CURRICULUM VITAE AND PUBLICATIONS
DALTON MILLER-JONES
Professor
Black Studies Department
Portland State University
P.O Box 751
Portland, Oregon 97207
Ph.D. 1973Developmental Psychology Cornell University
M.S. 1965 Experimental Psychology Tufts University
B.A. & B.S. 1962 Psychology & Biological Sciences Rutgers University
• Professor of Psychology, Portland State University, September, 1991 – present.
• Chair, Black Studies Department, Portland State University February, 2004 - present
• Vice Provost for Academic Affairs, Portland State University , Portland , OR , January, 1992 – 1996.
• Associate Professor Developmental Psychology Subprogram;CUNY, Graduate School , 33 W. 42 Street, New York , NY 10036-8099 . July, 1984 – June 1991.
• Deputy Executive Officer, Ph.D. Program in Psychology, CUNY. July, 1984 – June 1987.
• Head, Developmental Psychology Subprogram, CUNY Graduate School . January, 1988 – June, 1991.
• Henry Luce Visiting Associate Professor, Dept. Psychology, Williams College, Williamstown, MA 01267, July, 1982 – June, 1984.
• Assistant Professor, Department of Psychology, University of Massachusetts, Amherst, MA 01003, Univ. Massachusetts, September, 1973 – June, 1982.
• Adjunct Professor & Fellow, Institute for Comparative Human Cognition, Rockefeller University , New York , NY. September, 1974 – July, 1976.
• Research Associate & Lecturer, Africana Studies & Research Center & Psychology. Cornell University , Ithaca , NY . June, 1969 – June, 1973
Communication Effectiveness Among Kindergarten Children. May, 1973.
Director: Harry Levin
Miller-Jones, D. (1997). Proficiency-based admissions standards: University-high school collaboration. Journal Higher Education ( Hokkaida University ). Special Edition. 39-49.
Miller-Jones, D. (1990). Informal reasoning in inner-city children. In J. Voss, D. Perkins, & J. Segal (Eds.). Informal reasoning in education (107-130). Hillsdale , NJ : Lawrence Erlbaum Associates.
Miller-Jones, D. (1989). Culture and testing. In B. Rogoff (Ed.), Culture and Development. American Psychologist, 44 (2), 360-366.
Washington, V. & Miller-Jones, D. (1989). Teacher interactions with strong and weak speakers of nonstandard English during reading instruction. Contemporary Educational Psychology, 14, 280-312.
Miller-Jones, D. (1988). Black children's development: Contributions to a reformulation of the developmental paradigm. In D. Slaughter (Ed.) Black children and poverty. New Directions in Child Development, 42, 75-92. San Francisco : Jossey-Bass.
Jones, C.D. (1979). Ebonics and reading. Journal of Black Studies, June, 9, 423-448.
Jones, C.D. (1966). Rats, drugs and learning. Cornell Journal of Social Relations. Fall, Vol. 1, (2).
Miller-Jones, D. (2004). African American Identity, Educational Standards & Academic Achievement. In E. K. Agorsah (Ed.). Freedom in Black History and Culture. Middletown , CA : Arrow Point Press
Seymour, H. & Miller-Jones, D. (1981). Language and cognitive assessment of Black children. In N. Lass (Ed.), Speech and language: Advances in Basic Research and Practice. Vol.VI, New York :Academic Press. 203-263.
Sinclair, R. R., Miller-Jones, D., & Sommers, J. A. (2003). Assessment of Quantitative Reasoning in Applied Psychology at Portland State University . MAA Notes #50: Supporting Assessment in Undergraduate Mathematics. Mathematical Association of America . [On-line. www.maa.org/SAUM/workshops/prospectus/assessproPSU.htm]
Miller-Jones, D. & Daniel-Green, N. (1983). Developmental curriculum guide: A prekindergarten and kindergarten curriculum guide. Greenfield , MA : Pioneer Valley Press.
Jones, C.D. (1975). How well do the tests measure what they say they measure? National Elementary Principal, 54,(4), March/April.
Jones, C.D. (1974). Pocket math: Observations of children using solid state hand calculators. National Elementary Principal, 53, (1), Jan./Feb.
Miller-Jones, D. (1981). Differences in social and cognitive information processing between high and low achieving five-year old Black children. In J. McAdoo & W. Cross (Eds.), Proceedings of Fifth Conference on Empirical Research in Black Psychology. Africana Studies & Research Center , Cornell University and Institute for Urban Affairs, Howard University . Washington , DC : National Institute of Mental Health, (76-107).
Miller-Jones, D. (1981). Future follow-through documentation and research: The assessment of academic/cognitive abilities of Black children. In Documentation of school improvement efforts: Some technical issues and future research agenda. Washington , DC : National Institute of Education (Technical Report).
Jones, C.D. (1979). Hard decisions from soft data. In R. Tyler & S. White (Eds .), Testing, Teaching and learning: Report of conference on research on testing. Washington , DC : U.S. Dept. Health Education & Welfare and National Institute of Education, October, 375-390.
Jones, C.D. (1969). Studies of oral reading: Filled inter-word spaces and the eye-voice span. Project Literacy Reports. Project No. 50537. Washington , DC : U.S. Dept. Health, Education & Welfare, Office of Education, Bureau of Research.
Miller-Jones, D. (1980). Intelligence is in the bias of the beholder: A review of A.R. Jensen, Bias in mental testing . The American School Board Journal, December, Vol. 167, (12), pp. 23-25.
Miller-Jones, D. & Gallagher, J. The presentation of Piaget’s senorimotor stage in developmental psychology textbooks. Jean Piaget Society Meeting, June, 2004. Toronto, Canada
Miller-Jones, D.. A schema for analyzing conceptual change in on-line learning environments. A symposium presentation at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC, April, 2004.
Miller-Jones, D. & Labissiere, Y. Ethnic Identity & Educational Achievement.: The Black Child. African American Lecture Series. Willamette University, January 2003
Piaget in Introductory Psychology Textbooks: Misrepresentation and Misconceptions. (With Jeanette Gallagher). Jean Piaget Society Meeting, June, 2003. Chicago, IL.
Miller-Jones, D. Conceptual change and distance learning: Issues from diversity & equity in math and science education or confessions of a cyber skeptic. A paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia , PA , March 2003.
Sinclair, R. R., Sommers., J., Miller-Jones, D. The Department of Psychology Assessment Initiative 2001-2002: Research findings and future directions. Poster presented at the Second Annual Portland State University Assessment Symposium. Portland , OR . June, 2002.
Miller-Jones, D. African American Identity, Educational Standards & Academic Achievement. Freedom in Black History & Culture Symposiium, Feb. 2002.
Miller-Jones, D. Educational Standards and Academic Achievement Among African American Students. Western Region Council on Black American Affairs. Portland Oregon , November, 1999
Miller-Jones, D. Identity & Achievement in Inner-City Students. NSF Conference on Learning Mathematics in and outside of school . Institute for Research on Learning and Stanford Universtiy, Palo Alto , CA ., Oct. 1999
Miller-Jones, D. (2004). African American Children: Culture, Development & Education. (Book Manuscript in preparation).
• Psychology as a Natural Science (Psy 200)
• Psychology as a Social Science (Psy 204)
• Child Psychology (Psy 460/560)
• Infant Development (Psy 459U/559U)
• Psychological Development African American Children (Psy 410U/510U)
• Biological Bases of Development (Psy 410/510)
• Developmental Processes in Beginning Reading (Psy 510/610)
• Equity & Diversity in Math and Science Education: Theory & Concepts (IST 610)
• Equity & Diversity in Math and Science Education: Research (IST 610)
• Cognitive Development (Psy 610)
• Psychological Development African American Children (Psy 410U/510U)
• Biological Bases of Development (Psy 410/510)
• Developmental Processes in Beginning Reading (Psy 510/610)
• Equity & Diversity in Math and Science Education: Theory & Concepts (IST 610 – graduate online course)
• Equity & Diversity in Math and Science Education: Research (IST 610 - graduate online course)
• Cognitive Development (Psy 610 – graduate seminar)
• Psychological Development African American Children (Psy 410U/510U)
• Equity & Diversity in Math and Science Education: Research (IST 610 - graduate online course)
Chair: 5 current (Wilson, Dancu, Maruyama, Grubaugh, Collins); 1 completed (Miller)
Membership:
Membership: 2 complete (Marty, Dills, Martin); 4 current ( Sage, Smith, Rueben, Fenyvesi, Miller)
Waters Foundation Professional Development in Systems Thinking : Consulted with teachers in Public Schools in Portland, Roseburg, OR, New York City, and several national sites as part of the. Assisted teachers in designing and implementing their “action research” projects. (November, 1999- present)
Higher Education Representative on the Oregon Dept. of Education’s Assessment Advisory Committee (Developing the CIM, CAM and PASS). (July, 2000 – present)
Consultation with Humboldt Elementary School , teacher workshops, professional development with Principal. School Achievement scores increased over 200%. (September, 1998 – present)
Consulted with Harriet Tubman Middle School teaching staff in English (reading) and mathematics on cultural factors in student learning. ( October, 1999 – present)
Presentation to the Oregon Senate Ways and Means budget hearings on higher education collaboration in K-12 education. (June, 2003)
Member, Native American Community Advisory Committee – helped raise 5 million dollars for new community center and Native American Studies Program. July, 1997 – present)
Irvington Elementary School , Parent workshop on strategies for closing the achievement gap. (4 workshops over period from Oct. 2002 – Nov. 2003).
University Senate (Sept. 1999- present).
President’s Advisory Council (August, 2003 – present).
Search Committee, Dean of School of Education , (2000 – 2001).
Search Committee for Provost of the University (1999 – 2000).
Chair Portland Education Network (PEN) (1997-1999).
Chair, PSU Campus Climate and Life Commission (1996-1997).
Diversity Action Council, Sept. 2001 - present
PASS/OUS Implications Team Chair (June 2001 – present)
Oregon Dept Education Assessment Technical Advisory Committee (April 200 – Present)
Co-Chair Assessment Task Force, Portland State University , Jan. 1994 - Sept, 1994
University Assessment Team member, PSU, Sept. 1995 - June 1997.
Assessment Council, PSU, Jan. 2001 – present
Assessment Resource Network ( Dec 2001 - present)
Higher Education Coordinator, Proficiency-based Admissions Standards System (PASS), 1995-1998.
Chair and Member PASS Implications Team, PSU, Sept. 1998 – present
Member Assessment Resource Network, PSU. Sept. 2001 - present.
Child Development
Journal of Applied Developmental Psychology
American Psychologist
Reading Research Quarterly
Developmental Psychology
Society for Research in Child Development
Jean Piaget Society (Program Committee member)
American Psychological Association
Association of Black Psychologist
Who's Who in Black America
American Educational Research Association
National Association of Research in Science Teaching
• Center for Learning and Teaching in the West, NSF Institutional Grant to PSU and four other Universities in the West to develop curricula and research in Math and Science Education with a focus on Standards and closing the Achievement Gap with special attention to the use of Distance Learning Technology (2001, $2,000,000 over 5 years).
• Conference on Culturally Based Mathematics Curricula. The NSF sponsored Center for Learning and Teaching in the West (CLT West) to organize a working conference on culturally based mathematics curricula. May 16 – 18. Washington , D.C. ($100,000).
• The effects of taking the role of child-care helper on adolescent social cognition, self-concept and social relations with peers and adults. (With Herbert Saltzstein ) W.T. Grant Foundation, $115,910 (12/87 - 6/89)
• Moderators of reading acquisition in Black students. PSC-CUNY Research Award Program. $5,305 (7/86 - 9/87).
• Development of reading strategies: Effects of teachers' behavior & Black student's cognitive styles. National Institute of Child Health & Human Development, $54,000 Approved but not funded.
• Future Follow-Through Documentation and Research: The assessment of academic/cognitive abilities of Black Children. National Institute of Education/Office of Education. $2,500
• Studies of cognitive development in Black children. Planning grant: Carnegie Corporation of New York, $7,425 (May – Sept. 1992).
• Studies of cognitive development in Black children. Carnegie Corporation of New York, $17,735. (Sept. 1972 – August, 1973)