Collaborators
Charles Tocci, Ed.D. Charles Tocci’s work explores the connections between American education and democracy in the past and in the present. He is currently focused on the ways that teaching practice changes in intentional, responsive, and sustained ways. In collaboration with a team of education historians, archivists, and curators, to develop interdisciplinary knowledge and networks to improve the preservation, collection, and writing of urban public education’s history.
Contact:
Loyola University Chicago
School of Education
111 E. Pearson St.
Chicago, IL 60611
Telephone: (312) 915-6865 (office)
E-Mail: ctocci@luc.edu
Loyola University Chicago
School of Education
111 E. Pearson St.
Chicago, IL 60611
Telephone: (312) 915-6865 (office)
E-Mail: ctocci@luc.edu
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Recent Publications
Tocci, C. & Moon, S. (2020, February 6 online). Nonviolencing: Imaging Non-violence Pedagogy with Laozi and Deleuze. Journal of Philosophy of Education.
Moon, S. & Tocci, C. (2020). Citizenship Education Beyond the Nation State: Implications for Teacher Education. In C. Wolhuter & D. Schugurensky (Eds.), Global Citizenship Education in Teacher Education: Theoretical and Practical Issues (pp. 85-101). Taylor & Francis.
Ryan A.M., Tocci, C., & Moon, S. (2020). The Curriculum Foundations Reader. New York, NY: Palgrave.
Tocci, C., Bartolutti, F., Czajka, K., Jeffirs, J., Matassarin, M., Serrano, N., Timlin, A. (2020). Developing educational websites in lieu of clinical framework. In Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds.), Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field (pp.649-654). Association for the Advancement of Computing in Education (AACE).
Tocci, C., Ryan, A.M., & Pigott, T. (2019). Introduction to the volume: Changing teaching practice in PK-20 education settings. Review of Research in Education, 43, p.xii-xviii.
Tocci, C. & Gregg, D. (2018). Realizing Mutual benefits through Partnering on Teaching and Learning: Loyola, Senn High School, and the International Baccalaureate. In A. Ryan & A. Heineke (Eds.), Teaching, Learning, and Leading with Schools and Communities: One university reinvents teacher education for the next generation (pp.39-56) Routledge.
Tocci, C. (2018). Wild and Small. Educational Philosophy & Theory, 50(14), p.1312-1313.
Hedges, L., Pigott, T., Polanin, J., Ryan, A., Tocci, C., & Williams, R.* (2016). The question of school resources and student achievement: A history and reconsideration." review of Research in Education Centennial Edition, 40, p.143-168. (*Authors listed in alphabetical order.)
Tocci, C. & Moon, S. (2020, February 6 online). Nonviolencing: Imaging Non-violence Pedagogy with Laozi and Deleuze. Journal of Philosophy of Education.
Moon, S. & Tocci, C. (2020). Citizenship Education Beyond the Nation State: Implications for Teacher Education. In C. Wolhuter & D. Schugurensky (Eds.), Global Citizenship Education in Teacher Education: Theoretical and Practical Issues (pp. 85-101). Taylor & Francis.
Ryan A.M., Tocci, C., & Moon, S. (2020). The Curriculum Foundations Reader. New York, NY: Palgrave.
Tocci, C., Bartolutti, F., Czajka, K., Jeffirs, J., Matassarin, M., Serrano, N., Timlin, A. (2020). Developing educational websites in lieu of clinical framework. In Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds.), Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field (pp.649-654). Association for the Advancement of Computing in Education (AACE).
Tocci, C., Ryan, A.M., & Pigott, T. (2019). Introduction to the volume: Changing teaching practice in PK-20 education settings. Review of Research in Education, 43, p.xii-xviii.
Tocci, C. & Gregg, D. (2018). Realizing Mutual benefits through Partnering on Teaching and Learning: Loyola, Senn High School, and the International Baccalaureate. In A. Ryan & A. Heineke (Eds.), Teaching, Learning, and Leading with Schools and Communities: One university reinvents teacher education for the next generation (pp.39-56) Routledge.
Tocci, C. (2018). Wild and Small. Educational Philosophy & Theory, 50(14), p.1312-1313.
Hedges, L., Pigott, T., Polanin, J., Ryan, A., Tocci, C., & Williams, R.* (2016). The question of school resources and student achievement: A history and reconsideration." review of Research in Education Centennial Edition, 40, p.143-168. (*Authors listed in alphabetical order.)
Graduate Students
Cara DiClemente, Ph.D. graduated from the clinical psychology program at Loyola in the summer of 2021. She received her B.A. in Psychology from Franklin and Marshall College in 2013. After college, she spent two years as a research assistant implementing a working memory intervention for adolescent marijuana users and running investigational drug treatment studies for opioid dependence and alcohol abuse. She defended her Master's Thesis in Fall 2017 on how coping strategies play a role in reducing or exacerbating delinquency and aggression in early adolescents exposed to community violence. Presently in the Risk and Resilience Lab, she is helping organize and analyze data from the cross-age peer mentoring project implemented in low-income neighborhoods in Chicago, as well as facilitating data collection for an evaluation of TF-CBT for adolescents in DuPage County. Cara is also in the process of developing her dissertation to evaluate the process and impact of Restorative Justice practices in Chicago Public Schools. In her spare time, she enjoys playing social sports, learning new languages, and traveling.
Amzie Moore II, A.M. is a professional academic advisor and an adjunct professor of African American Studies and Sociology at Chicago State University. He received his bachelor’s degree from Hampton University, his master’s degree from the University of Chicago, and is currently a doctoral student at Loyola University Chicago’s School of Social Work. His academic areas of interest are social policy, labor markets, urban poverty, and poverty and inequality. As a working subject for his dissertation, Amzie is interested in understanding barriers to human capital accumulation among the urban poor youth, as well as the relationship between psychological capital and human capital accumulation among urban poor youth. Amzie is a trained social worker, and has worked in the field of social services for the past 11 years, specifically working with the youth in the inner city of Chicago.
Yelyzaveta DiStefano, M.A.
David Igliozzi, B.S. is a doctoral student in the applied social psychology program at Loyola University Chicago studying distributive, procedural, and restorative justice. He received his B.S. in Engineering Psychology and Human Factors from Tufts University in 2015. Upon graduation, David briefly worked for a small technology company before returning to academia to work as a research assistant in several Tufts University Psychology department labs researching implicit racial bias, racial phenotypically bias, and dehumanization. As a member of the Risk and Resilience Lab, David helps examine the role of Student Resource Officers (SROs) in high schools as well as the impact that the presence of SROs has on students’ experiences and outcomes. In his free time, David enjoys reading, listening to and performing music, cooking, and DIY projects involving home-improvement, woodworking, or electronics.
Kevin M. Miller, M.A. Kevin M. Miller is a Ph.D and MSW student at the Loyola University Chicago School of Social Work. He is also a recent graduate with a M.A. in sociology from Loyola University and graduated summa cum laude from Dominican University, with a B.A. in sociology and criminology. Additionally, he is an adjunct professor of sociology at Dominican University. Kevin is the Director of the Empowering Counseling Program, in which he facilitates a participatory, psycho-educational, rights-based after school program in West Englewood called, Law Under Curious Minds (LUCM). Funded by After School Matters, LUCM teaches youth about their human, legal, and civil rights. The youth utilize their knowledge to create community oriented instruction materials, which teach their friends, families, and other community members on the south side of Chicago about their rights. His research interests include examining psychosocial factors associated with violence within schools and how trauma-informed violence prevention interventions that utilize a Positive Youth Development framework can prevent youth violence. He is also interested in how structural violence, particularly public school closures, harms communities and how youths experience structural and authority-caused violence. He is interested in using community-based participatory action research to empower youth exposed to violence and to advance the human rights of children. Kevin is interested in public education and aspires to change dominant social narratives that perpetuate oppression and promote critical dialogue that influences policy makers through community-based participatory action research.
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Cynthia Onyeka, M.A. is a doctoral student in the clinical psychology program at Loyola University Chicago. She received her B.A. in Plan II Honors and Psychology in 2015 from the University of Texas at Austin. During her time at UT Austin, Cynthia actively participated in undergraduate research, working as a research assistant in the Laboratory for the Study of Anxiety Disorders, the Holtzman Inkblot Technique Project, and the Body Project. Additionally, she worked as a student coordinator in programs surrounding sexual violence prevention, interpersonal and relationship violence awareness, and mental health promotion on campus. Following graduation, Cynthia worked as a research assistant evaluating the effectiveness of an intervention promoting higher-order reasoning approaches to learning among low-income junior high students. Her research interests include factors that promote resilience as related to people of color, psychosocial buffers toward community violence exposure in adolescents, and the relationship between social environmental stressors and mental well-being in marginalized communities. As a member of the Risk & Resilience Lab, Cynthia is helping examine and implement a cross-age peer mentoring program for African and Latino-American youth in high-violence neighborhoods in Chicago. In her leisure time, Cynthia enjoys reading, cooking, watching/performing improv comedy, and listening to podcasts.
Akila Raoul, M.A. is a doctoral student in the applied social psychology program at Loyola University Chicago. She received her B.A. in Psychology and Neuroscience and Behavior from Wesleyan University in 2016, where she worked as a research assistant in the Reading and Eye-Movement Lab conducting research on word recognition and vocabulary development. Before entering graduate school she spent a year completing a post-baccalaureate program at the University of Chicago where she served as the Clinical Research Coordinator for a study exploring the psychological impacts of increased screening for women at high risk for developing breast cancer. At Loyola she is a member of the Emotion and Social Cognition Lab where her work focuses on the impact of emotions and morality on attitudes and decision-making, as well as the Risk and Resilience Lab where she is helping on a project exploring the influence of different school justice practices as well as the impact of School Resource Officers on student experiences. In her free time, Akila enjoys reading, cooking, aerial yoga, and spending time with family and friends.
Kaleigh Wilkins, B.S. is a doctoral student in the clinical psychology program at Loyola University Chicago. She received her B.S. in Psychology from the University of Illinois at Urbana-Champaign in 2018 and, after, continued to remain loyal to her Illinois roots by joining our program. At UIUC, she split her time studying the effects of alcohol use as an emotional reward in social drinkers in one lab and studying the effects of racial discrimination on internalizing psychopathology in another lab. At Loyola and in our lab, she finds great interest in learning about the multi-dimensional, psychosocial effects of exposure to violence on youth in underrepresented, low-income communities on the South and West sides of Chicago. She is interested in taking her knowledge learned here to help inform both her future clinical practice as well as her research interests on generational effects of trauma in ethnic minorities, specifically among African-American populations. While not in the lab or in class, you can find her listening to all types of music, scrapbooking, hanging out with family/friends and occasionally traveling wherever she can!
Heather Watson, M.S.W. is a Licensed Clinical Social Worker who earned a Bachelors of Art in Sociology from The University of North Carolina at Charlotte. Heather later obtained her Master of Social Work (MSW) from Loyola University Chicago with a focus in Children and Families as well as non-profit management. Upon completion of her MSW, she worked with children and adolescents ranging in age from 9-22 with severe mental health issues at a residential facility in Chicago. She has also volunteered mentoring disadvantaged children of color in several venues. Last year Heather was the Senior Clinical Supervisor for social work interns in a federally-funded grant serving disadvantaged youth of color. Currently, Heather is a PhD student in the School of Social Work at Loyola University Chicago. She is the Clinical Supervisor for the Empowering Counseling Program of the School of Social Work, and also works with the Risk and Resilience Team of the Department of Psychology. Her research interests include using mixed methods to study and improve mental health care and reduce disparities in social services and mental health care for young citizens of color. She enjoys teaching and clinical supervision and practice, especially working with disadvantaged youth and families and advancing social justice.
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Research Assistants
Chana Matthews, B.A. is a former educator who has spent significant time teaching students from various urban communities. Her time in the education field fueled a passion leading her on a journey to learn more about the psychological, social and cultural influences on learning, and its overall impact on education. As a member of the Risk and Resilience lab, Chana helps in the facilitation and evaluation of several programs in Chicago whose focus is on fostering resilience in at risk youth from various marginalized African, Latino and Asian communities. She plans to use the time in the lab to help her examine internal and external barriers to learning and education. As she pursues her M.A. in Cultural and Educational Policy at Loyola University’s School of Education, her previous degrees in Elementary Education and Psychology, as well as time spent in the Risk and Resilience lab will help to inform her research. She specifically wants to examine the implications of cultural capital in existing educational policies. When she is not engaged in tutoring, volunteering or research in the lab, Chana enjoys family and friends, traveling both locally and abroad, and indulging in music art and fashion.
Kaila M. Swint will be graduating in December 2021 from Loyola University Chicago with a BA in Sociology. She is on the pre-medicine track with plans to take an enrichment year before matriculating into medical school. Overall, Kaila is interested in bridging the disciplines of social sciences with those of basic science to translate in clinical research and practice. This includes, but is not limited to, addressing health disparities for historically marginalized and underrepresented groups. As a member of the Risk and Resilience lab, she works as a research assistant in carrying out tasks such as transcription, coding, facilitating journal article discussions. Some of her hobbies include traveling, exploring Chicago, and going out to eat.
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Brandon Scott, B.A. is a research assistant in the Risk and Resilience Lab. He earned his B.A. in Psychology from Northwestern University in 2020. Brandon’s goal is to pursue graduate studies in Clinical Psychology with a focus in child development and child psychopathology research. His research interests are in creating equitable, accessible, and scalable mental health resources for children and young adults in marginalized communities. Currently, he is enrolled at Smith College School of Social Work pursuing a M.S.W. in Clinical Social Work. He will be stationed in Holyoke Massachusetts for his field placement where he will focus mostly on group work with young children that focuses on teaching them prosocial skills. In his free time, Brandon enjoys photography, playing video games, and watching whatever anime his friends tell him is good.
Jaylen Bychowski, B.S. is a post-bac in the Risk and Resilience Lab. She received her B.S. in Psychology with a minor in Sociology from Loyola University Chicago in 2021. Jaylen hopes to apply for a clinical psychology doctoral program in the future and joined the lab to gain further experience in data collection and data entry. Jaylen is currently working for a behavioral health service and addiction treatment inpatient program. Her research interests include global mental health and providing resources and interventions to underprivileged communities. In her free time, she enjoys hiking, going to concerts, painting, and skateboarding.
Will Donnelly, B.A. is a post-baccalaureate student who graduated from Loyola University Chicago. He plans on applying to a Forensic Psychology grad program on the east coast. He hopes to become a practicing clinician and work towards legal reform. In his free time, he likes to go out to eat, bike, and watch movies with his friends.
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