2007-2008 Pre-Doctoral Educational Fellows
Elizabeth Darbie
Elizabeth Darbie graduated Magna Cum Laude with a BA from Yale University receiving her degree in Computer Science and Psychology in 2005. Throughout her undergraduate studies in the Yale Primate Cognition Lab and the Yale Social Robotics Lab Elizabeth had an opportunity to develop the research skills necessary to pursue graduate work. Her senior thesis in the Social Robotics Lab at Yale successfully combined her interest in computer science and psychology exposing the potential to eventually help to improve the diagnosis of autism in young children. Elizabeth’s goal is to pursue a PhD in Developmental Psychology and to continue to conduct actionable research that improves the lives of children, parents and educators. Elizabeth remains committed to pursuing a career in developmentally-focused educational research.
Daniel Kimmel
Daniel Kimmel received an AB in Sociology, English Language and Literature (all with honors) from the University of Chicago in 2006. Daniel will soon complete his Master’s thesis paper on the sociological significance of elective or deliberate ignorance and expects to receive his AM from the University of Chicago’s Master of Arts Program in the Social Sciences in August 2007. His research continues to focus on creating fresh areas for productive dialogue between the rich subfields of sociology of education and sociology of ignorance/knowledge.
Amy Proger
Amy Proger received a BS in education and social policy from Northwestern University in June 2005 and her AM in social service administration from the University of Chicago in 2007. While working as a tutor/mentor at the Cabrini Connections, a public housing program in Chicago, Amy developed an interest in using research to assess and improve policies and programs that impact the well-being of vulnerable children and families. Amy is currently working full-time with Professor Melissa Roderick on the Postsecondary Transition Project at the Consortium on Chicago School Research. Amy also served as an education advocate for youth in foster care and has worked with youth on setting goals for their future education.
Matthew Steinberg
Matthew Steinberg is a first year doctoral student at the Irving B. Harris School of Public Policy Studies at the University of Chicago. Matthew received his BA (with high distinction) Magna Cum Laude in Economics and Sociology from the University of Virginia and received a Masters in Public Affairs at the Robert M. La Follette School of Public Affairs at the University of Wisconsin-Madison. Matthew taught 5th grade for three years in a low-income community. During his tenure as a teacher, Matthew completed a MSEd. (with graduation honors) in elementary education from the City College of New York and founded a non-profit tutoring company which provided individualized tutoring services to low-income students. His research interest include educational privatization, market-based educational reform, the value-added effect of teacher performance on student achievement, the effect of compensation and merit-based pay programs on teacher labor quality and student achievement in primary and secondary education, as well as issues of access and affordability in higher education. Matthew Steinberg has also published a series of articles evaluating the Supplemental Educational Services provision of the No Child Left Behind Act. His most recent article entitled “How Successful are Research Universities in Enrolling Low Income Students?” appears in the La Follette Policy Report. His working paper entitled “Access to High Education: Exploring the Variation Among University in the Prevalence of Pell Grant Recipients” was presented at the La Follette School Seminar Series in Madison, Wisconsin, October 2006.
Gerardo Ramirez
Gerardo Ramirez received a BA in psychology from California State University, Northridge in 2007. His thesis investigated the detrimental effects of using attention capturing answer choice lures in antonym test questions for participants with high and low working memory. Gerardo states “the concept of working memory intrigues me in its application in education ability to explain human performance.” His career aspirations are to pursue a PhD in cognitive psychology and conduct research, teach and mentor students at a four year University. Gerardo’s research interest include testing, thought inhibition, academic performance and improving executive attention. Gerardo is the receipt of the Judge Julian Beck psychology department award and the National Institute of Health’s Undergraduate Scholarship Award. He will complete a summer research internship at the NIMH Unit on Affective Psychophysiology. He was also the 2005-2007 recipient of the Career Opportunities in Research (COR) award and the 2002-2003 Munez Family Foundation Scholarship recipient. Gerardo also received an honorable mention as a Ford Foundation Predoctoral Fellowship applicant
