Josh’s primary research focuses on understanding and promoting the social-emotional and academic development of children from diverse backgrounds in urban communities through the rigorous design and evaluation of preventive interventions targeting schools, teachers, students, and classroom settings. Current research studies include: a follow-up of an elementary school social-emotional learning intervention on youth mental health outcomes across middle and high school transitions: an RCT of a mindfulness-based intervention with NYC public school teachers; and the development, quasi-experimental, and RCT studies of a school-based social-emotional learning intervention integrated with an intensive video-based teacher coaching model.
John is currently focussing on the contextual influences on the social, emotional, and academic development of diverse, urban youth during middle childhood and adolescence; the influence of continuity/discontinuity in quality of instructional and non-instructional settings on youth development and school-based interventions to promote positive teacher/classroom and youth development. His recently published articles include:
- 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.