Joshua L. Brown is an Assistant Professor of Psychology at Fordham University. His interests and research activities focus on the social, emotional, and academic development of children during middle childhood and early adolescence, and whether and how school-based interventions can establish classroom and school contexts that foster positive development in each of these domains. His work has included the use of quasi-experimental and group-randomized studies to test the impact of school-based interventions on (1) trajectories of children’s social, emotional and academic development and the dynamic relationship among these domains over time, (2) the social, emotional, and professional development of teachers and other school staff, (3) the links between the development of teachers and the social, emotional and academic development of children, and (4) whether and how dimensions of classroom-settings and other school micro-contexts promote successful social, emotional, and academic development. He is currently a Co-Principal Investigator with Dr. Lawrence Aber and Dr. Stephanie Jones on the IES, CDC and WT Grant-funded school-randomized trial of the Reading, Writing, Respect and Resolution (4Rs) Program, a K-5 language arts-based conflict resolution intervention aimed at reducing aggressive and violent behavior and promoting critical social and emotional competencies. He is also a Co-Principal Investigator with Dr. Jones on the WT Grant-funded 4Rs classroom-level study, examining the dynamic relations among key intrapersonal, interpersonal, and setting-level characteristics of classrooms and the influence of the 4Rs Program on classroom systems and specific school micro-contexts.
