Joshua L. Brown

• 1988 BGS, University of Michigan
• 2003 PhD in Psychology, Teachers College, Columbia University

• Contextual influences on the social, emotional and academic development of diverse, urban youth during middle childhood and adolescence
• Influence of continuity/discontinuity in quality of instructional and non-instructional settings on youth development
• School-based interventions to promote positive teacher/classroom and youth development

• PSYC 6530 - Developmental Psychopathology
• PSYC 7122 - Developmental and Prevention Science
• PSYC 8350 - Applied Developmental Psychology Practicum
• PSYC 1000 - Introductory Psychology
• PSYC 2700 - Infant and Child Development (Community Engaged Learning course)

• "Testing the Integration of an Empirically-supported Teacher Consultation Model and a Social-emotional Learning and Literacy Intervention in Urban Elementary Schools" (PI, funded by the Institute of Education Sciences, U.S. Department of Education)
• "Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): A Cluster Randomized Controlled Efficacy Trial" (Co-I, funded by the Institute of Education Sciences, U.S. Department of Education)
• "The Impact of School and Classroom Environments on Youth Mental Health: Moderation by Genetic Polymorphisms" (PI, funded by the William T. Grant Foundation)
• "Health Risk Behavior in Late Childhood: Impact of a Longitudinal Randomized Trial" (Co-PI, funded by the National Institute of Mental Health)

Brown, J.L., Jennings, P.A., Rasheed, D.S., Cham, H., Doyle, S., Frank, J., Davis, R.T., & Greenberg, M.T. (2023). Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes. Applied Developmental Science.  https://doi.org/10.1080/10888691.2023.2268327

Doyle, N.B., *Gomez Varon, J., Downer, J.T. & Brown, J.L. (2023). Testing the integration of a teacher coaching model and a social-emotional learning and literacy intervention in urban elementary schools. Teaching and Teacher Education, 123. https://doi.org/10.1016/j.tate.2023.104232

Sutton, E., Brown, J.L., Lowenstein, A.E., & Downer, J.T. (2021). Children’s academic and social-emotional competencies and the quality of classroom interactions in high-needs urban elementary schools. Contemporary Educational Psychology, 66. https://doi.org/10.1016/j.cedpsych.2021.101975

Gomez, J.A., Brown, J.L., & Spier, E. (2020). Factor structure, measurement invariance, and construct validity of MELQO Measure of Child Development and Early Learning in Laos. International Journal of School and Educational Psychology. https://doi.org/10.1080/21683603.2020.1791770

Corbin, C.M., Downer, J.T., Ruzek, E., Lowenstein, A.E., & Brown, J.L. (2020). Correlates of change in elementary students’ perceptions of interactions with their teacher. Journal of Applied Developmental Psychology, 69, 1-11. https://doi.org/10.1016/j.appdev.2020.101144

Smith, N.A., Brown, J.L., Tran, T., & Suarez-Orozco, C. (2020). Parents, friends and immigrant youths’ academic engagement: A mediation analysis. International Journal of Psychology, 55(5), 743-753. https://doi.org/10.1002/ijop.12672

Rasheed, D., Brown, J.L., Doyle, S., & Jennings, P.A. (2020). The effect of teacher-child race/ethnicity matching and classroom diversity on children’s socioemotional and academic skills. Child Development, 91(3), e597-e618. https://doi.org/10.1111/cdev.13275

Doyle, S., Brown, J.L., Rasheed, D., Jones, D., & Jennings, P.A. (2019). Cost analysis of a mindfulness-based professional development program for teachers. Mindfulness, 10, 122-130.  https://doi.org/10.1007/s12671-018-0958-4

Corbin, C.M., Alamos, P., Lowenstein, A.E., Downer, J.T., & Brown, J.L. (2019). The role of teacher-student relationships in predicting teachers' personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1-12. https://doi.org/10.1016/j.jsp.2019.10.001

Jennings, P.A., Doyle, S., Oh, Y., Rasheed, D., Frank, J.L., & Brown, J.L. (2019). Long-term impacts of the CARE program on teachers' social and emotional competence and well-being.  Journal of School Psychology, 76, 186-202. https://doi.org/10.1016/j.jsp.2019.07.009

Rucinski, C.L., *Sutton, E., *Carlton, R., Downer, J., & Brown, J.L. (2019). Classroom racial/ethnic diversity and upper elementary children’s social-emotional development. Applied Developmental Science, 25(2), 183-199. https://doi.org/10.1080/10888691.2019.1576524

Rucinski, C.L., Brown, J.L., & Downer, J.T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992-1004. http://dx.doi.org/10.1037/edu0000240

Fisher, J.H. & Brown, J.L. (2018). A prospective, longitudinal examination of the influence of childhood home and school contexts on psychopathic characteristics in adolescence. Journal of Youth and Adolescence, 47(10), 2041-2059. doi: 10.1007/s10964-018-0861-2