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Josh Cuevas, Ph.D.

Josh Cuevas
Title: Associate Professor
Phone: 706-867-2035
Email:

Office: Dunlap Hall 210A, Dahlonega
View CV
Areas of Expertise: Applied Cognition, Assessment, Educational Measurement, Evidence-Based Reasoning, Language and Literacy, Memory, Quantitative Methodology

Courses Taught

2012-2016: MGED 6001, Middle-Level Practices and Curricular Issues in Contemporary Schools (UNG), master’s level capstone research course

2012-2016: EDUC 6001, Educational Research (University of North Georgia), master’s level course in research methodology, design, and statistics

2012: EDUC 6101, Advanced Assessment (University of North Georgia), master’s level course in educational measurement

2011-2016: SCED 4002/EDUC 3002, Educational Assessment (University of North Georgia), undergraduate course in assessment

2016: SCED 4005, Internship (University of North Georgia), undergraduate field experience supervision course 

2011-2016: MGED 4020, Instructional Strategies & Monitoring (University of North Georgia), undergraduate course in educational psychology

2011-201: MGED 4015, Internship 3, Decision Making (University of North Georgia), undergraduate field experience supervision course

2013-2016: MGED 3540, Applied Data Analysis (University of North Georgia), undergraduate field supervision and data analysis course

2011-2012: EDUC 2130, Exploring Teaching and Learning (University of North Georgia), undergraduate course in educational psychology

2013-2016: LART 3040, Teaching Reading/Writing in Middle/Secondary Schools (University of North Georgia), undergraduate course in k-12 reading

2012: LART 3106, Teaching Reading in the Content Areas (University of North Georgia), undergraduate course in k-12 reading

2012-2014: READ 4100/LART 3007, Diagnosis and Remediation of Reading Disabilities (UNG), undergraduate reading endorsement course

2012: LART 3060, Teaching Language Arts at the Middle School Level (University of North Georgia), undergraduate course in education         

2011: MGMS 7200, Conceptualizing Middle Level Learning & Diversity in Content (UNG), master’s level course in middle grades education

2011: EPY 7090, The Psychology of Learning (Georgia State University) master’s level course in early childhood education/educational psychology

2008: EPY 2050, Human Growth and Development (Georgia State University) undergraduate course in educational psychology

Education

  • Ph.D., Educational Psychology, Georgia State University, 2010

Publications

Cuevas, J. A. (In Press). Visual and auditory learning: Differentiating instruction via sensory modality and its effects on memory. In Student Achievement: Perspectives, Assessment and Improvement Strategies.

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. http://jesp.upg-ploiesti.ro/index.php?option=com_phocadownload&view=category&id=24:journal-vol-vi-lxviii-no-12016&Itemid=16

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 http://tre.sagepub.com/content/early/2015/09/24/1477878515606621.full.pdf

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 1740-2743http://www.jceps.com/archives/2360

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. http://link.springer.com/article/10.1007/s11528-014-0788-8?sa_campaign=email/event/articleAuthor/onlineFirst

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. http://www.tandfonline.com/doi/full/10.1080/02702711.2012.675419#.UtxydBAo7IU

Cuevas, J. A. (2013). A reflection on belief. Journal for Critical Education Policy Studies. 11(3). 338-361. http://www.jceps.com/archives/450

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. http://www.springerlink.com/content/c5260v753t547v06/

Cuevas, J. A. (2012). Improving secondary students’ reading comprehension through the use of advance organizers. The Georgia Journal of Reading. 35(1). 29-38. https://www.researchgate.net/publication/292708748

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

Cuevas, J. A. (2008). The psychological processes and consequences of fundamentalist indoctrination. Essays in the Philosophy of Humanism. 16(2). 57-70. http://www.equinoxpub.com/journals/index.php/EPH/issue/view/1402

Graduate Students’ Publications

Liming, B., & Cuevas, J. A. (In Press). Implicit theories of intelligence: Outcomes on academic achievement, self-efficacy, and effort in science education. In Student Achievement: Perspectives, Assessment and Improvement Strategies.

Neal, B. & Cuevas, J. A. (2016). An examination of educators' attitudes toward inclusion. Online Journal of New Horizons in Education, 6(4). 26-37. http://www.tojned.net/?pid=showissue&volume=6&issue=4

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. http://digitalcommons.georgiasouthern.edu/gerjournal/vol13/iss1/2/

Cochrane, S. H. & Cuevas, J. A. (2015). Teacher perceptions of the Common Core Performance Standards. Georgia Educational Researcher, 12(1). http://digitalcommons.georgiasouthern.edu/gerjournal/vol12/iss1/1/

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