Julie Booth

Julie Booth

  • College of Liberal Arts

    Psychology and Neuroscience

    Professor

Office Location

Weiss Hall, 873

Expertise

Cognitive Development, Science of Learning, Mathematical Cognition, STEM Learning

Biography

Julie L. Booth, Ph.D. is a Professor of Psychology at Temple University She holds a Ph.D. in Psychology from Carnegie Mellon University and trained as a post-doctoral fellow at the NSF-funded Pittsburgh Science of Learning Center. Dr. Booth has been PI or co-PI on ten federal grants, with funding from the U.S. Department of Education and the National Science Foundation. As a result, Dr. Booth has amassed considerable experience leading scientific research projects, developing instructional interventions, conducting classroom studies, leading teams in collecting, coding, and entering large amounts of classroom data, and analyzing quantitative data, including analyzing longitudinal classroom data using multi-level modeling approaches. She has been published in a wide variety of scholarly (Science, Child Development, Learning and Instruction), practitioner (Mathematics Teacher, Mathematics Teaching in the Middle School, Perspectives on Language and Literacy), and policy outlets (Policy Insights from Behavioral and Brain Sciences). She was the recipient of the 2016-2017 Linking Research and Practice Publication Award from the National Council of Teachers of Mathematics.

Website

Selected Publications

  • McGinn, K.M., Young, L.K., Huyghe, A., & Booth, J.L (in press). The effect of worked-examples and self-explanation prompts on mathematics standardized assessments. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2023.2243254
  • Barbieri, C.A., Booth, J.L., & Chawla, K. (2023). Let’s be rational: Worked examples supplemented textbooks improve pre-algebra students’ conceptual and fraction magnitude knowledge. Educational Psychology, 43(1), 1-21. https://doi.org/10.1080/01443410.2022.2144142
  • Miller-Cotto, D., Booth, J.L., & Newcombe, N.S. (2022). Sketching and verbal self-explanation: Do they help middle school children solve science problems? Applied Cognitive Psychology, 36(4),919-935*.  http://doi.org/10.1002/acp.3980
  • Young, L.K., & Booth, J.L. (2020). Don’t eliminate the negative: Influences of negative number representations on algebra performance and learning. Journal of Educational Psychology, 112(2), 384-396. https://doi.org/10.1037/edu0000371
  • Booth, J.L., Oyer, M.H., Paré-Blagoev, E.J., Elliot, A., Barbieri, C. Augustine, A.A., & Koedinger, K.R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness. 8(4), 530-551.*
  • Booth, J.L., Newton, K.J., Twiss-Garrity, L. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. 
    Journal of Experimental Child Psychology, 118, 110-118.*

Courses Taught

  • PSY 1004 Critical Thinking in Psychology
  • PSY 3096 Conducting Psychological Research