Research/Areas of Interest:
The role of intentional self-regulation in academic success, trajectories of academic development, and the evaluation of out-of-school time and in-school intervention programs.
PhD, Child Study and Human Development, Tufts University, United States, 2015
MAT, Grade 8-12 Social Studies, Tufts University, United States, 2007
BA, Psychology, Tufts University, United States, 2006
Professor Chase is the Scientific Director and project lead for The Science of Learning and Development (SoLD): Measures and Methods across the Developmental Continuum (MMDC) project, funded by the Chan Zuckerberg Initiative. This project explores the individual (person-specific) components of developmental trajectories among Grade K-12 students. This project focuses on three of the essential constructs of the Building Blocks for Learning (BBFL) model—Self-Regulation, Executive Function, and Relationship Skills—to better understand how youth-serving professionals can enhance educational and life successes for the young people they serve.
The ultimate goal of the SoLD MMDC project is to transform classroom and school practices and policies to include the identification of patterns within developmental pathways across the BBFL model. The new information about individual development that this project creates will enhance understanding of the personalized (person-specific) pathways that reflect holistic life successes (e.g., involving academic, personal, and social achievements) among diverse groups of youth.