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Dr. Eleanor Armour-Thomas
Professor, Educational Psychology
Queens College
Department of Secondary Education and Youth Services
Powdermaker Hall, Room 150
65-30 Kissena Blvd.
Flushing, NY 11367
Office Phone: (718) 997-5150
Email: armourthomas@yahoo.com

BIOGRAPHY:
ED. D Educational Psychology: Schooling, Teachers College, Columbia University. Eleanor Armour-Thomas began her teaching career in Trinidad & Tobago after graduating from the University of the West Indies. She received her doctorate in Educational Psychology (Schooling) from Teachers College, Columbia University and continued her postdoctoral studies at Yale University . She currently holds a joint appointment in the Ph.D. Program in Educational Psychology at the Graduate School and University Center of the City University of New York and is a senior research scientist at the Institute for Urban and Minority Education, Columbia University. She teaches undergraduate and graduate courses in Educational Psychology in the Department of Secondary Education and Youth Services. Her research interests and publications center on teaching, learning and assessment with a particular focus on ethnic minority populations. She does consultative work in educational program evaluation and teacher professional development.

Selected Publications:
Armour-Thomas, E. (In press). Academic achievement of minority individuals.
       Encyclopedia of Multicultural Psychology. CA: Sage Publications, Inc.

Armour-Thomas, E. (2006) Personality assessment: Theory and application of the Bio-
       cultural model. In A. Carter-Obayuwana, S. Gopaul-McNicol & D. Louden. New
       York: National League for Nursing.

Armour-Thomas, E. (2005). What is nature of evaluation and assessment in an urban
context. In S. R. Steinberg and J. Kincheloe (Eds.), Nineteen urban questions:
Teaching in the City. New York: Peter Lang.

Armour-Thomas, E. (2003). Intelligence, Culture and Behavior: New directions for
assessment. In F. Leong (Ed.) Handbook of racial and ethnic minority psychology.
CA: Sage Publications, Inc.

Artzt, A., & Armour-Thomas, E. (2002). Becoming a reflective mathematics teacher: A
guide for observations and self-assessment. Hillsdale, NJ: Lawrence Erlbaum
Associates.

Artzt, A. and Armour-Thomas, E.1999. A cognitive model for examining teachers’
       instructional practice in mathematics: A guide for facilitating teacher reflection.
       Educational Studies in Mathematics, 40, 211-235.

Gopaul- McNicol, S., & Armour-Thomas, E. (1999). Assessment & Culture:
Psychological tests for minority populations. New York, NY: Academic Press.

Armour-Thomas, E., & Gopaul-McNicol, S. (1998). Assessing Intelligence: A Bio-
Cultural Model. Sage Publications. Inc.

Artzt, A. and Armour-Thomas, E. 1998. Mathematics teaching as problem solving: A
framework for studying teacher metacognition underlying instructional practice in
mathematics. Instructional Science 26, 5-25

Armour-Thomas, E. & B. A. Allen (1993). How well do teachers teach to promote
student thinking and learning? Educational Horizons, 7, 76-84

Allen, B.A. & Armour-Thomas, E. (1993). Construct validation of metacognition.
Journal of Psychology, 127(2), 203-211

Armour-Thomas, E. (1992). Intellectual assessment of children from culturally-diverse
background. School Psychology Review, 21(4), 552-565.

Armour-Thomas, E. (1992). Assessment in the service of thinking and learning for low-
achieving students. The High School Journal, 75(2), 99-104

Artzt, A. F., & Armour-Thomas, E. (1992) Development of a cognitive-metacognitive
framework for protocol analysis of group problem solving in mathematics.
Cognition and Instruction, 9(2), 137-175

Recent Presentations
Armour-Thomas, E., Walker, E. N., Dixon-Roman, E., Mejia, B. X., & Gordon, E. W.
       (2006, April). An Evaluation of Dynamic Pedagogy Effects on 3rd Grade
       Mathematics Achievement of Ethnic Minority Children from Low Income
       Backgrounds. Paper presented at the Annual Meeting of the American Educational
       Research Association San Francisco, CA.

Armour-Thomas, E., Walker, E. Manoff, F. & Goldfischer, T. D. (2006, April).
       Supporting high Quality teaching through professional development: Lessons
       learned from a University-School Partnership. Paper presented at the annual
       meeting of the National Council of Supervisors of Mathematics.

Armour-Thomas, E., Chatterji, M. Walker, E. N., Obe, V. Moore, B., & Gordon,
       E. W. (2005, April). Documenting classroom processes and early effects of
       Dynamic Pedagogy: A study in selected elementary classrooms in New York.
       Paper presented at the annual meeting of the American Educational Research
       Association.

Armour-Thomas, E. Walker, N. E., Roman, E., & Gordon, E. W. (2005, August). The
       effects of Dynamic Pedagogy on ethnic minority achievement. Paper presented at the
       annual meeting of the American Psychological Association, Washington, D.C.

Walker, E. N., Armour-Thomas, E., & Gordon, E. W. (2005, April). Rethinking
professional development for elementary mathematics teachers. Paper presented at
the annual meeting of the National Council for Teachers of Mathematics.

COURSES TAUGHT:
Human Development and Learning, SEYS 221
Cognition, Instruction, and Technology for Diverse Learners, SEYS 350
Educational Psychology, SEYS 552
Psychology of Adolescence. SEYS 710
Classroom Management, SEYS 718
Understanding Group Behavior and Cultural Differences in the Schools, SEYS 719
Measurement and Evaluation in Education, SEYS 768

RESARCH INTERESTS:
Student cognition and metacognition; educational and intellectual assessment of racial and ethnic groups; curriculum-based instruction and assessment; professional development of elementary and secondary mathematics teachers

MEMBERSHIP IN PROFESSIONAL SOCIETIES:
American Educational Research Association
American Psychological Association

PROFESSIONAL HONORS:
Ted Bernstein Award, New York Association of School Psychology, 1985
National Academy of Education/Spencer Fellowship, 1987