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.
Natalie Koziol Postdoctoral Scholar
Natalie Koziol is a postdoctoral scholar for the Nebraska Academy for Methodology, Analytics and Psychometrics. Koziol received her master’s degree in statistics from the University of Nebraska–Lincoln. She also earned her master’s and doctoral degrees in educational psychology, with specialization in quantitative, qualitative, and psychometric methods, from UNL. Her research is in the area of applied statistics, with particular emphasis on generalized linear mixed modeling in the context of complex probability sampling designs, and structural equation modeling with categorical data.
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.