Skip to main content

Joshua L. Brown

Dr. Joshua Brown

Professor of Psychology
Director, Applied Developmental Psychology Program
Curriculum Vitae
Email: cjobrown@fordham.edu

Rose Hill Campus: Dealy Hall, Room 226F
Phone: 718-817-4069

Keywords: school-based intervention, classroom settings, teacher-student interactions, promoting social-emotional and academic development of children from diverse backgrounds in under-resourced urban schools through the rigorous design and evaluation of school-based intervention programs targeting schools, teachers, and classrooms settings.

Currently accepting students.

Education

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

Major Research Interests

  • 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

 

    Courses

    • 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)

    Projects

    • "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)

    Cooperations

    •     Dr. Jason Downer, University of Virginia
    •     Dr. Patricia Jennings, University of Virginia, Charlottesville, VA
    •     Dr. Mark Greenberg, Pennsylvania University Park, PA
    •     Dr. J. Lawrence Aber New York University, New York, NY
    •     Dr. Stephanie M. Jones, Harvard University, Cambridge, MA

     

    Recent Publications

    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

     

     

    Recent Presentations

    Brown, J.L. (2019, October).  The Direct and Moderated Impacts of the CARE program on Student Behavioral and Academic Development. Paper presented at the Inaugural 2019 Social and Emotional Learning Exchange Conference, Chicago, IL.

    Brown, J.L., Lowenstein, A.E., Sutton, E., Carlton, R., & Downer, J.T. (2019, March). Experimental Impacts of the 4Rs+MTP Program on Teachers’ Well-being, Classroom Interactions, and Children’s Social-emotional and Academic Development. Paper presented at the Society for Research on Educational Effectiveness Spring 2019 conference, Washington, DC.