Jentry Barrett is currently a Ph.D. student in Child Development and Early Childhood Education at the University of Nebraska-Lincoln. She received her MS in Child Development and Early Childhood Education from the University of Nebraska-Lincoln. Her research interests include teaching music educators how to teach very young children, and teaching preschool teachers how to teach music more efficiently. She received her BM in Music Education with an orchestra emphasis from Utah State University. Jentry's past projects have been with the Center for Brain, Biology, and Behavior and Math Early On with Educare of Lincoln. She is currently working in the Kit and Dick Schmoker Reading Center supervising pre-service teachers.
Paul Dizona is a fourth year doctoral student in the Quantitative, Qualitative and Psychometric Methods Program in the Department of Educational Psychology at the University of Nebraska-Lincoln. He is interested in missing data issues and longitudinal research designs.
Kenji Madison is currently a doctoral student in Educational Psychology with a concentration in Developmental and Learning Sciences with a minor in Quantitative, Qualitative & Psychometric Methods. His research focuses on the role of culture and its contributions towards early childhood development including, temperament, student-teacher and peer relationships. Additionally, Kenji is interested in children’s early understanding of the many aspects of self, and how this understanding may influence how children sense that others may view them.
Colin McGinnis is a doctoral student in Educational Psychology with research interests in the psychology of education and education policy. His research focuses on the role of social cognition in the development of student and classroom outcomes, and teacher-child relationships. Additionally, Colin is interested in how research in translated into best practices for educators, federal and state-level policies, and non-academic media outlets.
Kate Sirota is a graduate student in Educational Psychology
Drew White is a doctoral candidate in School Psychology program in the Department of Educational Psychology at the University of Nebraska-Lincoln. Drew's research interests include self-regulation and its implications for student success, especially in early childhood populations. In particular, Drew is interested in exploring the relationship between student self-regulation and externalizing behavior problems.
