The Education Collaboratory is thrilled to announce the addition of two new postdoctoral associates, Dr. Sophie Barnes and Dr. Michael McCarthy, who will officially join the lab on November 1, 2024. Read on to learn more about their impressive accomplishments and their upcoming contributions to the Collaboratory.
Dr. Sophie Barnes
Sophie Barnes recently graduated with her Ph.D. in Human Development, Learning, and Teaching from the Harvard Graduate School of Education. Her research centers 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. Dr. Barnes 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 and during her doctoral studies, Sophie was a member of the Ecological Approaches to Social and Emotional Learning (EASEL) Lab led by Dr. Stephanie Jones, and supported on a number of evaluations of school-based interventions that target children’s SEL growth and development and research and translational writing projects. Dr. Barnes holds a B.S. in Applied Psychology from New York University and an Ed.M. in Human Development and Psychology program from the Harvard Graduate School of Education.
Sophie’s Dissertation
Sophie's dissertation, titled “Advancing the Science and Practice of Social and Emotional Learning (SEL) in Schools: A Closer Look at the Evidence, Measurement Approaches, and the Precision of Classroom Observation Tools,” examines the impacts and measurement of SEL interventions in schools. The first two papers draw on data from Dr. Cipriano’s recent meta-analysis. In the first paper, she conducts a meta-analysis to assess the impacts of SEL interventions on specific SEL skill domains, such as social skills and cognitive skills. The second paper focuses on the characteristics of the measures used to assess SEL skills in the meta-analysis. In the third paper, she applies to estimate the reliability and precision of a classroom observation tool across various observation scenarios, such as different numbers of raters.
The papers in Sophie’s dissertation aim to clarify what is known about the impacts of SEL interventions on social and emotional skills. They also seek to provide actionable insights for practitioners and offer concrete recommendations to enhance the rigor of SEL intervention evaluation research. Through her work, Sophie strives to provide a clear and transparent view of both the opportunities and challenges facing the field, while presenting ideas to advance the science and practice of SEL. She hopes that her dissertation will inspire researchers, program developers, measure developers, and other stakeholders invested in children's social and emotional skill development to pursue rigorous, high-quality, and actionable research that contributes meaningfully to the field.
Sophie and her family enjoy going on nature walks, trying new restaurants, and exploring the New Haven area. She also has a passion for reading and can often be found spending hours wandering around libraries and bookstores. Now that Sophie has completed her dissertation, she is excited to explore new hobbies and interests.
What inspired you to join the Education Collaboratory?
I can’t wait to join the Education Collaboratory! I’m excited to work on the IES-funded Living Systematic Review (LSR) to support efforts to better understand the SEL intervention evaluation evidence base. After using similar data from the Education Collaboratory for my dissertation, I can see the countless ways the data collected as part of the LSR have the potential to improve and inform SEL research and practice. I’m particularly interested in measures of social and emotional skills and look forward to taking a closer look at how measurement approaches have evolved over time. I’m looking forward to joining a collaborative team interested in rigorous and applied research!
Dr. Michael McCarthy
Michael (Mike) McCarthy earned a bachelor’s degree in history with a minor in human rights from the University of Connecticut in 2010. He went on to receive a master’s degree in global development and peace from the University of Bridgeport in 2013. During his master’s program, Mike began his research journey at Yale University. A professor from the University of Bridgeport alerted him to a part-time research assistant position at the Yale Child Study Center, which he applied for and was fortunate to secure. His time at Yale offered incredible research opportunities, taking him to South America, East Africa, and eventually the Middle East through a summer internship with the United Nations Children’s Fund (UNICEF). Mike credits much of his career path to the mentorship he received from his professor at the University of Bridgeport, as well as the formative research experiences he had at Yale.
After completing his master’s degree, Mike transitioned away from research to work as a paralegal at a civil rights law firm for several years. While he enjoyed his work in law, he yearned to return to academia. His opportunity came when the University of Rochester’s Warner School of Education accepted him into their PhD program in teaching and curriculum.
At Warner, Mike served as a graduate assistant in the Motivation, Emotion, Disability, and Inclusion (MEDIL) Lab, where he was introduced to the field of social and emotional learning (SEL). In collaboration with Dr. Samantha Daley, Mike conducted a systematic review to explore whether and how students with disabilities were included in studies of universal SEL interventions in middle and high schools. He also conducted research at Warner’s Center for Disability and Education, investigating the inclusive higher education experiences of students with intellectual disabilities.
My path toward SEL has been nontraditional. Although my experiences differ greatly from one another, there has been one constant. I have consistently focused on supporting the rights of individuals with disabilities, and their families, in each of these respective fields.
Dr. McCarthy
Mike’s Dissertation
Michael's dissertation, titled Emotional Functioning and Emotional Intelligence in Typically Developing Siblings within Families of Individuals with Intellectual Disabilities Across Middle Childhood: A Mixed Methods Study,explored the emotional experiences of typically developing (TD) siblings, ages 9 to 12, who have a brother or sister with intellectual disabilities (ID). The study sought to understand how these siblings emotionally function within the family context, examining interactions across multiple family subsystems (e.g., TD sibling-mother, TD sibling-father). Unlike much existing research that focuses on the impact of the individual with ID on the family, McCarthy’s study highlighted the often-overlooked emotional experiences of TD siblings themselves. Data was also collected from mothers and fathers to capture a more comprehensive view of family dynamics.
McCarthy’s interest in this topic stemmed from his own experience as an older brother to a sister with ID. While research typically centers on the child with ID, Mike knew from personal experience that the emotional functioning of TD siblings is complex and often overlooked. His dissertation found that TD siblings displayed age-appropriate emotional intelligence, including sophisticated emotional regulation and self-awareness. Most importantly, the study revealed that, for the majority of TD siblings, their emotional functioning was not significantly impacted by having a sibling with ID. Mike hopes his work shifts the focus in future research to recognize that TD siblings' emotional experiences are multifaceted and not solely defined by their sibling’s ID.
What inspired you to join the Education Collaboratory?
During my doctoral program, I wanted to develop my research skills and knowledge in the field of SEL with a focus on students with disabilities. I began working with Dr. Chris Cipriano in 2019 as a consultant assisting with various systematic reviews and meta-analyses. With the evolution of the Education Collaboratory, I transitioned to a more policy-focused role, translating research into policy-driven goals and recommendations that advocate for more inclusive practices to help ensure SEL’s long-term sustainability, development, and equitable progression.
Throughout the years of working as a part-time consultant with Chris and the team, I had the opportunity to grow as a researcher by watching and learning from others in the lab. The lab is a true community of learners, where we all interact, collaborate, and share knowledge with one another. As a recent graduate, I was looking for a mentor and there has been no one person more committed to lifting my professional career than Dr. Cipriano. The opportunities she has given me are endless, from presenting at conferences and co-authoring publications to designing and implementing studies. Although I have been working on and off with Dr. Cipriano and her team for the last five years, I still have a lot more to learn from them about SEL and research in general. So, when a postdoctoral associate position became available it was a no brainer to officially join the Education Collaboratory as a full-time employee.
I have always believed in the value and importance of social and emotional learning. My commitment to the cause has only strengthened since becoming a father back in 2022. Parenthood has taught me that the social and emotional development of our youngest children is a challenging, but even more rewarding, long-term process that requires commitment, patience, and collaboration. Yet, in an increasingly politicized and polarized world, social and emotional learning is under attack at a time when our nation's youth need it most. During my time as postdoc, it is my hope and goal to combat SEL misinformation and misconceptions as well as strengthen its presence across the country through policy, research, and practice.
Read More of Sophie and Mike’s Work Below:
Dr. Sophie Barnes
I’m excited about a chapter in the soon to be released Handbook of Social and Emotional Learning. This chapter focuses on figuring out how SEL programs work by identifying the core components across effective programs.
Dr. Barnes
Barnes, S. P., Jones, S. M., & Bailey, R. (in press). From SEL theory to SEL practice: Identifying mechanisms of action and core components. In J. Durlak, C. E. Domitrovich, & J. Mahoney (Eds.), Handbook of Social and Emotional Learning. Guilford Press.
Barnes, S. P., Domitrovich, C. E., & Jones, S. M. (2023). Editorial: Implementation of social and emotional learning interventions in applied settings: Approaches to definition, measurement, and analysis. Frontiers in Psychology.
Jones, S. M., Barnes, S. P., Eidelman, H., & Yudron, M. (2024). Poverty and adolescent development. In B. B. Brown, & M. J. Prinstein (Eds.), Encyclopedia of adolescence, volume 2: Interpersonal and sociocultural factors. Elsevier, Academic Press.
As a researcher in the Education Collaboratory, we are committed to making SEL more inclusive and representative of the individuals it seeks to serve. Each of these publications have a common theme. They call on the field to better understand how race, gender, disability status, ethnicity, sexual orientation, and cultural and familial upbringing influence how students engage with and learn from current SEL programming.
Dr. McCarthy
Cipriano, C., Ha, C., Wood, M., Sehgal, K., Ahmad, E., & McCarthy, M.F. (2024). A systematic review and meta-analysis of the effects of universal school-based sel programs in the United States: Considerations for marginalized students. Social and Emotional Learning: Research, Practice, and Policy, (February 2024), 100029. https://doi.org/10.1016/j.sel.2024.100029
Cipriano, C., & McCarthy, M.F. (2023) Towards an inclusive social and emotional learning. Social and Emotional Learning: Research, Practice, and Policy, 2 (December 2023), 100008. https://doi.org/10.1016/j.sel.2023.100008
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions. Child Development, 94(5), 1181-1204. https://doi.org/10.1111/cdev.13968
Cipriano, C., Naples, L. H., Eveleigh, A., Cook, A., Funaro, M., Cassidy, C., McCarthy, M. F., & Rappolt-Schlichtmann, G. (2022). A systematic review of student disability and race representation in universal school-based social and emotional learning interventions for elementary school students. Review of Educational Research, 93(1), 73-102. https://doi.org/10.3102/00346543221094079
Daley, S. G. & McCarthy, M. F. (2021). Students with disabilities in social and emotional learning interventions: A systematic review. Remedial & Special Education, 42(6), 384-397. https://doi.org/10.1177%2F0741932520964917