality and child outcomes, as well as the experiences of dual-language learners in publicly-funded preschool. Anne received her B.A. in Psychology from the College of Wooster and served as a Fulbright English Teaching Assistant in Slovakia.
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Christina Padilla graduated from the doctoral program with a Ph.D. in psychology in 2019. Under the mentorship of Dr. Rebecca Ryan, her research focused on the role of parental investments and early care and education (ECE) experiences on children’s school readiness, as well as differences in investments between groups of parents, including parents differing by socioeconomic status (SES) and nativity status. Christina’s dissertation used the Head Start Impact Study (HSIS) to examine variation in Head Start program effects on parenting behaviors and identifies features of Head Start programs that help to explain why some programs are more beneficial to parents than others. She is particularly interested in the role of parent outreach (sometimes called family engagement) and classroom quality in promoting these behaviors in the home. Christina additionally holds an M.P.P. from Georgetown’s McCourt School of Public Policy and a B.A. in Psychological and Brain Sciences from Johns Hopkins University. Christina is currently a Society for Research in Child Development (SRCD) Post-Doctoral State Policy Fellow in the DC Office of the State Superintendent of Education (OSSE).
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