James P. Byrnes, PhDDr. Byrnes develops comprehensive models of academic achievement, decision-making, and risk-taking. His research focuses on gender and ethnic differences in achievement and conceptual development in mathematics and literacy. |
Positions
- Vice-Dean, College of Education, Temple University, Philadelphia, PA
- Professor, Psychological Studies in Education, Temple University
Education
- PhD, 1985, Temple University, Developmental Psychology
Relevant Publications
- Byrnes, J. P., & Miller, D. C. (2007). The relative importance of predictors of math and science achievement: An opportunity-propensity analysis. Contemporary Educational Psychology, 32(4), 599-629.
- Byrnes, J. P. (2007). Publishing trends of psychology faculty during their pretenure years. Psychological Science, 18(4), 283-286.
- Jones, K. K., & Byrnes, J. P. (2006). Characteristics of students who benefit from high-quality mathematics instruction. Contemporary Educational Psychology, 31(3), 328-343.
- Wigfield, A., Byrnes, J. P., & Eccles, J. S. (2006). Development during early and middle adolescence. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 87-113). Mahwah, NJ: Lawrence Erlbaum Associates.
- Byrnes, J. P. (2005). Gender differences in math: Cognitive processes in an expanded framework. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 73-98). New York, NY: Cambridge University Press.
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