J
Joshua L. Brown
Researcher at Fordham University
Publications - 55
Citations - 3014
Joshua L. Brown is an academic researcher from Fordham University. The author has contributed to research in topics: Academic achievement & Poison control. The author has an hindex of 22, co-authored 50 publications receiving 2447 citations. Previous affiliations of Joshua L. Brown include Pennsylvania State University & Columbia University.
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Journal ArticleDOI
Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms
Bridget K. Hamre,Robert C. Pianta,Jason T. Downer,Jamie DeCoster,Andrew J. Mashburn,Stephanie M. Jones,Joshua L. Brown,Elise Cappella,Marc S. Atkins,Susan E. Rivers,Marc A. Brackett,Aki Hamagami +11 more
TL;DR: Teaching through Interactions posits that teacher- student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains, and provides evidence that the three-domain structure is the best-fitting model across multiple data sets.
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Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research
TL;DR: Children in the intervention schools showed improvements across several domains: self-reports of hostile attributional bias, aggressive interpersonal negotiation strategies, and depression, and teacher reports of attention skills, and aggressive and socially competent behavior.
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Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions
Patricia A. Jennings,Joshua L. Brown,Jennifer L. Frank,Sebrina L. Doyle,Yoonkyung Oh,Regin T. Davis,Damira Rasheed,Anna DeWeese,Anthony A. DeMauro,Heining Cham,Mark T. Greenberg +10 more
TL;DR: CARE for Teachers as discussed by the authors is a mindfulness-based professional development program designed to promote teachers' social and emotional competence and improve the quality of classroom interactions, using a cluster randomized trial design involving 36 urban elementary schools and 224 teachers.
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Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program.
TL;DR: In this article, a cluster randomized controlled trial design was employed to examine whether teacher social-emotional functioning forecasts differences in the quality of 3rd grade classrooms, and test the experimental impact of a school-based socialemotional learning and literacy intervention.
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Resolving conflict creatively: evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context.
TL;DR: The positive effect of High Lessons was dampened for children in high-risk classrooms and neighborhoods, and the impact of the intervention on children's social cognitions (but not on their interpersonal behaviors) varied by context.