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Joshua L. Brown

Dr. Joshua Brown

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

Rose Hill Campus: Dealy Hall, Room 316
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 (Service Learning)

    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)
    • "Using an Empirically-supported Teacher Consultation Model to Facilitate the Implementation of an Integrated Social-emotional Learning and Literacy Curriculum in Urban Elementary Schools" (Co-I, funded by the Institute of Education Sciences, U.S. Department of Education)
    • "Early Adolescents’ Experiences of Continuity and Discontinuity of School Micro-contexts: Implications for Place-based Treatment Effects" (Co-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)
    • "Changing Classroom Climate and Other School Micro-Contexts to Promote Children’s Social-Emotional and Academic Development: The 4Rs Setting-Level Study" (Co-PI, funded by the W. T. Grant Foundation)
    • "Reading, Writing, Respect and Resolution: The Impact of a Social and Character Development and Literacy Program on Teachers and Children" (Co-PI, funded by the Institute of Education Sciences, U.S. Department of Education, the Centers for Disease Control and Prevention, and the William T. Grant Foundation)

    Cooperations

    • Dr. J. Lawrence Aber New York University, New York, NY
    • Dr. Jason Downer, Center for Advanced Study of Teaching and Learning, University of Virgina
    • Dr. Mark Greenberg, Pennsylvania University Park, PA
    • Dr. Patricia Jennings, University of Virginia, Charlottesville, VA
    • Dr. Stephanie M. Jones, Harvard University, Cambridge, MA
    • Dr. Maria LaRusso, Institute of Human Development and Social Change, New York University, New York, NY
    • Tom Roderick, Executive Director, Morningside Center for Teaching Social Responsibility, New York, NY

    Recent Publications

    • Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, Board on Children, Youth and Families, L. Allen and B.B. Kelly (Eds.) (2015).  Transforming the workforce for children birth through age 8:  A unifying foundation.  Institute of Medicine and National Research Council of the National Academies.

    • Horan, J.M., Brown, J.L., Jones, S.M., & Aber, J.L. (2015).  The influence of conduct problems and callous-unemotional traits on academic development among youth. Journal of Youth and Adolescence. DOI 10.1007/s10964-015-0349-2.

    • Horan, J.M., Brown, J.L., Jones, S.M., & Aber, J.L. (2015). Assessing invariance across sex and race/ethnicity in measures of youth psychopathic characteristics. Psychological Assessment. 1-12. http://dx.doi.org/10.1037/pas0000043

    • Long, K., Brown, J.L., Jones, S.J., Aber, J.L., & Yates, B. (2015). Cost analysis of a school-based social and emotional learning and literacy Intervention. Journal of Benefit-Cost Analysis, 1-27. doi:10.1017/bca.2015.6

    • Horan, J.M., Brown, J.L., Jones, S.M., & Aber, J.L. (online first publication, November 10, 2014). Assessing invariance across sex and race/ethnicity in measures of youth psychopathic characteristics. Psychological Assessment.

    • Hoglund, W.L.G., Jones, S.M., Brown, J.L., & Aber, J.L. (online first publication, July 7, 2014). The evocative influence of child academic and social-emotional adjustment on parent involvement in inner-city schools. Journal of Educational Psychology.

    • Molano, A., Jones, S.M., Brown, J.L., & Aber, J. L. (2013). Selection and socialization of aggressive and prosocial behavior: The moderating role of social-cognitive processes. Invited paper for special issue on “Network and Behavior Dynamics in Adolescence,” Journal of Research on Adolescence, 23(3), 424–436.

    • VanderWeele, T.J., Hong, G., Jones, S.M., & Brown, J.L. (2013). Mediation and spillover effects in group-randomized trials, with application to the 4Rs educational intervention study. Journal of the American Statistical Association: Case Studies and Applications, 108, 469-482.

    • Fisher, C.B., Busch-Rossnagel, N.B., Jopp, D.S., & Brown, J.L. (2012). Applied developmental science, social justice and socio-political well-being. Applied Developmental Science, 16, 54-64.

    • Aber, J. L., Brown, J. L. & Jones, S. M., Berg, J. & Torrente, C. (2011). School-based strategies to prevent violence, trauma and psychopathology: The challenges of going to scale. Development & Psychopathology, 23(2), 411-421.

    Recent Presentations

    • Brown, J.L. (2015, November).  Approaches to Promoting Elementary School Educators’ Social and Emotional Competencies, Well-Being, and Capacity for Improving Students’ Social and Emotional Learning and Academic Performance.  Proseminar Series, New York University, New York, NY.

    • Brown, J.L. (March, 2015). Opportunities and Challenges in the Design of a Longitudinal Gene x School-Based Intervention Study.  Symposium chair, presenter, Society for Research in Child Development, Philadelphia, PA.

    • Brown, J.L. (March 2015). Short- and Long-term Impacts of Classroom-based Social-emotional Learning Interventions During Early Schooling.  Invited symposium discussant, Society for Research in Child Development, Philadelphia, PA.

    • Brown, J.L. (2015, March). Successes and Challenges in Collecting Data from School Populations for Intervention Research in New York City Public Schools. Roundtable Presentation, Society for Research in Child Development, Philadelphia, PA.

    • Brown, J.L., Jennings, P., Tanler, R., Rasheed, D., DeWeese, A., Frank, J., Doyle, S., & Greenberg, M. (2014, March). Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program. Society for Research on Educational Effectiveness, Washington, D.C.

    • Jennings, P. & Brown, J.L. (November, 2014). Promoting Teachers’ Social and Emotional Competence and Improving Classrooms: The Cultivating Awareness and Resilience in Education (CARE) Program.” Meeting convened by Frontiers of Innovation, Translating Research on Self-Regulation to Achieve Breakthrough Outcomes for Young Children and Families Facing Adversity. Harvard University, Cambridge, MA.

    • Brown, J.L., Jennings, P., Tanler, R., Rasheed, D., DeWeese, A., Frank, J., Doyle, S., & Greenberg, M. (March, 2014). Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program. Society for Research on Educational Effectiveness, Washington, D.C.

    • Downer, J., Brown, J.L., Jimenez-Herrera, M., Stuhlman, M., Bourassa, K., Gologor, B., & Wong, P. (March, 2013). Coaching Quality and Teachers' Implementation of the 4Rs Social-Emotional and Literacy Curriculum: Testing the Link between Two Levels of Intervention Fidelity. Society for Research on Educational Effectiveness, Washington, D.C.

    • Brown, J.L. (August, 2013). Managing Reductionism in Large-Scale, Randomized-Controlled Trials of Developmental Preventive Intervention Programs” In symposium, “Humanistic Themes Across Subfields – Implications for a 21st Century General Psychology.” Meeting of the American Psychological Association, Honolulu, HI.

    • Brown, J.L. (April, 2012). The Reading, Writing, Respect & Resolution Program: Impacts on Child, Classroom, and Teacher-level Outcomes in Elementary School, New Questions and the Evolution of Practice. Invited presentation, Prevention Research Center Seminar Series, Pennsylvania State University, University Park, P.A.