Postdoctoral Scholars

Katherine Cheng

Katherine Cheng Postdoctoral Research Associate

Kat Cheng is a postdoctoral research associate at CYFS. She supports data management and analysis for the Getting Ready project, and is the lead for establishing its online database. Cheng also provides analytical support for Teacher and Parents as Partners, exploring intervention effects of conjoint behavioral consultation. She earned her Ph.D. in family and human development, with a specialization in measurement and statistical analysis, from Arizona State University. She also holds a master’s degree in psychology from New York University. Cheng uses quantitative methods — repeated measures, longitudinal and categorical data analysis — to address research questions that pertain to child and youth development concerning behaviors, achievement, health and relationships. Her research interests also include assessing salivary biomarkers to examine stress regulation and predictors of well-being.

Qizhen Deng

Qizhen Deng Postdoctoral Research Associate

Qizhen Deng is a postdoctoral research associate at CYFS. She supports data management, analysis and reports for two projects: Superintendents’ Early Childhood Plan at the Buffett Early Childhood Institute and the Levels of Quality and Children’s Development Across Multiple Data Sets and Multiple Special Populations: Are Thresholds the Same? Deng earned her bachelor’s degree in English and linguistics from Southwest Jiaotong University in China. She also completed her master’s degree in teaching, learning and teacher education, and her Ph.D. in educational studies with a specialization in language, literacy and culture, at the University of Nebraska-Lincoln. She has worked with PreK-third grade children with diverse backgrounds, taught preservice teachers focused on working with English learners in elementary classroom and integrating technology in elementary classrooms, and supervised preservice teachers in the field. Her research focuses on the academic language learning processes of children with linguistically, culturally and developmentally diverse backgrounds, and how teacher education and technology integration can inform the literacy education of those children.

Bonnie Mackintosh

Bonnie Mackintosh Postdoctoral Research Associate

Bonnie Mackintosh is a postdoctoral research associate for the Learning Frontiers: PreK to Grade 3 project at the University of Nebraska-Lincoln. As a researcher, she analyzes data and develops procedures related to standardizing data collection protocols in the field. Mackintosh is a graduate of Harvard University, where she earned her doctorate in human development and education, and her master’s degree in education policy and management. Prior to that, she taught undergraduate courses focused on integrating math and technology into the PreK-third grade curriculum at the University of Maryland, where she earned her bachelor’s degree in early childhood education and a master’s degree in human development. Mackintosh began her career as a preschool and kindergarten teacher, and her research focuses on the cross-domain relation between young children’s social competence and early math skills.