Josh Cuevas, Ph.D.

EDUC 6402, Educational Research Methodology (UNG), master’s level course in research methodology, design, and statistics

MGED 6001, Middle-Level Practices and Curricular Issues in Contemporary Schools (UNG), master’s level capstone research course

EDUC 6001, Educational Research (University of North Georgia), master’s level course in research methodology, design, and statistics

EDUC 6101, Advanced Assessment (University of North Georgia), master’s level course in educational measurement

SCED 4002/EDUC 3002, Educational Assessment (University of North Georgia), undergraduate course in assessment

SCED 4005, Internship (University of North Georgia), undergraduate field experience supervision course 

MGED 4020, Instructional Strategies & Monitoring (University of North Georgia), undergraduate course in educational psychology

MGED 4015, Internship 3, Decision Making (University of North Georgia), undergraduate field experience supervision course

MGED 3540, Applied Data Analysis (University of North Georgia), undergraduate field supervision and data analysis course

EDUC 2130, Exploring Teaching and Learning (University of North Georgia), undergraduate course in educational psychology

LART 3040, Teaching Reading/Writing in Middle/Secondary Schools (University of North Georgia), undergraduate course in k-12 reading

LART 3106, Teaching Reading in the Content Areas (University of North Georgia), undergraduate course in k-12 reading

READ 4100/LART 3007, Diagnosis and Remediation of Reading Disabilities (UNG), undergraduate reading endorsement course

LART 3060, Teaching Language Arts at the Middle School Level (University of North Georgia), undergraduate course in education         

MGMS 7200, Conceptualizing Middle Level Learning & Diversity in Content (UNG), master’s level course in middle grades education

EPY 7090, The Psychology of Learning (Georgia State University) master’s level course in early childhood education/educational psychology

EPY 2050, Human Growth and Development (Georgia State University) undergraduate course in educational psychology

Cuevas, J. A., & Dawson, B. L. (In Press). A test of two alternative cognitive processing models: Learning styles and dual coding. Theory and Research in Education

Cuevas, J. A., & Russell, L. R. (2017). An exploration of the use of technology to address academic language learning in teacher education in preparation for the edTPA. Online Journal of New Horizons in Education, (7)2, 31-45.  

Cuevas, J. A. (2017). Visual and auditory learning: Differentiating instruction via sensory modality and its effects on memory. In Student Achievement: Perspectives, Assessment and Improvement Strategies. New York: Nova Science Publishers. ISBN-13: 978-1536102055

Cuevas, J. A. (2016). An analysis of current evidence supporting two alternate learning models: Learning styles and dual coding. Journal of Educational Sciences & Psychology, 6(1). 1-13.

Cuevas, J. A. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 13(3). 308-333. doi: 10.1177/1477878515606621 

Cuevas, J. A. (2015). Hispanic acculturation in the U.S.: Examining the relationship between Americans’ ethnocentricity and education. Journal for Critical Education Policy Studies, 12(3). 309-337. ISSN 1740-2743. 

Russell, L. R. & Cuevas, J. A. (2014). Designing customizable reading modules for a high school literature classroom. Tech Trends, 58(5). 70-79. doi: 10.1007/s11528-014-0788-8. 

Cuevas, J. A., Irving, M. A. & Russell, L. R. (2014). Applied cognition: Testing the effects of independent silent reading on secondary students' achievement and attribution. Reading Psychology. 35(2). 127-59. doi: 10.1080/02702711.2012.675419.

Cuevas, J. A. (2013). A reflection on belief. Journal for Critical Education Policy Studies. 11(3). 338-361. 

Cuevas, J. A., Russell, L. R., & Irving, M. A. (2012). An examination of the effect of customized reading modules on diverse secondary students’ reading comprehension and motivation. Educational Technology Research & Development, 60(3), 445-467. doi 10.1007/s11423-012-9244-7.

Cuevas, J. A. (2012). Improving secondary students’ reading comprehension through the use of advance organizers. The Georgia Journal of Reading. 35(1). 29-38. 

Cuevas, J. A. (2010). Applied cognition in reading: An analysis of reading comprehension in secondary students. Educational Psychology and Special Education Dissertations. Paper 70.

Cuevas, J. A. (2008). The psychological processes and consequences of fundamentalist indoctrination. Essays in the Philosophy of Humanism. 16(2). 57-70.

Google Scholar: Joshua Guevas

Graduate Students’ Publications

Liming, M., & Cuevas, J. A. (2017). An examination of the testing and spacing effects in a middle grades social studies classroom. Georgia Educational Researcher, (14)1, 103-136. 

Miller, H. B. & Cuevas, J. A. (2017).  Mobile learning and its effects on academic achievement and student motivation in middle grades students. International Journal for Scholarship of Technology Enhanced Learning, (1)2, 91-110. 

Liming, B., & Cuevas, J. A. (2017). Implicit theories of intelligence: Outcomes on academic achievement, self-efficacy, and effort in science education. In Student Achievement: Perspectives, Assessment and Improvement Strategies. New York: Nova Science Publishers. ISBN-13: 978-1536102055

Neal, B. & Cuevas, J. A. (2016). An examination of educators' attitudes toward inclusion. Online Journal of New Horizons in Education, 6(4). 26-37. 

Johnson, S. A. & Cuevas, J. A. (2016). The effects of inquiry project-based learning on student reading motivation and perceptions of inquiry learning processes. Georgia Educational Researcher, 13(1). 51-85. 

Cochrane, S. H. & Cuevas, J. A. (2015). Teacher perceptions of the Common Core

Performance Standards. Georgia Educational Researcher, 12(1).