Stephanie Day, PhD – Project Scientist
Stephanie Day received her Ph.D. in Developmental Psychology in 2012 from Florida State University in Tallahassee, Florida. Stephanie’s research focuses on the complex relations between children’s self-regulation, the classroom environment, and academic achievement. For her dissertation, she developed and tested a direct measure of children’s self-regulation skills designed to assess children’s attention, working memory, and behavioral inhibition skills in 2nd through 5th grade called the Remembering Rules and Regulation Picture Task (RRRP). Stephanie has been working with Dr. Carol Connor since 2005 when the Individualizing Student Instruction project was just beginning. She has worked on a number of tasks in the lab including heading up database and assessment management and video coding of classroom observations. In her free time, Stephanie enjoys spending time with her family as well as cooking for her food blog, Eat. Drink. Love.!
Day, S.L., Connor, C. M., & McClelland, M. M. (2015). Children’s behavioral regulation and literacy: the impact of first grade classroom environment. Journal of School Psychology, 53, 409-428.
Day, S.L., & Connor, C.M. (in press). The relation between self-regulation and academic achievement in third grade students. Assessment for Effective Intervention.
Connor, C.M., Day, S.L., Phillips, B., Kaschak, M., McLean, L., Sparapani, N., Barrus, A.,& Ingebrand, S.,. (2016). Reciprocal effects of self-regulation, semantic knowledge, and reading comprehension in early elementary school. Child Development, 00, 1-12.
Connor, C. M., Radach, R., Vorstius, C., Day, S.L., McLean, L., & Morrison, F. J. (2015). Individual Differences in Fifth Graders’ Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study. Scientific Studies of Reading, 19(2), 114-134.
Connor, C. M., Spencer, M., Day, S.L., Giuliani, S., Ingebrand, S., & Morrison, F. J. (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology, 106(3), 762-778.
Sarah Ingebrand, PhD – Postdoc
Sarah Ingebrand is a recent Developmental Psychology PhD graduate from Arizona State University. she received her Master’s from Florida State University where she was a Predoctoral Interdisciplinary Research Training (PIRT) Fellow through the Florida Center for Reading Research. Prior to this, Sarah graduated from Northwestern University with a Bachelors of Science in Communication Sciences & Disorders and Psychology. She began pursuing her PhD at Florida State, where her research focused on the development of reading, writing and spelling skills in older elementary and middle school students. After finishing her Master’s thesis in the spring of 2013 under her advisor, Dr. Carol Connor, she transferred to Arizona State University where she continues to pursue her research interests under Dr. Connor. She is currently employed in Dr. Connor’s research lab as a Post Doc in the University of California-Irvine School of Education, however she is mainly coordinating projects located in Phoenix, Arizona. She is the coding coordinator and project manager for A2i as well as assists with data management. In her free time she enjoys horseback riding, skiing and exploring Arizona!
Jin Kyoung Hwang, PhD – Postdoc
Jin Kyoung Hwang is a Postdoctoral Scholar collaborating with Chancellor’s Professor Carol Connor in the Individualizing Student Instruction Lab in the School of Education at University of California, Irvine. Jin Kyoung received her B.A. in English Language and Literature at Sookmyung Women’s University in Korea. After studying both general and applied linguistics during her undergraduate years, she was intrigued to see the real world uses of a seemingly academic and theoretical subject. This led her to pursue her academic career in Education with a focus on language learning and language and literacy development. She graduated from Harvard Graduate School of Education with an Ed.M. in Education specializing in Language and Literacy. She then received her Ph.D. in Education in December 2015 from University of California, Irvine with a specialization in Language, Literacy, and Technology. Her dissertation is titled Adolescent language minority students’ vocabulary growth: Exploring heterogeneity with multilevel analysis. Publications in Peer-Reviewed Journals Hwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2015). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314-322. doi: 10.1177/1367006914521698 Zheng, B., Warschauer, M., Hwang, J. K., & Collins, P. (2014). Laptop use and science achievement among at-risk students. Journal of Science Education and Technology, 23(4), 591-603. doi: 10.1007/s10956-014-9489-5 Collins, P., Hwang, J. K., Zheng, B., & Warschauer, M. (2013). Writing with laptops: A quasi-experimental study.Writing and Pedagogy, 5(2), 203-230. doi: 10.1558/wap.v5i2.203