HR job title
- Professor
- Contact Info
- 1 979 845 5311
Alexander, Joyce Professor
Positions
My primary research interest is focused on the precursors and longitudinal consequences of early interests in science-related fields.
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Overview
Publications
selected publications
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academic article
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Neitzel, C. L., Alexander, J. M., & Johnson, K. E.
(2019).
The emergence of children's interest orientations during early childhood: When predisposition meets opportunity. Learning, Culture and Social Interaction.
23, 100271-100271.
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Alexander, J., Plummer, L., & McLeod, J.
(2018).
Addressing gendered practices through women's writing groups. Academe.
104(3), 23-26.
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Neitzel, C., Alexander, J., & Johnson, K.
(2017).
The influence of early interest orientations and time on kindergartners academic monitoring and information-seeking behaviors. Journal of Early Childhood Research.
15(4), 389-409.
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Neitzel, C., Alexander, J. M., & Johnson, K. E.
(2016).
Young Children's Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten. Journal of Research in Childhood Education.
30(4), 474-493.
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Ford, J. M., Jones, M. H., & Alexander, J. M.
(2015).
After-school interests, achievement goal orientation, and peers in a predominantly African American School. The Journal of Negro education.
84(4), 547-563.
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LEIBHAM, M. B., ALEXANDER, J. M., & JOHNSON, K. E.
(2013).
Science Interests in Preschool Boys and Girls: Relations to Later SelfConcept and Science Achievement. Science Education.
97(4), 574-593.
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Alexander, J. M., Johnson, K. E., & Kelley, K.
(2012).
Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science. Science Education.
96(5), 763-786.
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Jones, M. H., Alexander, J. M., & Estell, D. B.
(2010).
Homophily Among Peer Groups Members Perceived Self-Regulated Learning. Journal of Experimental Education.
78(3), 378-394.
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Neitzel, C., Alexander, J. M., & Johnson, K. E.
(2008).
Children's Early Interest-Based Activities in the Home and Subsequent Information Contributions and Pursuits in Kindergarten. Journal of Educational Psychology.
100(4), 782-797.
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Jones, M. H., Estell, D. B., & Alexander, J. M.
(2008).
Friends, classmates, and self-regulated learning: discussions with peers inside and outside the classroom. Metacognition and Learning.
3(1), 1-15.
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Alexander, J. M., Johnson, K. E., Leibham, M. E., & Kelley, K.
(2008).
The development of conceptual interests in young children. Cognitive Development.
23(2), 324-334.
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Alexander, J. M., Johnson, K. E., Albano, J., Freygang, T., & Scott, B.
(2006).
Relations between intelligence and the development of metaconceptual knowledge. Metacognition and Learning.
1(1), 51-67.
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Alexander, J. M., Johnson, K. E., Leibham, M. E., & DeBauge, C.
(2005).
Constructing domain-specific knowledge in kindergarten: Relations among knowledge, intelligence, and strategic performance. Learning and Individual Differences: journal of psychology and education.
15(1), 35-52.
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Ismail, H. N., & Alexander, J. M.
(2005).
Learning Within Scripted and Nonscripted Peer-Tutoring Sessions: The Malaysian Context. The Journal of Educational Research.
99(2), 67-77.
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Leibham, M. E., Alexander, J. M., Johnson, K. E., Neitzel, C. L., & Reis-Henrie, F. P.
(2005).
Parenting behaviors associated with the maintenance of preschoolers' interests: A prospective longitudinal study. Journal of Applied Developmental Psychology.
26(4), 397-414.
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Johnson, K. E., Alexander, J. M., Spencer, S., Leibham, M. E., & Neitzel, C.
(2004).
Factors associated with the early emergence of intense interests within conceptual domains. Cognitive Development.
19(3), 325-343.
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Alexander, J. M., Fabricius, W. V., Fleming, V. M., Zwahr, M., & Brown, S. A.
(2003).
The development of metacognitive causal explanations. Learning and Individual Differences: journal of psychology and education.
13(3), 227-238.
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Alexander, J. M., Johnson, K. E., & Schreiber, J. B.
(2002).
Knowledge is not everything: analysis of children's performance on a haptic comparison task. Journal of Experimental Child Psychology.
82(4), 341-366.
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Fleming, V. M., & Alexander, J. M.
(2001).
The Benefits of Peer Collaboration: A Replication with a Delayed Posttest. Contemporary Educational Psychology.
26(4), 588-601.
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Shih, S., & Alexander, J. M.
(2000).
Interacting Effects of Goal Setting and Self- or Other-Referenced Feedback on Childrens Development of Self-Efficacy and Cognitive Skill Within the Taiwanese Classroom. Journal of Educational Psychology.
92(3), 536-543.
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Alexander, J. M., Noyes, C. R., MacBrayer, E. K., Schwanenflugel, P. J., & Fabricius, W. V.
(1998).
Concepts of Mental Activities and Verbs in Children of High and Average Verbal Intelligence. Gifted Child Quarterly.
42(1), 16-28.
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Manion, V., & Alexander, J. M.
(1997).
The benefits of peer collaboration on strategy use, metacognitive casual attribution, and recall. Journal of Experimental Child Psychology.
67(2), 268-289.
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Alexander, J. M., & Schwanenflugel, P. J.
(1996).
Development of metacognitive concepts about thinking in gifted and nongifted children: Recent research. Learning and Individual Differences: journal of psychology and education.
8(4), 305-325.
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Carr, M., Alexander, J., & Schwanenflugel, P.
(1996).
Where gifted children do and do not excel on metacognitive tasks. Roeper Review.
18(3), 212-217.
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Alexander, J. M., Carr, M., & Schwanenflugel, P. J.
(1995).
Development of Metacognition in Gifted Children: Directions for Future Research. Developmental Review.
15(1), 1-37.
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Schwanenflugel, P. J., Fabricius, W. V., & Alexander, J.
(1994).
Developing theories of mind: understanding concepts and relations between mental activities. Child Development.
65(6), 1546-1563.
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Carr, M., Alexander, J., & FoldsBennett, T.
(1994).
Metacognition and mathematics strategy use. Applied Cognitive Psychology.
8(6), 583-595.
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Alexander, J. M., & Schwanenflugel, P. J.
(1994).
Strategy Regulation: The Role of Intelligence, Metacognitive Attributions, and Knowledge Base. Developmental Psychology.
30(5), 709-723.
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Schwanenflugel, P. J., Fabricius, W. V., Noyes, C. R., Bigler, K. D., & Alexander, J. M.
(1994).
The Organization of Mental Verbs and Folk Theories of Knowing. Journal of Memory and Language.
33(3), 376-395.
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Neitzel, C. L., Alexander, J. M., & Johnson, K. E.
(2019).
The emergence of children's interest orientations during early childhood: When predisposition meets opportunity. Learning, Culture and Social Interaction.
23, 100271-100271.
-
chapter
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Plummer, L., Pavalko, E., Alexander, J., & McLeod, J.
(2019).
Faculty Writing Groups: A Tool for Providing Support, Community, and Accountability at Mid-Career. (pp. 126-142).
BRILL.
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Alexander, J. M., Johnson, K. E., & Neitzel, C.
(2019).
Multiple Points of Access for Supporting Interest in Science. CAMBRIDGE HANDBOOK OF MOTIVATION AND LEARNING.
(pp. 312-352).
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Alexander, J. M., Johnson, K. E., & Leibham, M. E.
(2015).
Emerging Individual Interests Related to Science in Young Children. Renninger, K. A., Nieswandt, M., & Hidi, S. (Eds.),
Interest in Mathematics and Science Learning.
(pp. 261-279).
American Educational Research Association (AERA).
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Alexander, J. M., Johnson, K. E., Scott, B., & Meyer, R. D.
(2008).
Stegosaurus and spoonbills: Mechanisms for transfer across biological domains. Meta-Cognition: A Recent Review of Research, Theory and Perspectives.
(pp. 63-83).
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Shih, S. S., Wang, C. H., & Alexander, J. M.
(2006).
The applicability of western motivation models to the Taiwanese context. Trends in Educational Psychology.
(pp. 155-183).
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Plummer, L., Pavalko, E., Alexander, J., & McLeod, J.
(2019).
Faculty Writing Groups: A Tool for Providing Support, Community, and Accountability at Mid-Career. (pp. 126-142).
BRILL.
Teaching
teaching activities
- CEHD289 Sptp:hi Ed Student Eng Ldrshp Instructor
- EPSY689 Sptp: Int & Engagement In Ste Instructor
Background
education and training
- Ph.D. in Educational Psychology, University of Georgia - (Athens, Georgia, United States) 1992
- M.A. in Educational Psychology, University of Georgia - (Athens, Georgia, United States) 1990
- B.S. in Psychology, Texas Wesleyan University - (Fort Worth, Texas, United States) 1987
awards and honors
- Inaugural Holder of the Reta Haynes Endowed Dean's Chair, conferred by Texas A&M University - (College Station, Texas, United States), 2016
- Holder of the Sydney and J.L. Huffines '44 Endowed Chair, conferred by Texas A&M University - (College Station, Texas, United States), 2015
- Indiana University Teaching Excellence Recognition Award, conferred by Indiana University Bloomington - (Bloomington, Indiana, United States), 1996
Contact
first name
- Joyce
has last name
- Alexander
mailing address
-
Texas A&M University
Dean Of Education
4222 TAMU
College Station, TX 77843-4222
USA
Other
In the News
- Fourth Annual Voices Of Impact Set For Feb. 6 News Release
- Texas A&M College Of Education Shares Voices Of Impact News Release
- Texas A&M Recognizes August Graduates News Release
- joycemalexander@tamu.edu