Our Team and Collaborators

Christina Cipriano, Ph.D., is an Associate Professor of Applied Developmental and Educational Psychology at the Yale Child Study Center in the Yale School of Medicine and Director of the Education Collaboratory at Yale University. An award-winning scholar and internationally regarded expert in the science of learning, development and open science practices, Chris is the PI and Director of numerous major federal and foundation grants supporting the centering of student intersectional identities in research and practice, the development and validation of novel school-based assessments and methodologies, and foundational evidence syntheses.Dr. Cipriano received her Ph.D. from Boston College Lynch School of Education, her Certificate in Human Rights and International Justice from Boston College Law School, her Ed.M. from the Harvard Graduate School of Education and undergraduate degree from Hofstra University. Honors College. Chris is a Yale Public Voices Fellow, Jack Kent Cooke Scholar, and serves on numerous national advisory boards, workgroups, and committees, including the National Center for Learning Disabilities, Understood, Teachstone, and the Frameworks Institute, among others. Dr. Cipriano has published over 120 papers, commentaries, and reports, spanning top tier journals such as Child Development and the Review of Educational Research, and media outlets including The Washington Post, The New York Times, PBS, and Education Week. Dr. Cipriano’s rigorous and practical cross-sector communication of science is evidenced by her work being cited in multiple bipartisan pieces of legislation supporting investments in US students and educators, countless interviews, podcasts, talks, articles, and mentions in educational media over the past decade, and the honors including the Joseph A. Zins Award for Career Contributions to Action Research (2022), National Voice of Chang in Public Education Award from the Chan Zuckerberg Initiative (2023), Research-to-Policy Collaboration Scholar Award from the Edna Bennett Pierce Prevention Research Center (2024), the Distinguished Contributions to Human Development Research from the American Educational Research Association (2025), and the Outstanding Achievement Award in Educational Measurement from the National Council on Measurement in Education (2025).Dr. Cipriano embodies how to live your love forward and advance equity by bringing her positionality as a first-generation high school graduate and mother of four children to her science and work. Chris speaks candidly about her experiences navigating systems of discrimination and oppression in education, healthcare, and industry, and privileges her positionality as a catalyst to inspire change. Her book, Be Unapologetically Impatient: The Mindset Required to Change the Way We Do Things (2025) was an instant #1 New Release in Applied Psychology, Educational Psychology, and Parenting Books for Children with Disability.“Let’s take the moon and make it shine for everyone”. Learn more at drchriscip.com

Linda Torv (she/her), MPH, is an experienced manager in academic research and operations with over 12 years of experience in higher education research and grant administration. She earned both her Bachelor of Science in Public Health and her Master of Public Health from Southern Connecticut State University. Linda currently serves as Program Manager for the Education Collaboratory at Yale within the Yale Child Study Center. In this role, she leads the development of administrative infrastructure for research programs, manages lab operations, and supports a diverse team of full-time staff, trainees, and student workers. She is responsible for coordinating multi-sector partnerships across K-12 schools, universities, and agencies, and plays a key role in budget development, grant reporting, and communication with institutional and foundation stakeholders. Linda also supports belonging initiatives and trainee development within the lab. Previously, Linda worked as a Program Manager at the Yale Center for Emotional Intelligence, where she managed the center’s research portfolio, facilitated assessment integration, and developed operational systems to scale research and evaluation initiatives. Before joining Yale, Linda led statewide nutrition, fitness, and gardening initiatives through the University of Connecticut’s Department of Extension, supported by the National Institute of Food and Agriculture. Outside of work, Linda enjoys spending time outdoors with her husband, two sons, and family dog.

Zoë Soeters joined Yale as a full-time employee in 2016 at the Yale Law School Career Development Office. In 2019, Zoe joined the Yale Center for Emotional Intelligence as a Senior Administrative Assistant for the Executive Director. In July of 2021, she became the Operations Coordinator for Research at the YCEI. Effective July 2023, Zoë has transitioned to the Lab/Program Coordinator for the Education Collaboratory at Yale. In her current position at the Education Collaboratory at Yale, Zoë works closely with Linda Torv and Dr. Chris Cipriano to provide administrative support. She has been at Yale for over 15 years in various departments across the Yale School of Medicine, Yale Law School, and even the Yale Center for British Art. She graduated from Marist University with a B.A. in English Literature, minor in Psychology, and holds a Certificate in Accounting from Post University. Outside of the office, Zoë enjoys spending time with her husband and dog, reading, baking all the things, and horseback riding.

Almut Zieher, Ph.D. is an Associate Research Scientist at the Education Collaboratory at Yale within the Yale Child Study Center. She started researching at Yale in 2019 first as a Postdoctoral Fellow at The Consultation Center at Yale and then at the Yale Center for Emotional Intelligence. Dr. Zieher received her Ph.D. in Educational Psychology, her M.A. in Special Education, and her B.A. in Elementary Education from the University of New Mexico. Dr. Zieher’s experiences as a general and special education teacher lead her to study how teachers learn and engage in social and emotional behaviors to increase teacher well-being and pedagogical effectiveness. She uses social, emotional, and mindfulness theories and approaches to inform training and measure development. Previously she deployed a mindfulness training using the skills from Dialectical Behavioral Therapy with pre-service teachers. Currently, her work focuses on teacher measures, including developing the Social and Emotional Learning Observational Checklist (SELOC, IES R305A210262) to support elementary school teacher’s social and emotional teaching, a teacher self-report measure of emotion-focused SEL implementation, and the Objective Awareness and Mindfulness Measure (OAMM), an objective teacher self-report measure funded by a Mind and Life PEACE grant. She is creating these measures to better understand and improve social and emotional school programming, including programming for teachers, by better understanding how and which program components are beneficial to whom.

Sophie Barnes, Ph.D. joined the Child Study Center as a Postdoctoral Associate in November 2024. Sophie works in the Education Collaboratory at Yale, primarily on projects that advance the science and practice of social and emotional learning (SEL) through rigorous evidence syntheses. Sophie's research centers on understanding the setting- and individual-level mechanisms that support children’s social, emotional, and behavioral skill development in school contexts, with a focus on executive function and self-regulation. She is also interested in adding nuance and precision to SEL measurement and partnering with schools and districts to develop feasible, responsible, and actionable assessment plans. Prior to beginning her doctoral studies, Sophie worked in the Ecological Approaches to Social and Emotional Learning (EASEL) Lab led by Dr. Stephanie Jones on a number of evaluations of school-based interventions that target children’s SEL growth and development and research and translational writing projects. Sophie received her Ph.D. in Education from Harvard University. She also holds a B.S. in Applied Psychology from New York University and an Ed.M. in Human Development and Psychology from the Harvard Graduate School of Education.

Michael initially joined the Education Collaboratory at Yale as a consultant before transitioning to a postdoctoral associate. His research interests focus on the social and emotional development that occurs within families of children with intellectual disabilities, with attention on the emotional intelligence and functioning among neurotypical siblings. Other research interests include exploring inclusive higher education experiences of students with intellectual disabilities as well as international early childhood development and peacebuilding. Prior to joining the Education Collaboratory, Michael worked for the Early Childhood Peace Consortium; the Yale Center for Emotional Intelligence; the Motivation, Emotion, Disability, and Inclusion (MEDIL) Lab at the University of Rochester; and the Center for Disability and Education at the University of Rochester, as well as at the Yale Child Study Center. His research interests have brought him to South America, East Africa, and the Middle East. He also spent several summers at the Wakeman Boys and Girls Club developing and teaching an interactive summer learning experience to elementary and middle school students. Michael McCarthy earned his Ph.D in teaching and curriculum at the University of Rochester’s Warner School of Education and Human Development. Michael earned a bachelor’s degree from the University of Connecticut in history with a minor in human rights in 2010. He also graduated from the University of Bridgeport’s master’s program in global development and peace in 2013.

Dr. Michele Myers is an Assistant Professor in Elementary Literacy Education in the Department of Education at Wake Forest University in Winston Salem, NC. As a holistic, social justice educator, Dr. Myers has a strong commitment to ensure that ALL children received a humanizing education in which their histories, heritages, literacies, languages, cultures, family structures, and communities are recognized as assets for learning. She has a deep passion for affecting change which pushes her work beyond the walls of her university into the schools and communities in which children work, live, and learn. Dr. Myers’ work draws on the rich funds of knowledge that children have as she creates curriculum to support each child’s literacy development. Her research examines the intersections of trauma, resilience, and familial support networks in the context of children's literacy development. Central to her work is the aim of guiding educators toward a deeper, more participatory understanding of children's lived experiences. Rather than approaching families as subjects to be studied, she advocates for a relational and collaborative stance, one in which educators learn from and with families, children, and community members. This shift enables the uncovering and valuing of the often-overlooked literacies, resources, and support systems embedded within home and community contexts. Dr. Michele Myers is the former president of the Languages and Literacies for All (LLA) organization and a past member of the Executive Board of the National Council of Teachers of English (NCTE). She is the co-author of Revolutionary Love: Creating a Culturally Inclusive Literacy Classroom (Scholastic, 2022), a book that explores equitable and inclusive literacy practices. Her most recent work, co-authored with Dr. Linda Mayes, is The Educator’s Guide to Building Child & Family Resilience (Scholastic, 2023), which offers strategies for fostering resilience in educational settings. In addition to her scholarly contributions, Dr. Myers is the founder and owner of Michele Myers’ Consulting Company, LLC, through which she provides professional development and support to educators nationwide.

Ezinwa (Ezi) Osuoha, MPH joined the Education Collaboratory in January 2024, while she was still a graduate student at the Yale School of Public Health. As the EdCollab's Communications Assistant, Ezi supports key workstreams such as writing news stories, managing social media, and contributing to research on the relationship between climate change and social-emotional learning (SEL) practices. Ezi graduated with her MPH from the Yale School of Public Health, where she majored in Social and Behavioral Sciences with a concentration in Global Health. She is passionate about exploring present-day and historical challenges at the intersection of health, development, and policy. Originally from a town outside of Philadelphia, Ezi holds a bachelor’s degree in Biology and Society from Cornell University, with minors in Law and Society and Inequality Studies. In her free time, she enjoys thrift shopping, reading fiction, and taking long walks.

Craig S. Bailey, Ph.D., is an assistant professor at the Yale Child Study Center and Director of Early Childhood Initiatives at the Yale Center for Emotional Intelligence. He is also co-developer, trainer, and coach for RULER, a PreK–12 approach to social and emotional learning that reaches more than 4 million students and 200,000 educators in 4,500 schools nationally and internationally. His research examines how early childhood structures and classroom contexts shape social and emotional learning, with particular emphasis on how teachers’ use of emotion-focused pedagogy—including emotion in narrative and everyday interactions—supports children’s development of emotion knowledge and skills. Drawing on his experience as a preschool teacher, Dr. Bailey is committed to translating the science of emotion and learning into innovative approaches that enhance teaching and foster children’s social and emotional development. He founded and co-chair the Bridgeport Early Childhood SEL Initiative and supported the creation of Parents Leading the Way to SEL, projects that altogether focus on accessible SEL for families and educators. With federal funding from the Institute of Education Sciences, Dr. Bailey is PI of an implementation study of RULER in early childhood settings (#R305A180293) and Co-PI of a development and validation study for the Social and Emotional Learning Observation Checklist for Elementary School (SELOC-ES; #R305A210262). Dr. Bailey serves as a consultant for numerous initiatives and organizations, most notably for the Collaborative for Academic, Social and Emotional Learning. At home, Dr. Bailey is a proud father of three young children.

Jessica Hoffmann, Ph.D., is an assistant professor at the Yale Child Study Center and the Director of Research for the Yale Center for Emotional Intelligence. Jessica received her B.A. in psychology and sociology from Brandeis University, and her M.A. and Ph.D. degrees in clinical psychology from Case Western Reserve University. Jessica specializes in conducting research within school settings to implement social and emotional learning (SEL) approaches aimed at enhancing children’s creative problem-solving and emotion regulation, through building more positive school climates. Her current research focuses on the efficacy of two such SEL approaches (RULER and inspirED), and the impact of emotion skills instruction on educator and student well-being.

Joanna Meyer joined The Consultation Center in 2014 and currently serves as Assistant Director of Child Wellbeing and Education Research and Co-Director of the Partnership for Early Education Research (PEER). Meyer partners with education stakeholders to conduct research and evaluation studies that can inform the improvement of education systems and practices. Research interests include educational equity, early childhood education, the transition to K-12 education, social-emotional learning, family engagement, multilingual learners, STEM education, improvement science, and evaluation. Meyer is also committed to the dissemination of research findings to broad audiences, including educators, parents, education leaders, and policymakers, as well as researchers. Along with ten years in research-practice partnerships, Meyer brings ten years of experience as an educator to her work, a foundation that helps her to develop mutually-beneficial relationships among organizations and advocate for diverse stakeholder interests.Meyer’s teaching experience spans three school districts, a Job Corps center, and two experiential learning settings. As a high school STEM teacher, Meyer led her school’s decennial accreditation process with New England Association of Schools and Colleges (NEASC), and coordinated the design and pilot of six school-wide rubrics focused on interdepartmental learning expectations. Meyer also served as a fellow of the Maine Writing Project, a mentor teacher for the teacher preparation program at the University of Maine's College of Education and Human Development, and a coordinating teacher for the NSF GK-12 program at the University of Maine's College of Engineering. In 2011, Meyer transitioned from the classroom to the Maine Physical Sciences Partnership (MainePSP), a NSF-funded collaboration between the University of Maine and 12 local school districts that focused on improving the science teaching and learning in secondary and post-secondary classrooms. At the MainePSP, Meyer provided professional development and leadership to teachers who were implementing one or more year-long MainePSP curricula in their grade 6-9 classrooms and engaged in STEM education research, roles that required balancing the needs and perspectives of researchers and practitioners. These experiences informed Meyer’s interest in school improvement, teacher leadership, and education research.

I direct Child Wellbeing and Education Research at The Consultation Center at Yale, where I also serve as a Senior Evaluation Consultant for YaleEval. My work encompasses three main themes. The first theme focuses on early childhood care and learning, examining factors and practices in childcare, educational, and home settings that impact young children’s development, learning, and pre-academic outcomes. The second theme centers on psychosocial wellbeing, particularly social and emotional learning (SEL), which involves acquiring intrapersonal and interpersonal life skills such as self-control and managing interpersonal conflict. The third theme addresses the sociopolitics of health and education, aiming to understand how sociopolitical factors shape the delivery of healthcare and education, and how these dynamics can both benefit and hinder positive outcomes for patients and students. Much of my work occurs in the context of partnerships between researchers and practitioners. One such project I direct is the Partnership for Early Education Research (PEER; http://peer.yale.edu), a research-practice partnership between three Connecticut communities. I received my Ph.D. in Clinical Psychology from University of California at Berkeley and conducted my predoctoral fellowship at the Institute for Juvenile Research at the University of Illinois at Chicago. Upon completing this fellowship, I was a Postdoctoral Fellow at Rush Neurobehavioral Center with funding from the William T. Grant Foundation. I completed my postdoctoral training at The Consultation Center at Yale within the Division of Prevention and Community Research at Yale School of Medicine with support from the Ford Foundation.