Cognitive Development Lab

Dr. Kelly Mix, director

Julie Anne Moore

manager

mooreju6@msu.edu

Education

University of Virginia, 1994-1998, B.A.
Distinguished Major in Psychology
Thesis:  Promoting African American academic performance: Evaluation of a school-based longitudinal intervention program.
Advisor: Joseph P. Allen.

Academic Honors and Fellowships

• Semi-finalist for Spencer Foundation Dissertation Fellowship, 2003
• Carolina Consortium on Human Development Predoctoral Fellowship, Center for Developmental Science, University of North Carolina at Chapel Hill, 2002-2003
• Spencer Foundation Education Policy Research Program Fellow, Center for Child and Family Policy, Duke University, 2001-2002
• National Science Foundation Graduate Research Fellowship Honorable Mention, 1998
• Echols Scholars Program, University of Virginia, 1994-1998

Teaching and Mentoring Experience

• Instructor, Department of Counseling, Educational Psychology, and Special Education at Michigan State University.  Fall 2004-present.
  • Doctoral-level Cognitive Development seminar for school psychologists (Fall 2004)
  • Doctoral-level Social Development seminar for school psychologists (Spring 2005)
  • Masters-level Developmental Psychology course for educators (Spring 2005 and 2006)
  • Masters-level Learning course for educators (Fall 2005)
  • Developing on-line Developmental Course to be offered Spring 2007 (Fall 2006) 
    
    
• Instructor, Psychology Department, UNC-Chapel Hill, Fall 2000- Fall 2002.
  • Undergraduate-level Developmental Psychology (5 sessions)

• Teaching Assistant, UNC-Chapel Hill, Fall 1999- Spring 2000. 
  • Undergraduate-level Developmental Psychology. Responsible for two discussion sections per week and a guest lecture.
    
    
• Lab Manager, Cognitive Development Lab, Michigan State University.  Responsible for coordinating all research for Dr. Kelly Mix including recruiting and overseeing undergraduate research assistants for data collection and processing.  Fall 2005-present.

• Mentor for Undergraduate Honors students, UNC-Chapel Hill.  Overseeing data management, writing, and analyses of undergraduate theses.  Fall 2002-Spring 2004.

Teaching Interests

I would welcome the opportunity to teach the following courses:

• General Psychology
• Developmental Psychology (including seminars focusing on Cognitive and Social Development)
• Psychology Applied to Teaching
• Ethnicity and Education Seminar
• Psychology of Adolescence
• Exceptional Children

Publications

Rowley, S. J., & Moore, J. A. (2002). Racial identity in context for the gifted African American student. Roeper Review, 24(2), 63-67.

Moore, J. A., Pungello, E. P., & Campbell, F. (under review). Long-term achievement patterns in a sample of low-income African American students, Journal of Educational Psychology.

Castellino, D. R., Moore, J. A., Tyson, K., & Darity, W. (in preparation). High school context and the racial enrollment gap in honors and AP courses.

Research Experience

• Cognitive Development Lab, Michigan State University, Fall 2005-present.  Coordinate studies on children’s early number concepts—including participant recruitment, data collection, data processing, and coding.  Studies use experimental training paradigms and naturalistic observational methods.

• Carolina Achievement Project, UNC-Chapel Hill, Fall 2002-Spring 2004.  Coordinated study for dissertation on individual differences among African American students’ ethnic and academic identities.  Activities included honing research questions, selecting schools based on characteristics from state-wide data set, recruiting participants, selecting and refining measures, data collection and analysis.

• Effective Schools, Effective Students Project, UNC-Chapel Hill and Duke University, Fall 2001-Spring 2004.  Research Assistant for the project exploring factors associated with high-achieving African American students and schools with high-achieving African American student populations.  Responsibilities included maintaining school-wide data on participating schools, data collection, processing, and analysis.

• Children’s Beliefs about Stereotypes Project, UNC-Chapel Hill, Fall 1998-Spring 2002.  Research assistant for the study exploring the developmental trend of race and gender-based stereotype formation and how knowledge of such stereotypes influences self-concept and academic achievement.

• Abecedarian Intervention Project, UNC-Chapel Hill, Summer 1999-Summer 2000.  Research assistant for the study exploring long-term influences of an early cognitive intervention program.  Assisted with data management and analyses for publication.

• Imani Project, Charlottesville, VA public schools, Fall 1996-Spring 1998.  Evaluated the longitudinal intervention project for promising African American students.  Responsibilities included identifying appropriate measures, gathering longitudinal data from school records, data collection and analysis, and presentation of results to project staff and families.

• Child Trends, Inc., Washington, DC, Summer 1997 and Summer 1998.  Intern for the nonprofit, nonpartisan research center.  Assisted with data processing on several projects including evaluation of 1996 welfare reform and validity of mother-child interaction measures for minority children.

• Virginia Study of Teens and Families, University of Virginia, Fall 1995-Spring 1998.  Research assistant for the project exploring the influence of social relationships on adolescent social development.  Responsibilities included interviewing at-risk teenagers, coding scheme development, and data processing.

Research Interests

My research interests focus on three facets of childhood success: 1) The development of cognitive processes such as academic self-concept, learning, and ethnic identity; 2) The influence of societal factors such as school context, stereotypes and economic opportunity on learning and achievement orientations; and 3) Applications of research to teachers and schools.  I explore the processes underlying academic achievement through a research program that combines theoretical work with societal and academic interventions employed to test those theories. It is my hope that such a research plan will bridge a gap between theoretical and practical understanding of the influences on a child’s academic performance.

Professional Affiliations and Activities

• Ad-hoc reviewer, Journal of Educational Psychology
• Ad-hoc reviewer, 1999 annual meeting of the American Psychological Association, Boston, MA, Division 15
• Co-coordinator for Developmental Psychology Lunch Seminar Series, Department of Psychology, UNC-Chapel Hill, 2000-2001
• Society for Research in Child Development
• American Psychological Association
• American Educational Research Association
• Society for Research in Adolescence
• Psi Chi National Honor Fraternity in Psychology
  
  
  

Policy Relevant Experience

• Spencer Foundation Education Policy Research Program exploring the intersection of education research and policy, 2001-2002
• Student and Young Professional Policy Network Advisory Board Member for SRCD’s Policy and Communications Committee, 2000-2001
• Member, Student and Young Professional Policy Network, SRCD

Grants and Awards

• Office of Undergraduate Research Graduate Mentor Award, UNC, January 2003
• University of Virginia Research Grant for Independent Undergraduate Research, September 1997

Presentations at Professional Meetings

Castellino, D. R., Moore, J. A., Tyson, K. D., & Darity, W. (April, 2005).  Trajectories of performance among high achieving African American students and the role of parents. Poster presented at the semi-annual meeting of the Society for Research in Child Development, Atlanta, GA.

Moore, J. A. (April, 2003). Middle school context effects on African American academic achievement. Poster presented at the semi-annual meeting of the Society for Research in Child Development, Tampa, FL.

Castellino, D. R., Moore, J. A., Tyson, K. D., & Darity, W. (April, 2003). Minority presence in advanced curricula: a statewide investigation of school context effects. Poster presented at the semi-annual meeting of the Society for Research in Child Development, Tampa, FL.

Moore, J. A., & Pungello, E. P. (April, 2001). Cognitive self-concept in African American underachievers from low income families. Poster presented at the semi-annual meeting of the Society for Research in Child Development, Minneapolis, MN.

Moore, J. A., Kurtz-Costes, B. E., & Rowley, S. J. (April, 2001). Race-based academic stereotypes and academic self-concept: The differential impact on Black and White students’ academic achievement. Poster presented at the semi-annual meeting of the Society for Research in Child Development, Minneapolis, MN.

Rowley, S., Kurtz-Costes, B. E., Moore, J. A., & Kinlaw, C. R. (April, 2000). The development of gender stereotypes, academic self-concept, and achievement motivation. Poster presented at the Conference on Human Development, Nashville, TN.

Pungello, E., Moore, J. A., & Campbell, F. (March, 2000). Psychometric Properties of Harter's Self-Perception Profiles. Poster presented at the Society for Research on Adolescents, Chicago, IL.

Moore, J. A., Kurtz-Costes, B., & Meece, J. (October, 1999). The impact of school day and weekend out-of-school activities on academic achievement.  Poster presented at the Cognitive Development Society, Chapel Hill, NC.

Kurtz-Costes, B., Meece, J., & Floryan, J. A. (August, 1999). Children’s out-of-school activities and academic achievement: A longitudinal study. Poster presented at the annual meeting of the American Psychological Association, Boston, MA.

Land, D. J., Caron, A. L., & Floryan, J. A. (April, 1999). Adolescent interpersonal social competence predicted by parenting.  Poster presented at the semi-annual meeting of the Society for Research in Child Development, Albuquerque, NM.

Mariner, C. M., Zaslow, M. J., Floryan, J. A., & Botsko, C. (1998).  Creating the survey measures of mother-child relations for middle childhood.  Methods Working Paper #98.9, Child Trends, Inc., Washington, DC.

last updated: April 24, 2007

back to top

© 2006-2007 College of Education,
Michigan State University
Board of Trustees.
MSU is an affirmative-action,
equal-opportunity institution.