Professor, Stanford Graduate School of Education; Professor, Department of Psychology, Stanford University; Co-Principal Investigator, “Contributions of Executive Function Subdomains to Math and Reading Cognition in the Classroom” Project; Co-Author, “Developmental Change in Cerebellar White Matter Pathways is Associated With Reading Proficiency in Children” (2017, Society for the Neurobiology of Language) and “Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children” (2016, Journal of Research on Educational Effectiveness)