C. Cybele Raver
New York University
Phone (212) 998-2274
Email [email protected]
Education:
1994
Ph.D., Developmental Psychology, Yale University.
Dissertation title: The relation between mother-child reciprocity and two-yearolds' social competence.
1991 - 1992
M.S., M. Phil., Developmental Psychology, Yale University.
1986
B.A. Magna Cum Laude, Harvard/Radcliffe University.
Professional Positions:
2012-present
Vice Provost for Faculty and Research Affairs,
New York University.
2009-present
Professor, Department of Applied Psychology, Steinhardt School of Culture,
Education, and Human Development, New York University.
2010-2012
Director, The Institute for Education Sciences-funded Predoctoral
Interdisciplinary Research Training, Steinhardt School of Culture, Education,
and Human Development, Wagner School of Public Service, Faculty of Arts
and Science, New York University.
2007-2011
Director, Institute of Human Development and Social Change, Steinhardt
School of Culture, Education, and Human Development, Wagner School of
Public Service, Faculty of Arts and Science, New York University.
2007-2009
Associate Professor, Department of Applied Psychology, Steinhardt School of
Culture, Education, and Human Development, New York University.
2002-2007
Director, Center for Human Potential and Public Policy, Irving B. Harris
Graduate School of Public Policy Studies, University of Chicago.
2000-2007
Associate Professor, Irving B. Harris Graduate School of Public Policy
Studies, University of Chicago.
2000-2001
Visiting Research Fellow, National Center for Children in Poverty, Mailman
School of Public Health, Columbia University.
1994-2000
Assistant Professor, Department of Human Development, Cornell University.
1992
Instructor, Yale University, Department of Psychology.
1989
Research Assistant, Bush Center for Child Development and Social Policy,
Yale University, to Edward F. Zigler, Ph.D.
C. C. Raver, Page 2
1986-1987
Research Assistant, Harvard Infant Study, Cambridge, MA, to Jerome Kagan,
Ph.D.
Selected Board Memberships and Key Advisory Roles:
2012-present Member, Technical Advisory Committee, “Race to the Top Early Learning Challenge”
grants to Maryland and Ohio, Council of Chief State School Officers
2010-present Director, Spencer Foundation Board of Directors
2012
Member, strategic planning group, policy development for early childhood programs,
US Department of Health & Human Services, Office of the Assistant Secretary for
Policy and Evaluation
2005-2011
Member, Psychosocial Development, Risk and Prevention Study Section, Center for
Scientific Review, National Institutes of Health (NIH).
Grants, Contracts, and Awards:
2014
U.S. Department of Education, Institute of Education Sciences (9/14-9/15).
Strengthening the research architecture for high quality universal pre-K: Leveraging
the opportunity of an historic expansion. $100,000. Role: Principal Investigator.
2014
National Institute of Child Health and Human Development (NICHD). “Type, timing
and turbulence of poverty-related risk: Evidence from CSRP.” R01 competing
continuation for project initially entitled “Emotions Matter.” . $3.2M. Role: Principal
Investigator
2012
Distinguished Contributions of Applications of Psychology to Education and
Training Award from American Psychological Association (APA) in recognition of
evidence-based applications of psychology to education and training.
2011
Administration for Health and Families, Department of Health and Human
Services, awarded (09/30/11-09/29/16). “The ABC intervention in Early Head Start
programs.” $2 million. Role: Co-Principal Investigator. Clancy Blair, Principal
Investigator.
2011
Administration for Health and Families, Department of Health and Human
Services, awarded (07/01/11-06/30/13). “Moderators, mechanisms, methods, and
measurement in the Head Start Impact Study.” $1.2 million. Role: Co-Investigator.
Pamela Morris, Principal Investigator.
2011
National Institute of Child Health and Human Development (NICHD), awarded
(07/15/11-04/30/13). “School reform and beyond: Pre-K to 1st grade.” $463,133. Role:
Co-Investigator. Stephanie Jones, Principal Investigator.
2010
John D. and Catherine T. MacArthur Foundation, awarded (09/01/10-08/31/12).
“How Housing Matters for Families with Children.” $232,000. Role: Co-Investigator.
2010
U.S. Department of Education (USDE, IES), awarded (05/01/10-04/31/14). “Tools of
the mind: Promoting self-regulation and academic ability in kindergarten.” $3.5 million.
Role: Co-Investigator. Clancy Blair, Principal Investigator.
C. C. Raver, Page 3
2009
Griffiths Award, awarded from The Steinhardt School of NYU to recognize her
research in advancing the field of knowledge and professional practice.
2009
National Institute of Child Health and Human Development (NICHD), awarded
(08/13/09-07/31/14). “Testing CSRP’s impact on low-income children’s outcomes in 3rd
– 5th grade: A 5-year follow-up.” R01 A2 competing continuation for project initially
entitled “Emotions Matter.” . $3.2M. Role: Principal Investigator
2008
Spencer Foundation. “Early investments in non-cognitive skills: Testing the impact of
CSRP on low-income children’s educational outcomes in 3rd grade.” $662,575. Role:
Principal Investigator.
2008
Institute of Education Sciences (IES), awarded (09/01/08 – 08/31/13) “The New
York University (NYU) Predoctoral Research Training (IES-PIRT) Program in
Education Sciences.” $4.2M. Role: Co-Principal Investigator.
2008
Spencer Foundation. “Testing CSRP's impact on low-income children's outcomes in
3rd grade (Relocation and re-enrollment subcomponent).” $75,000. Role: Principal
Investigator.
2008
National Institute for Child Health and Human Development (NICHD), SEED
award for project entitled “Family Income and Child Development Across the School
Years (formerly entitled “Economic disadvantage: Effects on Children).” $66,523. Role:
Co-Investigator. Elizabeth Gershoff and J. Lawrence Aber, Principal Investigators.
2007
Department of Health and Human Services, “The Head Start CARES Project.”
$15.7M. Role: Senior Leadership Team, Leader of Measurement Sub-group. Pamela
Morris, Principal Investigator.
2007
National Science Foundation (NSF), (09/01/07-08/31/12). “IRADS: The Study of
Culture, Social Settings, and Child Development Across School Transitions.” $2.4
million. Role: Co-Investigator. Catherine Tamis-LeMonda, Principal Investigator
2007
MacArthur Foundation, “The Foundations of Learning
Project (Chicago): Improving emotional and behavioral adjustment among
preschoolers.” $900,000. Role: Co-Principal Investigator. Pamela Morris, Principal
Investigator.
2007
Spencer Foundation, “Measuring non-cognitive predictors of school success from
early childhood to adolescence: Empirical roadblocks and their solutions” conference,
$40,000. Role: Principal Investigator/Conference Chair.
2005
National Institute for Child Health and Human Development (NICHD) “Socioemotional assessments of young children’s school readiness” 9/1/06-8/31/10, $2.3M.
Role: Co-Investigator. Susanne Denham, Principal Investigator
2005
Supplement to William T. Grant Faculty Scholars Award to Support Junior
Researchers of Color, to provide mentorship and training to two members of the
CSRP research staff, over 2 years, $60,000. Role: Principal Investigator/Mentor.
2004
National Institute for Child Health and Human Development (NICHD),”Child health,
education and welfare in the context of economic disadvantage” for funding to hold a
C. C. Raver, Page 4
series of three conferences from 5/01/04 -5/31/06, Role: Principal
Investigator/Conferences Chair.
2003
National Institute for Child Health and Human Development (NICHD),
“Emotions matter: Testing the impact of classroom-based integrated intervention in
promoting low-income children’s school readiness.” $3.3M. Role: Principal Investigator.
2003
McCormick Tribune Foundation, continued support for the Center for Human
Potential and Public Policy, Harris School of Public Policy, University of Chicago,
$804,000. Role: Principal Investigator.
2002
National Institute for Child Health and Human Development (NICHD), SEED
award “Dynamic socioeconomic disadvantage: Effects on children.” $1.6M. Role: CoInvestigator. J. Lawrence Aber, Principal Investigator.
2002
“Professor of the Year,” Faculty Award for Excellence in Teaching, Harris
Graduate School of Public Policy Studies, University of Chicago.
1999
Faculty Scholars Award, W.T. Grant Foundation. “Resilience in the context of
Welfare Reform: Longitudinal relations between employment, psychological well-being,
and parenting among low-income families.” $250,000.
1997
National Science Foundation (Division of SBER) for project entitled: “Effective
parenting practices and the resilient social competence of low-income
preschoolers.1997-2000.” $215,900. Role: Principal Investigator.
1996
Innovative Research Award, Bronfenbrenner Life Course Center for seed funding:
“Effective parenting practices and the resilient social competence of low-income
preschoolers.” Cornell University. $10,000.
1993
Robert M. Leyland Dissertation Fellowship in the Social Sciences,
Yale University.
1993
John F. Enders Research Grant, Yale University.
1992
Dissertation Research Grant, Bush Center for Child Development and Social Policy,
Yale University.
1992
Prize Teaching Fellowship, Yale University.
Publications
2011 - In press:
Zhai, F., Raver, C. C., & Jones, S. (2015). Social and emotional learning services and child
outcomes in third grade: Evidence from a cohort of Head Start participants. Children and Youth
Services Review, 56, 42-51.
Lowenstein, A. E., Friedman, A. H., Raver, C. C., Jones, S. M., & Pess, R. (in press). School
climate, teacher-child closeness, and low-income children's academic skills in kindergarten. Journal
of Educational and Developmental Psychology.
C. C. Raver, Page 5
Ursache, A. & Raver, C. C. (in press). Iowa Gambling Task performance and executive
function predict low-income urban preadolescents' risky behaviors. Personality and Individual
Differences.
Blair, C. & Raver, C. C. (2015). School readiness and self-regulation: A developmental
psychobiological approach. Annual Review of Psychology, 66, 711-31. doi:10.1146/annurev-psych010814-015221.
*Blair, C., Raver, C. C. & Finegood, E. (in press). Self-regulation and developmental
psychopathology: Experiential canalization of brain and behavior. In Cicchetti, D. (Ed), Developmental
Psychopathology (3rd Ed).
*McCoy, D. C., Raver, C. C., Sharkey, P. (2015). Children’s cognitive performance and
selective attention following recent community violence. Journal of Health and Social Behavior, 56(1),
19-36. doi: 10.1177/0022146514567576
McCoy, D. C., & Raver, C. C. (in press). Household instability and self-regulation among poor
children. Journal of Children and Poverty.
Blair, C. & Raver, C. (2014). Closing the achievement gap through modification of
neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an
innovative approach to the education of children in kindergarten. PLOS ONE.
Blair, C. B., Raver, C. C., Berry, D., Willoughby, M. & Family Life Project Key Investigators
(2014). Two approaches to estimating the effect of parenting on the development of executive
functioning in early childhood. Developmental Psychology, 50, 554-565. DOI: 10.1037/a0033647
*Friedman-Krauss, A. H., Raver, C. C., Neuspiel, J. M., & Kinsel, J. (2014). Child behavior
problems, and teacher executive function skills as predictors of teacher stress in Head Start. Early
Education and Development.
Jones, S. M., Bub, K., & Raver, C. C. (2014). Unpacking the black box of the CSRP
intervention: The mediating roles of teacher-child relationship quality and self-regulation. Early
Education and Development, 24(7), 1043-1064.
Raver, C. C., Blair, C., Garrett-Peters, P. & Family Life Project Key Investigators (2014).
Poverty, household chaos, and interparental aggression predict children's ability to recognize and
modulate negative emotions. Development and Psychopathology, first view. DOI:
10.1017/S0954579414000935
*Raver, C. C., Roy, A. & Pressler, E. (2014). Struggling to stay afloat: Dynamic models of
poverty-related adversity and child outcomes. In Amato, P. R., Booth, A., McHale, S. M., & Van
Hook, J. (Eds.). Families in an Era of Increasing Inequality: Diverging Destinies (pp 201-212). New
York: Springer.
Roy, A. & Raver, C. C. (2014). Are all risks equal? Early experiences of poverty-related risk
and children’s functioning. Journal of Family Psychology, doi: 10.1037/a0036683
Roy, A., McCoy, D., & Raver, C. C. (2014). Instability vs. quality: Residential mobility
neighborhood poverty and children's self-regulation. Developmental Psychology.
C. C. Raver, Page 6
*Ursache, A. & Raver, C. C. (2014).Trait and state anxiety: Relations to executive functioning
in an at risk sample. Cognition and Emotion. 28(5), 845-855.
*Yudron, M., Jones, S. M., & Raver, C. C. (2014). Operationalizing classroom composition:
Three operationalizations and their effects on child outcomes. Early Childhood Research Quarterly.
*Burdick, J., Roy, A. L., & Raver, C. C. (2013). Evaluating the Iowa Gambling Task as a direct
assessment of impulsivity with low-income children. Personality & Individual Differences, 55(7), 771776.
* McCoy, D. C., Roy, A. E., & Sirkman, G. (2013). Neighborhood crime and school climate as
predictors of elementary school academic quality: A cross-lagged panel analysis. American Journal of
Community Psychology, 52, 128-140.
Morris, P., Millenky, M., Raver, C.C., & Jones, S.M. (2013) Does a preschool social and
emotional wellbeing intervention pay off for classroom instruction and children's behavior and
academic skills? Evidence from the foundations of learning project . Early Education and
Development 24(7), 1020-1042.
Raver, C. C., Blair, C., Willoughby, M., & Family Life Project Key Investigators (2013). Poverty
as a predictor of 4-year-olds’ executive function: New perspectives on models of differential
susceptibility. Developmental Psychology, 49(2), 292-304. doi: 10.1037/a0028343.*
*Raver, C. C., McCoy, D. C., Lowenstein, A. E., & Pess, R. A. (2013). Predicting individual
differences in low-income children’s executive control from early to middle childhood. Developmental
Science, 16(3), 394-408.
Aber, J. L., Morris, P., & Raver, C. C. (2012). Children, families, and poverty: Definitions,
trends, emerging science and implications for policy. Society for Research in Child Development
Social Policy Report, 26(3), 3-19.
Blair, C. & Raver, C. C. (2012). Child development in the context of adversity: Experiential
canalization of brain and behavior. American Psychologist, 67(4), 309-318.
Blair, C. & Raver, C. C. (2012). Individual development and evolution: Experiential
canalization of self-regulation. Developmental Psychology, 48, 647-657.
Raver, C. C. (2012). Low-income children’s self-regulation in the classroom: Scientific inquiry
for social change. American Psychologist, 67(8), 681-689.
*Raver, C. C., Smith-Carter, J., McCoy, D. C., Roy, A., Ursache, A. & Friedman, A. H. (2012).
Testing models of children’s self-regulation within educational contexts: Implications for
measurement. Advances in Child Development and Behavior, 42, 245-270.
*Sharkey, P., Tirado-Strayer, N., Papachristos, A. & Raver, C. C. (2012). The effect of local
violence on children’s attention and impulse control. American Journal of Public Health, 102(12),
2287-2293.
*
Co-authored with doctoral and/or postdoctoral trainees
C. C. Raver, Page 7
*Ursache, A., Blair, C., & Raver, C. C. (2012). The promotion of self-regulation as a means of
enhancing school readiness and early achievement in children at risk for school failure. Child
Development Perspectives, 6(2), 122-128.
*Zhai, F., Raver, C. C., & Jones, S. (2012). Academic performance of subsequent schools and
impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings. Children
and Youth Services Review, 34, 946-954.
Blair, C., Raver, C. C., Granger, D., Mills-Koonce, R., Hibel, L.,& Family Life Project Key
Investigators (2011). Allostasis and allostatic load in the context of poverty in early childhood.
Development and Psychopathology. 23, 845-857.
*McCoy, D. C., & Raver, C. C. (2011). Caregiver emotional expressiveness, child emotion
regulation, and child behavior problems among Head Start families. Social Development, 20(4), 741761.
*McCoy, D. C., Raver, C. C., Lowenstein, A. E., & Tirado-Strayer, N. (2011). Assessing selfregulation in the classroom: Validation of the BIS-11 and the BRIEF in low-income, ethnic minority
school-age children. Early Education & Development, 22(6), 883-906.
*Raver, C. C., Jones, S. M., Li-Grining, C. P., Zhai, F., Bub, K, & Pressler, E. (2011). CSRP's
impact on low-income preschoolers' pre-academic skills: Self-regulation as a mediating mechanism.
Child Development, 82(1), 362–378.
*Zhai, F., Raver, C. C., & Li-Grining, C. P. (2011). Classroom-based interventions and
teachers’ perceived job stressors and confidence: Evidence from a randomized trial in Head Start
settings. Early Childhood Research Quarterly, 26(4), 442-452.
2006- 2010:
*Li-Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M. W., & Jones, S. M.
(2010). Understanding and improving classroom emotional climate in the “real world”: The role of
teachers’ psychosocial stressors. Early Education and Development, 21(1), 65–94.
Morris, P., Raver, C. C., Millenky, M., Jones, S. M., & Lloyd, C. (2010). Making preschool
more productive: How classroom management training can help teachers. New York, NY: MDRC.
*Zhai, F., Raver, C. C., Jones, S. M., Li-Grining, C. P., Pressler, E., & Gao, Q. (2010). Dosage
Effects on School Readiness: Evidence from a Randomized Classroom-Based Intervention. Social
Service Review, 84(4), 615-655.
Keels, M. & Raver, C. C. (2009). Early learning experiences and outcomes for children of U.S.
immigrant families: Introduction to the special issue. Early Childhood Research Quarterly, 24, 363–
366.
Morris, P., Raver, C. C., Lloyd, C. M., & Millenky, M. (2009). Can teacher training in classroom
management make a difference for children’s experiences in preschool? A preview of findings from
the Foundations of Learning Demonstration. MDRC: New York, NY.
*Raver, C. C., Jones, S. M., Li-Grining, C. P., Zhai, F., Metzger, M., & Solomon, B. (2009).
Targeting children’s behavior problems in preschool classrooms: A cluster-randomized controlled
trial. Journal of Consulting and Clinical Psychology, 77(2), 302–316.
C. C. Raver, Page 8
*Raver, C. C., Jones, S. M., Li-Grining, C., Metzger, M., Smallwood, K., & Sardin, L. (2008).
Improving preschool classroom processes: Preliminary findings from a randomized trial implemented
in Head Start settings. Early Childhood Research Quarterly, 23(1), 10-26.
Gershoff, E. T., Aber, J. L., Raver, C. C., & Lennon, M. C. (2007). Income is not enough:
Incorporating material hardship into models of income associations with parent mediators and child
outcomes. Child Development, 78(1), 70-95.
*Raver, C. C., Garner, P., & Smith-Donald, R. (2007). The roles of emotion regulation and
emotion knowledge for children’s academic readiness: Are the links causal? In B. Pianta, K. Snow &
M. Cox (Eds.), Kindergarten transition and early school success (pp. 121-148). Baltimore: Brookes
Publishing.
Raver, C. C., Gershoff, E. T., & Aber, J. L. (2007). Testing equivalence of mediating models
of income, parenting, and school readiness for White, Black, and Hispanic children in a national
sample. Child Development, 78(1), 96-115.
*Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct
and concurrent validity of the Preschool Self-Regulation Assessment (PSRA) for field-based
research. Early Childhood Research Quarterly, 22(2), 173-187.
Aber, J. L., Jones, S. M., & Raver, C. C. (2006). Poverty and child development: New
perspectives on a defining issue. In J. L. Aber, S. Bishop-Josef, S. Jones, K. McLearn & D. Phillips
(Eds.), Child development and social policy: Knowledge for action.
2001-2005:
Gershoff, E., Aber, J. L., & Raver, C. C. (2003). Child poverty in the U.S.: An evidence-based
framework for programs and policies. In R. M. Lerner, F. Jacobs & D. Wertlieb (Eds.), Promoting
positive child, adolescent and family development: A handbook of program and policy innovations
(pp. 81-136). Thousand Oaks, CA: Sage Publications.
*Hustedt, J., & Raver, C. C. (2002). Relations between social contingency and scaffolding
among low-income mothers and their toddlers. International Journal of Behavioral Development,
26(2), 113-119.
Raver, C. C. (2004a). Child care as a work support, a child-focused intervention, and as a job.
In A. C. Crouter & A. Booth (Eds.), Work-family challenges for low-income parents and their children.
Hillsdale, NJ: LEA.
Raver, C. C. (2004b). Placing emotional self-regulation in sociocultural and socioeconomic
contexts. Child Development, 75(2), 346-353.
Raver, C. C. (2003). Does work pay, psychologically as well as economically? The effects of
employment on depressive symptoms and parenting among low-income families. Child Development,
74(6), 1720-1736.
Raver, C. C. (2002). Emotions matter: Making the case for the role of for the role of young
children’s emotional development for early school readiness. In Social policy reports. Ann Arbor, MI:
Society for Research in Child Development.
*Raver, C. C. & Spagnola, M. (2002). When my mommy was angry, I was speechless:
Children’s perceptions of maternal emotional expressiveness within the context of economic hardship.
C. C. Raver, Page 9
Marriage and Family Review, 34(1/2), 63-88. (Co-published in R. A. Fabes (Ed.), Emotions and the
family. Binghampton, NY: Haworth Press).
1994 -2000:
*Raver, C. C., Blackburn, E., Bancroft, M., & Torp, N. (1999). Relations between effective
emotional self-regulation, attentional control, and low-income preschoolers’ social competence.
Journal of Early Education and Development, 10(3), 333-350.
Raver, C. C., & Leadbeater, B. J. (1999). Mothering under pressure: Environmental, child, and
dyadic correlates of maternal self-efficacy among low-income women. Journal of Family Psychology,
13(4), 523-534.
Raver, C. C. & Zigler, E. F. (1997). Social competence: An untapped dimension of Head
Start’s success. Early Childhood Research Quarterly, 12(4), 363-385.
Leadbeater, B. J., Bishop, S. J., & Raver, C. C. (1996). Quality of mother-toddler interaction,
maternal depressive symptoms, and behavior problems in preschoolers of adolescent mothers.
Developmental Psychology, 32(2), 280-288.
Raver, C. C. (1996a). The relations between social contingency in mother-child interactions
and 2-year-olds' social competence. Developmental Psychology, 32(5), 850-859.
Raver, C. C. (1996b). Success at catching and keeping toddlers’ attention: An examination of
joint attention among low-income mothers and their 2-year-olds. Early Development and Parenting,
5(4), 225-236.
Leadbeater, B. J., & Raver, C. C. (1995). The cognitive revolution in children’s understanding
of mind [Commentary]. Human Development, 38(4-5),190-193.
Raver, C. C., & Leadbeater, B. J. (1995). Factors influencing joint attention between socioeconomically disadvantaged adolescent mothers and their infants. In C. Moore & P. Dunham (Eds.),
Joint attention: Its origins and role in development (pp. 251-271). Hillsdale, NJ: Earlbaum.
Raver, C. C. (1994). The relation between mother-child reciprocity and two-year-olds' social
competence. Unpublished doctoral dissertation, Yale University, 1994.
Raver, C. C., & Leadbeater, B. J. (1993). The problem of understanding the other in theory of
mind and social development research. Human Development, 36, 350-362.
Publications submitted for review/in preparation:
*Li-Grining, C., Smith-Donald, R., & Raver, C. C. (revised and resubmitted). Predicting
preschoolers’ academic skills: The case for direct assessment self-regulation measures in large-scale
research. Journal of Applied Developmental Psychology.
*Pressler, E., Raver, C. C., Friedman-Krauss, A.., & Roy, A. L. (under review). The roles of
school readiness and poverty-related risk for 6th grade school outcomes.
Articles written for non-academic audiences
Raver, C. C. & Blair, C. (in press). At the crossroads of education and developmental
neuroscience: Perspectives on executive function. Perspectives on Language and Literacy.
C. C. Raver, Page 10
*Li-Grining, C. P., Raver, C. C., Jones-Lewis, D. J., Madison-Boyd, S., & Lennon, J. (in
press). Targeting classrooms’ emotional climate and preschoolers’ socioemotional adjustment:
Implementation of the Chicago School Readiness Project. Journal of Prevention & Intervention in the
community, 42(4).
Morris, P., Lloyd, C. M., Millenky, M., Leacock, N., Raver, C. C., & Bangser, M. (2013). Using
classroom management to improve preschoolers’ social and emotional skills: Final impact and
implementation findings from the Foundations of Learning Demonstration in Newark and Chicago.
New York, NY: MDRC.
Raver, C. C., Blair, C., & Li-Grining, C. P. (2012). Extending models of emotional selfregulation to classroom settings: Implications for professional development. In C. Howes, B. Hamre,
& R. Pianta (Eds.), Effective early childhood professional development: Improving teacher practice
and child outcomes (pp. 113-130). Baltimore: Brookes.
*Raver, C. C. & Okada, G. (2011). Classroom-based intervention as a way to support lowincome preschoolers’ emotional and behavioral development: Pressing challenges and potential
opportunities. In E. Zigler, W. S. Gilliam, & W. S. Barnett (Eds.), The pre-k debates: Current
controversies and issues. Baltimore: Brookes.
*Raver, C. C., Jones, S. M., Li-Grining, C. P., Zhai, F. (2009). Reducing young children's risk
of behavioral difficulties in Head Start: Benefits of a classroom-based approach. NHSA Dialog Briefs,
12(1), 1-7.
Raver, C. C. (2008). Promoting children’s socioemotional development in contexts of early
educational intervention and care: A review of the impact of federally-funded research initiatives on
young children’s school readiness. Policy brief prepared for the U.S. Department of Health and
Human Services, Office of the Assistant Secretary for Planning and Evaluation (ASPE), and the
Administration for Children and Families Office of Planning Research and Evaluation (OPRE). Abt
Associates.
Raver, C. C., & Zigler, E. F. (2004). Another step back? Assessing readiness in Head Start.
Young Children, 59, 58-63.
Raver, C. C. (2003). Young children’s emotional development and school readiness.
ERIC/EECE Clearinghouse on Elementary and Early Childhood Education
(http://ericeece.org/pubs/digests/2003/raver03.html).
Raver, C. C. (2002). Promoting school readiness among young children. Poverty Research
News, 6, 6-8.
Raver, C. C., & Zigler, E. F. (1991). Three steps forward, two steps back: Head Start and the
measurement of social competence. Young Children, 46, 3-9.
Raver, C. C., & Slade, L. (1990). Planning for change: A study of the conceptualization and
implementation of programs addressing minority student achievement in Montgomery Co. Public
Schools. In E. Gordon (Ed.), A study of minority student achievement. Pomona, NY: Gordon &
Gordon Assoc.
Presentations:
C. C. Raver, Page 11
Raver, C. C. (2013). Low-income children’s self-regulation: Scientific inquiry for social change.
Invited address. Society for Research on Child Development, Seattle, WA.
Raver, C. C. (2013). Low-income children’s self-regulation in school and neighborhood
contexts. Invited address, Dean’s distinguished lecture. Harvard Graduate School of Education,
Cambridge, MA.
Raver, C. C. (2013). What works best for preschool? Lessons from field experiments in
education. Invited address, Bahcesehir University, Istanbul, Turkiye.
Raver, C. C. (2012). Low-income children’s self-regulation in the classroom:
Scientific inquiry for social change. Invited address, American Psychological Association. Orlando,
FL.
Raver, C. C. (2012). Self-regulation as modifiable: What have we learned from field
experiments? VEST Curry Research Lectureship, University of Virginia.
Raver, C. C. (2012). Lessons Learned from Preschool Intervention: Self-Regulation and
School Readiness. Keynote address for Center for Children and Families’ Annual Forum. University
of Texas, Dallas, TX.
Zhai, F., Raver, C. C., & Jones, S. M. (2012). Classroom-Based Interventions and Children's
Behavior Problems: A Randomized Trial in Head Start Settings. Poster accepted for presentation at
the Association for Public Policy Analysis & Management Conference, Baltimore, MD.
Friedman, A. H., Raver, C. C., Neuspiel, J. M., & Kinsel, J. (2012, June). Head Start Teacher
Stress and Executive Function and the Influence of Children’s Challenging Behaviors. Poster
accepted for presentation at the Head Start Research Conference, Washington, D.C.
Lowenstein, A. E., Friedman, A. H., Raver, C. C., Jones, S. M., & Pess, R. (2012, February).
School Climate, Teacher-Child Closeness, and Low-Income Children's Academic Skills in
Kindergarten. Paper accepted for presentation at the Society for Research in Child Development
Themed Meeting: Positive Development of Minority Children, Tampa, FL.
McCoy, D. C., Raver, C. C., Burdick, J., & Sirkman, G. (2012, February). School
Neighborhood Crime and Selective Attention to Emotional Stimuli: Findings from a Low-Income,
Urban, Black and Latino Sample. Paper accepted for presentation at the Society for Research in
Child Development Themed Meeting: Positive Development of Minority Children, Tampa, FL.
Ursache, A., Roy, A. L., Raver, C. C. (2012, February). Measuring Emotion Regulation in
Field-Based Settings: Understanding the Dot Probe Task. Poster accepted for presentation at the
Society for Research in Child Development Themed Meeting: Developmental Methodology, Tampa,
FL.
Raver, C. C. (2011, November). Leveraging preschool RCT efficacy trials to test the role of
emotional and behavioral self-regulation for learning and instruction. Paper accepted for presentation
at the Association for Public Policy Analysis and Management annual fall conference, Washington,
D.C.
Charles, D. L., Kim, H. Y., & Raver, C. C. (2011, April). The role of family and classroom
climate in Head Start children’s self-regulatory development. Poster accepted for presentation at the
Society for Research in Child Development Biennial Meeting, Montreal, QC, Canada.
C. C. Raver, Page 12
Charles, D. L., Raver, C. C., & Tirado-Strayer, N. (2011, April). Children’s internalizing
symptoms and executive function: Exploring a non-linear relationship in Head Start preschoolers.
Poster accepted for presentation at the Society for Research in Child Development Biennial Meeting,
Montreal, QC, Canada.
Li-Grining, C. P., Raver, C. C., & Pess, R. A. (2011, April). Academic Impacts of the Chicago
School Readiness Project: Testing for Evidence in Elementary School. Paper accepted for
presentation at the Society for Research in Child Development Biennial Meeting, Montreal, QC,
Canada.
Lowenstein, A. E., Raver, C. C., Jones, S. M., & Pess, R. A. (2011, April). School climate and
low-income children’s socio-emotional development in kindergarten. Paper accepted for presentation
at the Society for Research in Child Development Biennial Meeting, Montreal, QC, Canada.
Pess, R. A., Charles, D. L., Raver, C. C., & Tirado-Strayer, N. (2011, April). Spatial
perspectives on the prevalence of behavior problems of low-income children entering kindergarten.
Poster accepted for presentation at the Society for Research in Child Development Biennial Meeting,
Montreal, QC, Canada.
Raver, C. C., Blair, C., & Willoughby, M. T. (2011, April). The Roles of Poverty and Related
Risks on Children’s Executive Functioning at Age 4: Implications for Preschool Intervention. Paper
accepted for presentation at the Society for Research in Child Development Biennial Meeting,
Montreal, QC, Canada.
Raver, C. C., Lowenstein, A. E., Charles, D. L., & Pess, R. A. (2011, April). Recent and
chronic poverty at school and family levels as predictors of children’s executive functioning in 3rd
grade. Paper accepted for presentation at the Society for Research in Child Development Biennial
Meeting, Montreal, QC, Canada.
Tirado-Strayer, N., Charles, D. L., & Raver, C. C. (2011, April). Crime as a moderator of the
relationship between poverty and young children’s externalizing behavior. Poster accepted for
presentation at the Society for Research in Child Development Biennial Meeting, Montreal, QC,
Canada.
Zhai, F., Raver, C. C., & Gao, Q. (2011, April). Classroom-based Interventions and Children's
Subsequent School Experiences: Findings From a Cluster-randomized Controlled Trial. Poster
accepted for presentation at the Society for Research in Child Development Biennial Meeting,
Montreal, QC, Canada.
Raver, C. C. (2011, March). Promoting a Positive Classroom Environment. Paper presented
at the International Congress on Preschool Education, Instanbul, Turkey.
Lennon, J., Li-Grining, C. P., Raver, C. C., & Pess, R. A. (2011, March). Academic Impacts of
the Chicago School Readiness Project: Testing for Evidence in Elementary School. Poster accepted
for presentation at the Society for Research on Educational Effectiveness, Washington, D.C.
Raver, C. C. (2011, January). Children’s self-regulation and school readiness in the contexts
of poverty and policy. Findings presented at the Child and Family Research Network Conference,
UNCG, Greensboro, NC.
Raver, C. C. (2010, November). Extending models of emotional self-regulation to classroom
settings: Implications for professional development. Paper presented at the National Center for
C. C. Raver, Page 13
Research on Early Childhood Education Leadership Symposium: Effective Professional Development
in Early Childhood Education, Arlington, VA.
Zhai, F., & Raver, C. C. (2010, November). Long-term effects of a cluster-randomized
controlled trial: Adjusting for impacts of post-intervention treatments. Paper presented at the Annual
Association for Public Policy Analysis and Management Research Conference, Boston, MA.
Raver, C. C. (2010, June) Exploring the role of consultation and coaching in CSRP’s
classroom-based intervention. Paper presented at the Annual Head Start Research Conference,
Washington, D.C.
Raver, C. C. (2010, June) Promoting children's socioemotional development in the context of
early educational intervention: A review of the impact of federally-funded research initiatives. Paper
presented at the Annual Head Start Research Conference, Washington, D.C.
Zhai, F., & Raver, C. C. (2010, June). Can classroom-based interventions improve Head Start
children's subsequent school experiences? Evidence from a cluster-randomized controlled trial.
Paper presented at the Annual Society for Prevention Research Meeting, Denver, CO.
Morris, P., Lloyd, C., Raver, C. C., Jones, S. M., & Millenky, M. (2010, June). Making
preschool more productive: How classroom management training can help teachers. Paper presented
at the Annual Society for Prevention Research Meeting, Denver, CO.
Lowenstein, A. E., Wolf, S., Raver, C. C., & Aber, J. L. (2010, June). Measuring school
context across time and place: Results from the Early Childhood Longitudinal Study, Kindergarten
Class of 1998-99 (ECLS-K). Poster presented at the Fifth Annual IES Research Conference, National
Harbor, MD.
Haas, K. B., Duncan, J., Li-Grining, C. P., Raver, C. C., Morrison, F. (2010, May).
Understanding the socialization of children’s self-regulation across multiple contexts. Paper presented
at the Annual Meeting of the Midwestern Psychological Association, Chicago, IL.
Salkas, K., Li-Grining, C. P., & Raver, C. C. (2010, May). Preschoolers’ Behavior Problems,
Family Demographics and Classroom Contexts: a Comparison Between CSRP and FACES. Poster
presented at the Annual Meeting of the Midwestern Psychological Association, Chicago, IL.
Li Grining, C. P., Raver, C. C., & Haas, K. (2010, March). Academic outcomes of the Chicago
School Readiness Project in kindergarten: Do children’s approaches to learning mediate treatment
effects on academic skills? Paper presented at the Annual meeting for the Society for Research on
Educational Effectiveness, Washington, D.C.
Zhai, F. & Raver, C. C. (2010, March). Predicting children’s transitions from Head Start to lowperforming schools in Chicago: The roles of exposure to poverty-related risk and to early childhood
intervention. Paper presented at the Annual meeting for the Society for Research on Educational
Effectiveness, Washington, D.C.
Jones, S., Zhai, F., & Raver, C. C. (2010, March). Long-term impacts of the Chicago School
Readiness Project on children’s behavior in kindergarten: The moderating role of child baseline
characteristics and kindergarten school quality. Paper presented at the Annual meeting for the
Society for Research on Educational Effectiveness, Washington D.C.
C. C. Raver, Page 14
Li-Grining, C. P., Smith-Donald, R., & Raver, C. C. (2009, December). Predicting
preschoolers’ academic skills: Integrating direct assessments and survey research. Paper presented
at Rush NeuroBehavioral Center, Skokie, IL.
Zhai, F., Li-Grining, C., Zadzora, K., & Raver, C. C. (2009, November). Can classroom-based
interventions reduce teachers’ job stress: Evidence from a cluster-randomized controlled trial in Head
Start settings. Paper presented at the Annual Association for Public Policy Analysis and Management
Research Conference, Washington, D.C.
Li-Grining, C. P., Smith-Donald, R., Haas, K. B., Marcus, M., Amaro, C., & Raver, C. C. (2009,
May). Predicting preschoolers’ academic skills: Integrating direct assessments and survey research.
Paper presented at the Annual Meeting of the Midwestern Psychological Association, Chicago, IL.
Zhai, F., Raver, C. C., Jones, S., Li-Grining, C., Pressler, E., Gao, Q., & Jones-Lewis, D.
(2009, May). Dosage effects of classroom-based intervention on school readiness: Evidence from a
randomized experiment in Head Start settings. Paper presented at the Population Association for
America Annual Meeting, Detroit, MI.
Zhai, F., Zadzora, K., Bonacci, M. B., & Raver, C .C. (2009, May). Predicting children’s
transitions from Head Start to low-performing schools in Chicago: The roles of exposure to poverty
related risk and to early childhood intervention. Paper presented at the Annual Society for Prevention
Meeting in May 2009.
Bub, K., Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., & Pressler, E. (2009, April).
CSRP's impact on preschoolers' pre-academic skills: Self-regulation and teacher-student
relationships as two mediating mechanisms. Paper presented at the Biennial meeting of the Society
for Research in Child Development in April 2009.
Haas, K., Li-Grining, C. P., Smith-Donald, R., Raver, C. C., & Marcus, M. (2009, April).
Predicting early academic skills: The case for direct assessment behavioral measures in largesample research. Poster presented at the Biennial meeting for the Society for Research in Child
Development in April 2009.
Jones, S. M., Raver, C. C., Brown, J. L., Zhai, F., Li-Grining, C., & Pressler, E. (2009, April).
Experimental impacts of school-based intervention on self-regulation: Results from two studies. Paper
presented at the Biennial meeting of the Society for Research in Child Development in April 2009.
Li-Grining, C. P., Raver, C. C., Haas, K., Pressler, E., Metzger, M., & DeHoyos, C. (2009,
April) Understanding the social world of preschoolers in Head Start classrooms: Measuring peer
interaction, disconnection and disruption over time. Paper presented at the Biennial meeting of the
Society for Research in Child Development in April 2009.
Okada, Raver, C. C., & Zhai, F., & Zadzora, K (2009, April). Immigration and acculturation
among Latino families enrolled in the Chicago School Readiness Project. Poster presented at the
Biennial meeting of the Society for Research in Child Development in April 2009.
Raver, C. C., Zhai, F., Pressler, E., Li-Grining, C., & Jones, S. M. (2009, April).
Reconceptualizing poverty-related risk and low-income preschoolers’ self-regulation to include
classrooms and school levels. Paper presented at the Biennial meeting of the Society for Research in
Child Development in April 2009.
C. C. Raver, Page 15
Zadzora, K., Pressler, E., Zhai, F., & Raver, C. C. (2009, April). Maternal Depression as a
Mediator of Effortful Control of Low-income Urban Preschool Children. Poster presented at the
Biennial meeting of the Society for Research in Child Development in April 2009.
Zhai, F., Raver, C. C., Jones, S. M., Li-Grining, C. P., Pressler, E., Gao, Q., & Jones-Lewis,
D. (2009, April). Dosage effects of classroom-based interventions on child school readiness:
Evidence from a randomized experiment in Head Start settings. Poster and paper presented at the
Biennial meeting of the Society for Research in Child Development in April 2009.
Zhai, F., Raver, C. C., Jones, S. M., Li-Grining, C. P., Pressler, E., Gao, Q., & Jones-Lewis,
D. (2009, April). Dosage effects of classroom-based interventions on child school readiness:
Evidence from a randomized experiment in Head Start settings. Poster and paper presented at the
2009 annual meeting of the Population Association of America.
Raver, C. C. (2009). Invited presentation to Minnesota Head Start’s Summer Institute on Early
Childhood Mental Health.
Raver, C. C. (2009). Invited presentation to the National Institute of Child Health and Human
Development Summer Training Institute on Applied Research in Child and Adolescent Development.
Raver, C. C. (2009). Invited presentation at the Birth to Five Peer Advocate Roundtable.
Raver, C. C. (2008). Promoting children’s socioemotional development in contexts of early
educational intervention and care: A review of the impact of federally-funded research initiatives on
young children’s school readiness. Invited address to the U.S. Department of Health and Human
Services, Office of the Assistant Secretary for Planning and Evaluation (ASPE), and the
Administration for Children and Families Office of Planning Research and Evaluation (OPRE).
October 21st, Washington, DC.
Raver, C. C. (2008). Measurement strategies for the Head Start CARES Project. Briefing to
the MDRC and U.S. Department of Health and Human Services, May 1, Washington DC.
Raver, C. C. (2008). Randomized efficacy trials supporting low-income children’s school
readiness: A way to carry the goals of knowledge and action forward? Invited address for the annual
New York University Edward F. Zigler Address, November 11th, New York, NY.
Raver, C. C. (2008). Young children’s self-regulation in the context of recent advances in
early intervention research. Invited presentation to the joint meeting of the National Council of the
Developing Child and the National Forum on Early Childhood Program Evaluation. May 28th,
Washington, DC.
Raver, C. C., (2008). Low-income children’s self-regulation in classroom contexts: Lessons
from the Chicago School Readiness Project. Paper presented at Institute of Education Policy,
Stanford University, CA
Raver, C. C., (2008). Low-income children’s self-regulation in classroom contexts: Lessons
from the Chicago School Readiness Project. Paper presented at Virginia Tech, Blacksburg, VA.
Raver, C. C. (2008). Early Lessons Learned: Preliminary findings from CSRP. Paper
presented to Colombia University School of Social Work Studies, New York, NY.
C. C. Raver, Page 16
Raver, C. C. (2008). Supporting low-income preschoolers’ readiness in Head Start: Lessons
from Chicago School Readiness Project. Invited to address the Edward Zigler Center in Child
Development and Social Policy at Yale University, New Haven, CT. February 29.
Zhai, F., Raver, C. C., Jones, S. M., Li-Grining, C. P., & Solomon, B. (2008). Impacts of
classroom-based interventions on child behavior problems: Preliminary findings from a randomized
experiment in Head Start settings. Paper presented at the Annual Meeting of the Population
Association of America, New Orleans, LA.
Raver, C. C. (2007). Poverty-related risk, family strengths, and preschoolers' self-regulation:
Findings from the Chicago School Readiness Project. Paper presented at the Community Psychology
Colloquium at New York University, New York, NY.
Raver, C. C., Jones, S. T., Li-Grining, C., Smallwood, K., & Sardin, L. (2007). Poverty-related
risk, family strengths, and preschoolers' self-regulation: Findings from the Chicago School Readiness
Project. Paper presented at the Biennial Meeting of the Society for Research in Child Development,
Boston, MA.
Raver, C. C., & Li-Grining, C. (2007). Using experiments in classroom settings to answer
developmental questions: Impacts of the Chicago School Readiness Project. Paper to be presented
at the Biennial Meeting of the Society for Research in Child Development, Boston, MA.
Metzger, M., Smith-Donald, R., Li-Grining, C., Jones, S. M., & Raver, C. C. (2007). Measuring
change in teachers' classroom management and young children's regulation in the context of RCT
intervention. Poster presented at the Biennial Meeting of Society for Research in Child Development,
Boston, MA.
Metzger, M., Solomon, B., & Raver, C. C. (2007). The Checklist of Behavior Management
Style: Assessing the strategies of Head Start teachers. Poster presented at the Biennial Meeting of
the Society for Research in Child Development, Boston, MA.
Li-Grining, C., Madison-Boyd, S., Jones-Lewis, D., Smallwood, K. M., Sardin, L., Metzger, M.
W., Jones, S. M., & Raver, C. C. (2007). Implementing a classroom-based intervention in the “real
world”: The role of teachers’ psychosocial stressors. Paper presented at the Biennial Meeting of the
Society for Research in Child Development, Boston, MA.
Smith-Donald, R., & Raver, C. C. (2007). Predicting school readiness from preschoolers’ selfregulatory skills. Poster presented at the Biennial Meeting of the Society for Research in Child
Development, Boston, MA.
Smith-Donald, R., Metzger, M., & Raver, C. C. (2007). Further construct and concurrent
validity of the Preschool Self-Regulation Assessment (PSRA). Poster presented at the Biennial
Meeting of the Society for Research in Child Development, Boston, MA.
Raver, C. C. (2006). Making a difference for young children’s literacy. Invited address to the
Mayor’s Roundtable on Creating a City of Readers, Harold Washington Public Library, Chicago, IL.
Raver, C. C. (2006). Early lessons learned: Preliminary findings from the Chicago School
Readiness Project. Invited talk to the Institute of Policy Research, Northwestern University, Evanston,
IL.
C. C. Raver, Page 17
Raver, C. C., Li-Grining, C., & Smith-Donald, R. (2006). Direct assessments of children’s
emotional and behavioral skills. Paper presented at the 8th Annual Head Start Research Conference,
Washington, D.C.
Raver, C. C. (2005). Supporting young children’s school readiness: Lessons for practitioners.
Keynote address to the 2005 Family Child Care Homes Annual Providers Conference, Chicago
Department of Children, Youth Services, Chicago, IL. November 12.
Raver, C. C. (2005). An update on the Chicago School Readiness Project and what
preliminary data can tell us about early education in Chicago. Invited presentation to McCormick
Tribune Foundation, Chicago, IL. October 13.
Raver, C. C. (2005). Testing the impact of the CSRP on children’s emotional and behavioral
adjustment: Lessons from Year 1. Invited presentation to C-PEP Advisory Committee, Erikson
Institute, Chicago, IL. September 23.
Raver, C. C. (2005). Taking the CSRP to scale: A model for improvement in the delivery of
teacher training and mental health consultation services. Invited presentation to the Chicago
Department of Children, Youth Services, Chicago, IL. September 13.
Raver, C. C., & Jones, A. S. (2005, June). Comprehensive interventions targeting
improvement of young children’s emotional, behavioral, and academic skills in early educational
settings. Invited presentation to Manpower Research Demonstration Corporation.
Raver, C. C., Jones, S. M., Pannor, M., & Metzger, M. (2005). Estimating the relation between
poverty-related risks and child behavior problems: Comparison of 2 different approaches. Paper
presented at the Biennial Meeting of the Society for Research in Child Development, Atlanta, GA.
Raver, C. C., Smith-Donald, R., Hayes,T., & Jones, S. M. (2005). Self-regulation across
differing risk and sociocultural contexts: Preliminary findings from the Chicago School Readiness
Project. Paper presented at the Biennial Meeting of the Society for Research in Child Development,
Atlanta, GA.
Raver, C. C. (2004). Emotional and behavioral regulation as a predictor of school readiness.
Paper presented at the George Mason University Conference on Human Development, Washington,
D.C.
Raver, C. C. (2003). The social and emotional context of Head Start. Invited presentation to
Congressional Staff Briefing entitled “The Head Start Advantage,” co-sponsored by Senators Dodd,
Alexander, the Society for Research in Child Development, American Psychological Association, and
National Association for the Education of Young Children, Washington, D.C. June 6.
Raver, C. C. (2003). Mediating models of poverty, parenting and school readiness for African
American, Hispanic American, Asian American and White children. Paper presented at the Biennial
Meeting of the Society for Research in Child Development, Tampa, FL.
Raver, C. C. (2003). Invited presentation to Irving Harris Early Childhood Development
Seminar Series, Chicago, IL.
Raver, C. C. (2003). Invited presentation to the Fragile Families Working Group, Princeton
University, Princeton, NJ.
C. C. Raver, Page 18
Raver, C. C. (2002). Child care as a work-support, a child-focused intervention and as a job.
Invited presentation to the 2002 National Symposium on Family Issues: Work–family challenges for
low-income parents and their children, Pennsylvania State University, College Park, PA.
Raver, C. C. (2002). Invited presentation to Carolina Consortium on Human Development
Seminar Series, Center for Developmental Science, University of North Carolina, Chapel Hill, NC.
Raver, C. C. (2002). Invited address to the Illinois Children’s Mental Health Task Force,
sponsored by the Illinois Violence Prevention Authority, Chicago, IL.
Raver, C. C., & Jones, S. (2002). Predicting families’ service use across policy contexts of
employment, training and Head Start: Who is least likely to enroll? Paper presented at the Head Start
6th Annual Research Conference, Washington, D.C.
Raver, C. C. (2001). The effects of work on depressive symptoms and parenting among lowincome families. Paper presented at the Poverty Research Seminar, Joint Center for Poverty
Research, Northwestern University, Evanston, IL.
Raver, C. C. (2002). Relations between maternal employment, emotional expressiveness and
parenting among low-income families. Invited presentation given to the School of Social Service
Administration, University of Chicago, Chicago, IL.
Raver, C. C. (2001). What does research tell us about how young children’s social and
emotional development affects school readiness? Address to Forum on Children and Families, a
multidisciplinary education and child welfare policy professionals conference, Child and Family Policy
Center, New York University, New York, NY.
Raver, C. C. (2001). The role of family emotional climate in low-income families. Invited
colloquium presentation, Department of Psychology, New York University, New York, NY.
Raver, C. C. (1999). Relations between work, psychological well being, and parenting among
low-income African American and white mothers. Paper presented at a symposium chaired by C.
Raver and P. Morris on Parenting among families in poverty: New directions and diverse approaches,
Society for Research in Child Development, Albuquerque, NM.
Raver, C. C., & Ebanks, C. (1999). Relations between emotion regulation, emotion
knowledge, and low-income preschoolers’ social competence. Paper presented at symposium
chaired by C. Raver on Emotion regulation and peer relations: Insights from research with low-income
children, Society for Research in Child Development, Albuquerque, NM.
Raver, C. C. (1999). Resilient parenting in the context of socioeconomic hardship: New
directions in developmental research. Invited lecture to Department of Psychology, Swarthmore
College, Swarthmore, PA.
Postdoctoral students mentored
Christine Li-Grining, Ph.D., Assistant Professor, Loyola U.
Amy Lowenstein, Ph.D., Research Associate, MDRC
Amanda Roy, Ph.D. Assistant Professor, University of Illinois, Chicago
Fuhua Zhai, Ph.D., Assistant Professor, SUNY Stonybrook.
Graduate students mentored to Ph.D.:
C. C. Raver, Page 19
New York University
Meredith Bonacci (minor member), School Psychologist, New York City.
Allison Friedman (committee chair), Rutgers University, Assistant Research Professor.
Daisy Jackson (reader), The Reeds Center, NY. Clinical Psychologist.
Robin Jacobowitz (minor member), SUNY New Paltz, Director, CCREO.
Ha Yeon Kim (committee member), Harvard University, Postdoctoral Fellow
Jacob Leos-Urbel (minor member), Stanford School of Education, Associate Director Gardner Center
Dana Charles McCoy (committee chair), Harvard University, Assistant Professor.
Alexandra Ursache (minor member), Columbia University, Postdoctoral Research Fellow.
Juliette Berg (minor member), University of Virginia, Research Associate
Sharon Wolf (minor member), University of Wisconsin, National Poverty Fellow.
Karen McFadden (minor member), Brooklyn College, Assistant Professor.
University of Chicago
Michelle Pannor (chair)
Radiah Smith-Donald (chair)
Cornell University
Caroline Ebanks, (chair) Senior Program Officer, Institute of Education Sciences.
Livia Gilstrap, (minor member)
Mary Lynn Huffman, (minor member)
Jason Hustedt, (chair) University of Delaware, Assistant Professor
Lisa McCabe, (minor member), Director of the Cornell Early Childhood Program
Pamela Morris, (chair) New York University, Professor
Kyle Snow, (minor member), Director of the Center for Applied Research, NAEYC
Examples of Graduate and Undergraduate Courses (NYU Courses identified with course
number):
E63.2073: Research Design and Methodology in the Behavioral Sciences I (doctoral)
E63.1214: Psychology of Human Learning (undergraduate)
Principles of Developmental Psychology for Public Policy I: The Child in Social Context (graduate)
Principles of Developmental Psychology for Public Policy II: The Family (graduate)
Developmental and Policy Perspectives on Children’s School Readiness (graduate)
Introduction to Psychology (undergraduate, co-taught with Susan Goldin-Meadow)
Professional Honors, Affiliations and Citizenship:
Member, senior leadership team of New York University’s IES-Predoctoral Interdisciplinary Research
Training Program.
Member, Review Panel for Society for Research in Child Development (SRCD), SRCD Biennial
Meeting, Denver, Colorado.
Member, Committee on Developmental Outcomes and Assessments for Young Children, National
Research Council, National Academies.
Member, Princeton Center for Leadership Training, Board of Trustees
Member, Communication and Policy Committee, Chicago Program Evaluation Project (C-PEP)
Advisory Committee, a city-wide early childhood evaluation conducted collaboratively by The
Department of Children and Youth Services and Chicago Public Schools, City of Chicago.
C. C. Raver, Page 20
Member, CASEL Preschool to Elementary School SEL Assessment Group, directed by Roger
Weissberg, University of Illinois, Chicago.
Member, Coordinating Council, Chicago Public Schools: Every Child, Every School
Member, Chicago Public Schools, Mid-South Community Planning Process
Appointed by Governor Rod Blagojevitch to the Quality Committee, Illinois Early Learning Council,
coordinating education and care for children birth-age 5 in State of Illinois
Member, Policy and Communications Committee, Society for Research in Child Development, Ann
Arbor, Michigan
Member, Program and Policy Committee, Illinois Children’s Mental Health Task Force, Chicago, IL
Research Affiliate, Joint Center for Poverty Research, Chicago, IL.
Advisory Board Member, Center for the Study of Race, Politics, and Culture,
Chicago, IL
Invited participant, Rochester Child Health Congress Leadership and Advocacy Program, University
of Rochester School of Medicine
Member, reviewer board, Developmental Psychology
Member, Board of Consulting Editors, Early Childhood Research Quarterly
Member, Board of Consulting Editors, Merrill Palmer Quarterly
Member, review board, Head Start Bureau
Member, reviewer board, of Women's Health: Research on gender, behavior and policy
Member, Society for Research in Child Development
Member, American Psychological Association
Ad hoc reviewer, National Science Foundation (SBER)
Ad hoc reviewer, Child Development
Ad hoc reviewer, Development and Psychopathology
Ad hoc reviewer, Social Development
Ad hoc reviewer, Cognitive Development
Ad hoc reviewer, Psychological Review