CLTW Roles and Responsibilities:
Dalton Miller Jones is the Center-wide Research
Coordinator for the Center for Learning and Teaching in the West,
a NSF funded five university Center who’s purpose is to
improve mathematics and science education especially for urban
and Reservation-based Native American, inner-city and rural African
American and Latino middle school and high school students.
Primary Research Interests:
Dalton's research is on the impact of culture
on development and learning and reasoning, especially for African
American children. He has studied reading acquisition and teacher's
attitudes and responses to speakers of Black English during reading
instruction. He is beginning work in the area of identity and
learning with special emphasis on mathematics and science.
Recent publications:
Collins, A. & Miller-Jones (2007). Effects
of a Systems Thinking Curriculum on Middle School Student’s
Problem-Solving Skills: Is Transfer Facilitated? American Educational
Research Association Meeting. April, San Francisco.
Miller-Jones, D. (2006). African American Identity,
Educational Standards & Academic Achievement. In E. K. Agorsah
and Tucker Child (Ed.). Freedom in Black History and Culture.
Middletown, CA: Arrow Point Press.
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. (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.
K. Cochran & D. Miller-Jones. Dynamic Social
Processes of Reflection and Conceptual Change in a Graduate Online
Context. American Educational Research Association Meeting. April
2005, Montreal, Canada
Other Relevant Professional Information:
Dalton Miller-Jones received his master's in Experimental
Psychology from Tufts University and his doctorate in Developmental
Psychology from Cornell University. Miller-Jones has taught at
Cornell where he helped establish the Africana Studies and Research
Center, the University of Massachusetts, and Williams College.
He moved to the City University of New York's Graduate School
in 1984 where he subsequently served as Deputy Executive Officer
for the Ph.D. program in Psychology and as Head of the Developmental
Psychology subprogram. He has been a Professor of Psychology at
Portland State University since 1991, where he also served as
Vice Provost for Academic Affairs for three years. Professor Miller-Jones
has received the George C. Hoffman Award for Faculty Excellence
and has recently been appointed to the Oregon Board of Higher
EducationPortland State University since 1991, where he also served
as Vice Provost for Academic Affairs for three years.
