HR job title
- Director of Aggie Stem Teaching Learning and Culture
- Contact Info
Young, Jamaal Associate Professor
Positions
- Member, Engineering Education Research Taskforce, College of Engineering
- Associate Professor, Teaching, Learning and Culture, School of Education and Human Development
- Overview
- Publications
- Teaching
- Background
- Contact
- Other
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Overview
Publications
selected publications
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academic article
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Young, J., & Young, J.
(2023).
A systematic review of culturally responsive teaching self-efficacy using confidence intervals. 18(2), 251-280.
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Harmon, W., James, M., Young, J., & Scott, L.
(2023).
Black Fathers Rising: A QuantCrit Analysis of Black Fathers' Paternal Influence on Sons' Engagement and Sense of School Belonging in High School. Equity & Excellence in Education.
56(3), 464-478.
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Young, J., Young, J., Williams, J., Neshyba, M., Ogletree, Q., & James, M.
(2023).
Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research. SAGE Open.
13(3),
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Young, J., & Young, J.
(2023).
Before We Let Go!: Operationalizing Culturally Informed Education. Multicultural Perspectives.
25(2), 96-111.
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Edosomwan, K., Young, J. L., Butler, B. R., Young, J. R., & Williams, J. A.
(2023).
Tracking the Effects: Examining the Opportunity Stratification Hypothesis in Action. Journal of Education.
002205742311686-002205742311686.
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Young, J., & Young, J.
(2022).
Decoding the data dichotomy: applying QuantCrit to understand racially conscience intersectional meta-analytic research. International Journal of Research and Method in Education.
45(4), 381-396.
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Young, J. L., & Young, J.
(2022).
Underrepresentation in Gifted Education Revisited: The Promise of Single-Group Summaries and Meta-Analytic QuantCrit. Gifted Child Quarterly.
66(2), 136-138.
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Williams, A. M., & Young, J.
(2021).
Reliability Generalization Meta-analyses in Mathematics Education Research: A Research Synthesis. International Journal of Education in Mathematics, Science and Technology.
9(4), 741-759.
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Young, J., Cunningham, J., Ortiz, N., Frank, T., Hamilton, C., & Mitchell, T.
(2021).
Mathematics Dispositions and the Mathematics Learning Outcomes of Black Students: How are They Related?. Investigations in Mathematics Learning.
13(2), 77-90.
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Young, J., & Young, J.
(2020).
The Black male teacher: a 10-year content analysis of empirical research. Race, Ethnicity and Education.
23(3), 327-344.
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Young, J. R., Young, J., Hamilton, C., & Pratt, S. S.
(2019).
Evaluating the Effects of Professional Development on Urban Mathematics Teachers TPACK Using Confidence Intervals. REDIMAT.
8(3), 312-312.
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Young, J., Young, J., & Witherspoon, T.
(2019).
Informing Informal STEM Learning: Implications for Mathematics Identity in African American Students. Journal of Mathematics Education.
12(1), 39-56.
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Young, J., Young, J., Fox, B., Levingston Jr., E., & Tholen, A.
(2019).
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy in a Middle School Mathematics Methods Course. Northwest Journal of Teacher Education.
14(1),
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Cason, M., Young, J., & Kuehnert, E.
(2019).
A meta-analysis of the effects of numerical competency development on achievement: Recommendations for mathematics educators. Investigations in Mathematics Learning.
11(2), 134-147.
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Young, J. L., Young, J. R., & Ford, D. Y.
(2019).
Culturally Relevant STEM Out-of-School Time: A Rationale to Support Gifted Girls of Color. Roeper Review.
41(1), 8-19.
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Kuehnert, E., Cason, M., Young, J., & Pratt, S.
(2019).
A Meta-Analysis of Reform-based Professional Development in STEM: Implications for Effective Praxis. International Journal of Technology in Education.
2(1), 60-68.
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Young, J. R., Young, J., Hamilton, C., & Pratt, S. S.
(2019).
Evaluating the Effects of Professional Development on Urban Mathematics Teachers TPACK Using Confidence Intervals. REDIMAT.
8(3), 312-338.
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Young, J. L., Young, j., & Butler, B. R.
(2018).
A Student Saved is NOT a Dollar Earned: A Meta-Analysis of School Disparities in Discipline Practice Toward Black Children. Taboo The Journal of Culture and Education.
17(4),
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Young, J., Capraro, M. M., Capraro, R., & Cason, M.
(2018).
Every Student Can't Succeed If Every Voice is Not Heard: Equity Perspectives From STEM Educators. TEACHERS COLLEGE RECORD.
120(13), 1-23.
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Young, J., Young, J., Cason, M., Ortiz, N., Foster, M., & Hamilton, C.
(2018).
Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development. Education Sciences.
8(3), 108-108.
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Young, J., Gorumek, F., & Hamilton, C.
(2018).
Technology effectiveness in the mathematics classroom: a systematic review of meta-analytic research. Journal of Computers in Education.
5(2), 133-148.
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Young, J., & Young, J. L.
(2018).
We can Achieve if We Receive: Examining the Effects of Out-of-School Time Activities on Black Student Achievement in Mathematics. Equity & Excellence in Education.
51(2), 182-198.
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Young, J. L., Young, J. R., & Capraro, R. M.
(2018).
Gazing Past the Gaps: A Growth-Based Assessment of the Mathematics Achievement of Black Girls. Urban Review.
50(1), 156-176.
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Young, J., & Young, J.
(2018).
The Structural Relationship Between Out-of-School Time Enrichment and Black Student Participation in Advanced Science. Journal for the Education of the Gifted.
41(1), 43-59.
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Capraro, R. M., Barroso, L. R., Nite, S., Rice, D., Lincoln, Y., Young, J., & Young, J.
(2018).
Developing a Useful and Integrative STEM Disciplinary Language. International Journal of Education in Mathematics, Science and Technology.
6(1), 1-11.
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Young, J. L., Young, J. R., & Ford, D. Y.
(2017).
Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM. Journal of Advanced Academics.
28(4), 290-312.
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Young, J.
(2017).
Technology-enhanced mathematics instruction: A second order meta-analysis of 30 years of research. Educational Research Review.
22, 19-33.
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Young, J., Hamilton, C., & Cason, M.
(2017).
Interactive Whiteboards in Mathematics Spaces: An Examination of Technology Integration in an Urban Middle School. Contemporary Educational Technology.
8(4),
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Young, J. L., Young, J. R., & Capraro, M. M.
(2017).
Black Girls' Achievement in Middle Grades Mathematics: How Can Socializing Agents Help?. Clearing House: A Journal of Educational Strategies, Issues and Ideas.
90(3), 70-76.
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Young, J. L., Feille, K. K., & Young, J.
(2017).
Black Girls as Learners and Doers of Science: A Single-Group Summary of Elementary Science Achievement. 21(2),
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Young, J., Ortiz, N., & Young, J.
(2017).
STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest. International Journal of Education in Mathematics, Science and Technology.
5(1), 62-74.
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Young, J. R.
(2017).
Technology Integration in Mathematics Education: Examining the Quality of Meta-Analytic Research. International Journal on Emerging Mathematics Education.
1(1), 71-86.
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Young, J. L., Ero-Tolliver, I., Young, J., & Ford, D. Y.
(2017).
Maximizing opportunities to enroll in advanced high school science courses: Examining the scientific dispositions of Black girls. 13, 174-182.
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Young, J. L., & Young, J. R.
(2017).
Opportunity knocks, will she answer: Dispositions and participation of girls of color in STEM enrichment. 1(4), 12-25.
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Young, J. L., Young, J. R., & Paufler, N. A.
(2017).
Out of school and into STEM: Supporting girls of color through culturally relevant enrichment. Journal of Interdisciplinary Teacher Leadership.
2(1), 28-34.
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Foster, M. D., Young, J. R., & Young, J. L.
(2017).
Teacher perceptions of parental involvement and the achievement of diverse learners: A meta-analysis. Journal of Ethical Educational Leadership.
4(5), 1-17.
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Alsuwat, S., & Young, J. R.
(2016).
Meta-Analysis of the Effects of Traditional versus Technology-based Instruction on Reading Comprehension of EFL Students. EFL Journal.
1(3),
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Young, J. R.
(2016).
Unpacking TPACK in Mathematics Education Research: A Systematic Review of Meta-Analyses. International Journal of Educational Methodology.
2(1), 19-29.
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Young, J. L., & Young, J. R.
(2016).
Closing the gap or reaching the ceiling: An exploratory trend analysis of the Black White achievement gap in Texas. Journal of Multicultural Affairs.
1(1),
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Young, J. R., & Young, J. L.
(2016).
Young, Black, and Anxious: Describing the Black Student Mathematics Anxiety Research Using Confidence Intervals. Journal of Urban Mathematics Education.
9(1), 79-93.
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Young, J. R., & Young, J. L.
(2015).
Anxious for answers: A meta-analysis of the effects of anxiety on African American k-12 students mathematics achievement. Journal of Mathematics Education at Teachers College.
6(2),
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Beavers, A., Fox, B. L., Young, J., Bellows, E. M., & Kahn, L.
(2015).
Integrating writing in the middle-level mathematics classroom: An action research study. 2(1),
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Young, J. R., Young, J. L., & Hamilton, C.
(2013).
The Use of Confidence Intervals as a Meta-Analytic Lens to Summarize the Effects of Teacher Education Technology Courses on Preservice Teacher TPACK. Journal of Research on Technology in Education.
46(2), 149-172.
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Young, J. R., Young, J. L., & Shaker, Z.
(2012).
Technological Pedagogical Content Knowledge (TPACK) Literature Using Confidence Intervals. TechTrends.
56(5), 25-33.
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Young, J. R., & Young, J. L.
(2012).
But thats not fair: Teacher technology readiness and African American students. 4(1), 19-32.
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Capraro, R. M., Young, J. R., Lewis, C. W., Yetkiner, Z. E., & Woods, M. N.
(2009).
An Examination of Mathematics Achievement and Growth in a Midwestern Urban School District: Implications for Teachers and Administrators. Journal of Urban Mathematics Education.
2(2), 4665-4665-65.
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Young, J. R., & Young, J. L.
Equity Trends in Mathematics Education: A Content Analysis of Meta-analytic Research. 4(1), 24-42.
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Young, J., & Young, J.
(2023).
A systematic review of culturally responsive teaching self-efficacy using confidence intervals. 18(2), 251-280.
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chapter
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Young, J., & Young, J.
(2023).
The Black male teacher: a 10-year content analysis of empirical research. Men Educators of Color in U.S. Public Schools and Abroad.
(pp. 47-64).
Taylor & Francis.
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Young, J. L., & Young, J. R.
(2018).
Black Parents as Achievement Socialization Agents for Black Girls. Social Justice and Parent Partnerships in Multicultural Education Contexts.
(pp. 243-254).
IGI Global.
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Young, J.
(2017).
VERVISTIC INSTRUCTION AS A VEHICLE TO MATHEMATICS COMPETENCY. CULTIVATING ACHIEVEMENT, RESPECT, AND ENPOWERMENT (CARE) FOR AFRICAN AMERICAN GIRLS IN PRE-K-12 SETTINGS: IMPLICATIONS FOR ACCESS, EQUITY AND ACHIEVEMENT.
(pp. 69-89).
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Young, J. R.
(2017).
Vervistic instruction as a vehicle to mathematics competency for African American girls. Larke, P. J., Webb-Hasan, G., & Young, J. L. (Eds.),
Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK?12 Settings Implications for Access, Equity and Achievement.
(pp. 69-90).
IAP.
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Young, J., Young, J., & Hamilton, C.
(2013).
CULTURALLY RELEVANT PROJECT-BASED LEARNING FOR STEM EDUCATION Implications and Examples for Urban Schools. Capraro, M., Capraro, R., & Lewis, C. (Eds.),
IMPROVING URBAN SCHOOLS: EQUITY AND ACCESS IN K-12 STEM EDUCATION FOR ALL STUDENT.
(pp. 39-65).
IAP.
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Larke, P. J., Young, J. L., & Young, J. R.
(2011).
MAKING A CASE TO LEARN Linking Emphasis on the Achievement and Reporting Needs of African American Females on NAPE Test Results. Howell, L., Lewis, C., & Carter, N. (Eds.),
YES WE CAN: IMPROVING URBAN SCHOOLS THROUGH INNOVATIVE EDUCATION REFORM.
(pp. 145-165).
Information Age Pub Incorporated.
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Jordan, G., & Young, J. R.
(2010).
DC electronics: Understanding series circuits and how they relate to daily use. Capraro, R. M., Capraro, M. M., & Morgan, J. (Eds.),
A Companion to Interdisciplinary STEM Project-based Learning: For Teachers by Teachers.
(pp. 87-94).
Sense.
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Young, J., & Young, J.
(2023).
The Black male teacher: a 10-year content analysis of empirical research. Men Educators of Color in U.S. Public Schools and Abroad.
(pp. 47-64).
Taylor & Francis.
Teaching
teaching activities
- EDCI617 Early Child Math & Sci Instructor
- EDCI619 T&l Nmbr & Quanty Concpt Instructor
- EDCI627 T&l Data Anyls & Unt Cnp Instructor
- EDCI628 Anlzg&rptg Fld-bsd Resch Instructor
- EDCI685 Directed Studies Instructor
- EDCI689 Sptp: Microcontrollers For Ed Instructor
- EDCI691 Research Instructor
- EDCI720 Engr Desgn Sch Teach & Learn Instructor
- EDCI722 Microcontrol Educ Pbl Class Instructor
- EPSY642 Meta-analy Of Beh Rsch Instructor
- MASC351 Problem Solving In Math Instructor
- TEFB407 Math In Mddle & Sr Sch Instructor
Background
education and training
- Ph.D. in Curriculum and Instruction, Emphasis: Mathematics Education, Texas A&M University - (College Station, Texas, United States) 2011
- M.Ed. in Curriculum and Instruction, Emphasis: Mathematics Education, Texas A&M University - (College Station, Texas, United States) 2008
- B.S. in Biomedical Engineering, Texas A&M University - (College Station, Texas, United States) 2004
Contact
first name
- Jamaal
has last name
- Young
Other
- jamaal.young@tamu.edu