Â鶹´«Ã½

EDUC 6402, Educational Research Methodology (Â鶹´«Ã½), master’s level course in research methodology, design, and statistics

MGED 6001, Middle-Level Practices and Curricular Issues in Contemporary Schools (Â鶹´«Ã½), master’s level capstone research course

EDUC 6001, Educational Research (Â鶹´«Ã½), master’s level course in research methodology, design, and statistics

EDUC 6101, Advanced Assessment (Â鶹´«Ã½), master’s level course in educational measurement

SCED 4002/EDUC 3002, Educational Assessment (Â鶹´«Ã½), undergraduate course in assessment

SCED 4005, Internship (Â鶹´«Ã½), undergraduate field experience supervision course 

MGED 4020, Instructional Strategies & Monitoring (Â鶹´«Ã½), undergraduate course in educational psychology

MGED 4015, Internship 3, Decision Making (Â鶹´«Ã½), undergraduate field experience supervision course

MGED 3540, Applied Data Analysis (Â鶹´«Ã½), undergraduate field supervision and data analysis course

EDUC 2130, Exploring Teaching and Learning (Â鶹´«Ã½), undergraduate course in educational psychology

LART 3040, Teaching Reading/Writing in Middle/Secondary Schools (Â鶹´«Ã½), undergraduate course in k-12 reading

LART 3106, Teaching Reading in the Content Areas (Â鶹´«Ã½), undergraduate course in k-12 reading

READ 4100/LART 3007, Diagnosis and Remediation of Reading Disabilities (Â鶹´«Ã½), undergraduate reading endorsement course

LART 3060, Teaching Language Arts at the Middle School Level (Â鶹´«Ã½), undergraduate course in education         

MGMS 7200, Conceptualizing Middle Level Learning & Diversity in Content (Â鶹´«Ã½), 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. .  

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.  

Cuevas, J. A. (2015). Hispanic acculturation in the U.S.: Examining the relationship between Americans’ ethnocentricity and education. . ISSN 1740-2743. 

Russell, L. R. & Cuevas, J. A. (2014). Designing customizable reading modules for a high school literature classroom. . 

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. . 

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. .

Cuevas, J. A. (2012). Improving secondary students’ reading comprehension through the use of advance organizers. . 

Cuevas, J. A. (2010). Applied cognition in reading: An analysis of reading comprehension in secondary students. . Paper 70.

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

Graduate Students’ Publications

Liming, M., & Cuevas, J. A. (2017). An examination of the testing and spacing effects in a middle grades social studies classroom. . 

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. . 

Johnson, S. A. & Cuevas, J. A. (2016). The effects of inquiry project-based learning on student reading motivation and perceptions of inquiry learning processes. . 

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

Performance Standards. .