Boykin, A.W., & Bailey, C.T., The role of task variability and home contextual factors in the academic performance and task motivation of African American elementary school children. Journal of Negro Education, 70, 84-95. 2001/2002.

Boykin, A. W. Integrity-based approaches to the literacy development of African American children: The quest for talent development. In B. Bowman (Ed.) Love to Read: Developing and enhancing early literacy skills of African American children. Washington, DC: National Black Child Development Institute. 2003.

Boykin, A., W., & Cunningham, R. Enhancing cognitive performance in African American children through multiple contexts: infusing Afro-Cultural ethos. In R. Jones (Ed.) Black Psychology. 4^th Ed. Hampton, VA: Cobb and Henry. 2004

Boykin, A. W., & Allen, B. Cultural integrity and schooling outcomes of African American schoolchildren from low-income backgrounds. In P. Pufall and R. Unsworth (Eds.) Rethinking Childhood. New Brunswick, NJ: Rutgers University Press. Pps. 104-120. 2004

Boykin, A. W., Coleman, S. T., Lilja, A. J., & Tyler, K. M., Building on children's cultural assets in simulated classroom performance environments. Research vistas in the communal learning paradigm. CRESPAR Technical Report Number 68. 2004

Boykin, A. W., Closing the Majority/Minority Achievement Gap: Insights From Research. Dick Clark (Ed.) The Challenge For Education Reform: Standards, Accountability, Resources and Policy Vol. 19, No. 2 Washington, DC: The Aspen Institute 2004.

Boykin, A. W., Jones, J., The psychological evolution of Black children's education since Brown. In James Anderson and Dara Byrne (Eds.) The Unfinished Agenda of Brown v. Board of Education. New York: John Wiley. pps. 138-150 2004

Boykin, A. W., Allen, B., & Jager, R., The Psychology of African American Experiences: An Integrity-Based Perspective. (Co-authored book) Needham Heights, MA: Allyn and Bacon. In preparation, under contract.

Boykin, A. W. & Jagers, R., School reform meets prevention science: Toward insuring more hopeful futures for African American children. In I. Livingston (Ed.), Praeger Handbook of Black American Health. 2^nd ed. Westport, CT: Greenwood. pps. 609-626 2004 2004

Boykin, A. W., Lilja, A. & Tyler, K. M., The influence of communal vs. individual learning context on the academic performance in Social Studies of African American 4^th and 5^th grade children. Learning Environments Research Journal, 7, 227-244. 2004

Boykin, A. W., & Miller, O. A., & Tyler, K. M., In search of cultural themes and their expressions in the dynamics of classroom life. Urban Education (with Miller, O.A., & Tyler, K.M.) 40(5), 521-549. 2005.

Boykin, A. W., Ellison, C. M., Dillihunt, M. L, & Tyler, K. M., Examining classroom learning preferences among elementary school students. Social Behavior and Personality. 33(7), 699-708. 2005.

Boykin, A. Wade, Albury, A., Tyler, K. M., Bailey, C. T., & Miller, O.A., The influence of culture on the perceptions of academic achievement among low-income African and Anglo American elementary students. Cultural Diversity and Ethnic Minority Psychology. In Press.

Boykin, A. W., Watkins-Lewis, K., Tyler, K. M, & Kizzie, K., Culture in the classroom practices of elementary school teachers serving low-income African American students. Journal of Education of Students Placed At-Risk. In Press

Boykin, A. W., Brock, R., & Tyler, K. M., Teacher voices in school reform: The Talent Development Model at work. (Technical Report) Baltimore, MD and Washington, DC: Johns Hopkins & Howard University. Center for Research on the Education of Students Placed At Risk. In Press

Boykin, A. W., Brock, R., Tyler, K. M., The initial implementation of the Talent Quest Model of elementary school reform:Challenges and lessons learned.(Technical Report) Baltimore, MD and Washington, DC: Johns Hopkins & Howard University. Center for Research on the Education of Students Placed At Risk. In Press

Boykin, A. W., Tyler, K. M., & Walton, T. R., Cultural considerations in teachers' perceptions of student classroom behavior and achievement. Teaching and Teacher Education. In Press.

Boykin, A. W., Tyler, K. M., Boelter, C. M., & Dillihunt, M. L., Cultural influence in the socialization practices of African American parents. Journal of Black Psychology.. In Press

Boykin, A. W., Hurley, E. A., & Allen, B.A., Communal Vs. Individual Learning of a Math-Estimation Task: African American Children and the Culture of Cooperative Learning Contexts. Journal of Psychology. In press

Boykin, A. W., Marryshow, D., Hurley, E. A., Allen, B. A., & Tyler, K. M., The Impact of Learning Orientation on African American Children's Attitudes Toward High Achieving Peers. The American Journal of Psychology. In press

Boykin, A. W., Sankofa, B.M., Hurley, E. A., & Allen, B. A., Cultural Expression and Black Students' Attitudes Toward High Achievers. Journal of Psychology. In press

Boykin, A. W., & Cunningham, R. T., The effects of movement expressiveness in story content and learning context on the cognitive performance of African American children, The Journal of Negro Education.

Boykin, A. W., Changing the schooling paradigm: Talent Development and the proactive incorporation of culture. In V. Thomas and C. Ellison (Eds.) Educational Excellence and Equity in the African American Community. New York: Teachers College Press

Boykin, A. W., The psychology of African American experience: An Integrity-based perspective. (Co-authored book) Needham Heights, MA: Allyn And Bacon. In preparation, under contract (with B. Allen and R. Jagers).

Boykin, A. W., Allen, B., Jagers, R. J., The Psychology of African American Experiences: An Integrity-Based Perspective. (Co-authored book) Needham Heights, MA: Allyn and Bacon

Boykin, A. W., Guest Editor, Special Issue of JESPAR, Volume 5 #1-2

Boykin, A. W., Culture matters in psychosocial experience and schooling of African American students. Submitted for publication in the Harvard Ed. Review

Boykin, A.W., (2001). The Challenges of Cultural Socialization in the Schooling of African American Elementary School Children: Exposing the Hidden Curriculum. In W. Watkins, J. Lewis and Lewis & V. Chou (Eds.). Race and Education. Needham, MA: Allyn & Bacon.

Boykin, A.W., & Allen, B.A. (1999). Enhancing African American Children's Learning and Motivation: Evolution of the Verve and Movement Expressiveness Paradigms. In R. Jones (Ed.) African American Children, Youth, and Parenting. Hampton, VA: Cobb & Henry Publishers.

Boykin, A.W., & Allen, B.A. (2000). Beyond Deficits and Difference: Psychological Integrity in Developmental Research. In Carol Camp Yeakey (Ed.). Edmund W. Gordon: Producing Knowledge, Pursuing Understanding, (135-142) Stamford, CT: Jai Press, Inc.

Boykin, A. W., Pollard, D., & Ajirotutu, C., Talent Development, Cultural Deep Structure, and School Reform: Implications for African Immersion Initiatives, African-Centered Schooling in Theory and Practice, Westport, Connecticut: Bergin & Garvey.

Boykin, A.W. & Bailey, C. T., The Role of Cultural Factors In School-Relevant Cognitive Functioning: Synthesis Of Findings On Cultural Contexts, Cultural Orientations And Individual Differences. (Technical Report) Baltimore, MD and Washington, DC: Johns Hopkins University & Howard University, Center for Research on the Education of Students Placed At Risk. Report No. 42 / April 2000.

Boykin, A.W. & Bailey, C. T., The Role of Cultural Factors In School-Relevant Cognitive Functioning: Description of Home Environmental Factors, Cultural Orientation and Learning Preferences. (Technical Report) Baltimore, MD and Washington, DC: Johns Hopkins University & Howard University, Center for Research on the Education of Students Placed At Risk. Report No. 43 / April 2000.

Boykin, A. W., Ellison, C. M., Towns, D. P., Stokes, A., Classroom Cultural Ecology: The Dynamics of Classroom Life in Schools Serving Low-Income African American Children. (Technical Report) Baltimore, MD and Washington, DC: Johns Hopkins University & Howard University, Center for Research on the Education of Students Placed At Risk. Report No. 44 / May 2000

Boykin, A. W., Predictors of Moral Reasoning Among African American Children: Preliminary Study, The Journal of Black Psychology, Volume 26, pp. 51-64

Boykin, A. W., The Talent Development Model of Schooling: Placing Students At Promise for Academic Success, Journal of Education for Students Placed At Risk , Volume 5 (1 & 2), pp. 3-25

Boykin, A. W., & Dill, E., The comparative influence of individual, peer tutoring and communal learning on the text recall of African American children. Journal of Black Psychology, February 2000, Vol. 26 No. 1, 65 - 78

Boykin, A. W. & Sanders, M., Forward. Schooling Students Placed At Risk: Research, Policy, and Practice in the Education of Poor and Minority Adolescents. Hillsdale, NJ: Erlbaum. 2000.

Boykin, A. W., Watkins, W., Lewis, J., & Chou, V., The challenges of cultural socialization in the schooling of African American elementary school children: Exposing the hidden curriculum, Race and Education, Needham, MA: Allyn & Bacon. 2000.

Bonner, F.B., & Thomas, V.G. (2001). (Guest Editors) Black women in the academy: Challenges and opportunities.Special issue of the Journal of Negro Education, 70 (3). (copyright 2002)

Bonner, F.B., & Thomas, V.G. (2001). New and continuing challenges and opportunities for Black women in the academy. Journal of Negro Education, 70 (3), 121-123. (copyright 2002)

Brown, O., (2000). Assessing the Attitudes of Regular Education Elementary School Teachers Toward Individuals with Disabilities in Jamaica, West Indies. Doctoral dissertation, Howard University, Washington, D.C. (May 2000)

Carroll,G., Tyson, K., & Lumas, B., Those Who Got In The Door: The U. C. Berkeley Affirmative Action Success Story, The Journal of Negro Education. 69 (1/2), 128-144.

Carroll, G., Gentry, M., Gentry, A., Privatization of Schools: A Cure or a Curse, Howard Law Journal

Carroll, G., LaPoint, V., Tyler, K., Breaking New Ground: Co-construction - A Facilitator for School Reform in School, Community and University Partnerships, in preparation for submission to JESPAR

Carroll, G., Guest Editor with Allen, W., The Journal of Negro Education, special issue Knocking on Freedom's Door: Race, Equity and Affirmative Action in U.S. Higher Education. 69 (1/2).

Cole, J. M.(1998). The effects of music type, movement opportunity and mood state on the task performance of low-income African American school children. Doctoral dissertation, Howard University, Washington, D.C. (May 2000)

Cole-Henderson, B. (2000). Organizational Characteristics of Schools that Successfully Serve Low-Income Urban African American Students, Journal of Education for Students Placed At Risk. Vol. 5 (1&2), 77 - 91.

Cotton, L., (2000). Direct and Indirect Effects of Parental Socialization on the Development of Vocational Expectations Among Adolescents. Doctoral dissertation, Howard University, Washington, D.C. (May 2000).

Dill, E. & Boykin, A.W. (2000, February). The comparative influence of individual, peer tutoring and communal learning on the text recall of African American children.Journal of Black Psychology, Vol. 26 No. 1, 65-78.

Ellison, C.M., Boykin, A.W., Penn Towns, D., Stokes, A. Classroom Cultural Ecology: The Dynamics of Classroom Life in Schools Serving Low-Income African American Children; (Technical Report) Baltimore, MD and Washington, DC:Johns Hopkins University & Howard University, Center for Research on the Education of Students Placed At Risk. Report No. 44.

Gordon, J., (2000). School Delinquency in Secondary School-Age Children in Barbados: An Examination of the Influence of Family, School, and Peer. Doctoral dissertation, Howard University, Washington, D.C. (May 2000)

Hammond, C., (2000). Success Variables Related to the Academic Success of Students of African-American Descent in Grades 5-8. Doctoral dissertation, Howard University, Washington, D.C. (May 2000)

Humphries, M., Parker, B. & Jagers, R.J. (2000).Culture and moral developmentamong African American children. Journal of Black Psychology. 26, 51-64.

Humphries, M.L. & Parker, B. & Jagers, R. J. (2000) W. Predictors of Moral reasoning Among African American Children: A Preliminary Study, Journal of Black Psychology, Volume 26, 51-64.

Hughes, G., The black-white test score gap [Review of the book].JESPAR

Jackson, H.L., Wallace, M.B., and LaPoint, V. (2004). Implementation of the Talent Development Family-School-Community Partnership Component at a middle school of student placed at risk. Manuscript submitted for publication.

Jackson, H. L., LaPoint, V., Towns, D. P., & Manswell Butty, J. L., Creating a Family Resource Center in the Context of a Talent Development High School, The Journal of Negro Education, 70 (1/2), 96-113.

Jackson, H. L., LaPoint, V., Towns, D. P., Manswell Butty, J. L., & Lewis, L., High School, Family and Community Partnerships: Preliminary Research Findings in Working with a Low-Income African American Urban Public School (Book Chapter for Veronica Thomas and Constance Ellison - Educational excellence and equity in the African American community: Moving beyond national standards)

Jackson, H., (2000). A Case Study Examining the Impact of a School, Family, and Community Partnership Program on the Knowledge, Attitudes, and Practices of Students, Teachers and Staff, and Family Members in a Low Income Urban Public High School. Doctoral dissertation, Howard University, Washington, D.C. (May 2000).

Jagers, R.J. (under review). Social and emotional competence promotion: A Talent Development perspective. The Journal of Negro Education.

Jagers, R.J. (in preparation). Toward an integrity-based theory of African American children's moral development.

Jagers, R.J & Carroll, G. (in press). Issues in the education of African American children and youth. In S. Stringfield and D. Land (Eds.), Educating at risk students. National Society for the Study of Education: Washington, DC.

Jagers, R.J. (2001). Transformative social and emotional competencies: Toward an action research agenda for African American children. Submitted to The Journal of Negro Education special issue.

Jagers, R.J. (under review). Social and emotional competence promotion: A Talent Development perspective. The Journal of Negro Education

Jagers, R.J. (in preparation). Toward an integrity-based theory of African American children's moral development.

Jagers, R.J. & Mattis, J.S. & Walker, K (in press). A cultural psychology framework for the study of morality and African American community violence. In D.F. Hawkins (Ed.), Violent crime: Assessing race and class differences. Cambridge, UK: Cambridge University Press.

Jagers, R.J. (2000). Work notes on communalism. African American Research Perspectives. 69-78.

Jagers, R.J., & Mattis, J.S. & Walker, K., (forthcoming/2000).A cultural psychology framework for the study of African American morality and community violence.In D.F. Hawkins (Ed.), Interpersonal violence; The ethnicity, race and class nexus. Cambridge, UK: Cambridge University Press.

Jagers, R.J., (2000). Predictors of Moral Reasoning Among African American Children: A Preliminary Study. The Journal of Black Psychology, 26, 51-64.

Jagers, R.J. (2000/Winter). Work notes on communalism. African American Research Perspectives. 69-78

Johnson, S.T. (2000). Contemporary assessment in the context of culture and pedagogy: The assessor as responsible scholar. In carol Camp Yeakey (Ed.). Edmund W. Gordon: Producing Knowledge, Pursuing Understanding, (pp. 135-142) Stamford, CT: Jai Press, Inc.

Manswell Butty, J. L., LaPoint, V., Thomas, V. G. and Thompson, D. (2001). The changing face of after-school programs: Advocating Talent Development for middle and high school students.National Association of Secondary School Principals (NASSP) Bulletin, 85 (626). 22 - 34.

Manswell-Butty, J.L., Reid, M.D., & LaPoint, V. (in press). The Talent Development school-to-career intervention program: A culturally responsive evaluation approach. New Directions for Evaluation.

Manswell Butty, J. L. (2001). Teacher instruction, student attitudes, and mathematics performance among 10^th and 12^th grade Black and Hispanic students.The Journal of Negro Education, 70 (1/2), 19-37.

Manswell Butty, J. L., Brown, J. W., Factors that Influence African American Male Teachers' Educational and Career Aspirations: Implications for School District Recruitment and Retention. The Journal of Negro Education, 68, (3) 280-292

Mattis, J., Jagers, R.J., (in press). Toward a relational framework for the study of religiosity and spirituality in the lives of African Americans. Journal of Community Psychology.

Mattis, J., Jagers, R.J., Hatcher, C., Lawhon, D., Murphy, E. & Murray, Y. (2000). Religiosity, volunteerism and community involvement among African American Men. Journal of Community Psychology. 28, 391-406.

Raposo, M., (2001). The Safe Start Program: Impact of Intervention of Children's Competence and Problem Behaviors, Perceived Social Support, Depression and Anxiety Ratings. Doctoral dissertation, Howard University, Washington, D.C. (April 2001)

Rashid, H. Professional Development and Urban Educators: Strategies for Promoting Schools as Community. Contemporary Education, 71(2), 56-59.

Reid, M. (2000). The Effects of a Career Intervention Program on career aspirations, career expectations, career interests, and perceived barriers of African American Secondary Public School Children. Doctoral dissertation, Howard University, Washington, D.C. (May 2000).

Spurlock, H., (2001). The Impact of Students-Centered Pedagogy and Student's Feelings of Autonomy Competence and Relatedness on Motivation and Test Performance. Doctoral dissertation, Howard University, Washington, D.C. (May 2001)

Tabron, J., (2000). Variations in Selected parent Variables in Parents' Perceptions of Biracial (African American/White) Children's Early Racial Identification. Doctoral dissertation, Howard University, Washington, D.C. (May 2000)

Tankard, M.,(2000). The Effects of Instructional Context (Rhythmic-Movement Instructional Context and Nonrhythmic Instructional Context) on Spelling Performance Among African-American Elementary School Children. Doctoral dissertation, Howard University, Washington, D.C. (May 2000).

Thomas, V.G. & LaPoint, V.(2004/2005, Winter). Blending evaluation traditions: The Talent Development Model. The Evaluation Exchange:A Periodical on Emerging Strategies in Evaluating Child and Family Services, Vol. X (No.4), 7,22.

Thomas, V.G. & Stevens, F.I. (Eds.). (2004). Co-constructing a contextually responsive evaluation framework:The Talent Development Model of school reform. New Directions for Evaluation, No. 101. San Francisco, CA:Jossey Bass (and the American Evaluation Association).

Thomas, V.G. & Stevens, F.I.(2004). Editor's Notes. Co-constructing a contextually responsive evaluation framework:The Talent Development Model of school reform. New Directions for Evaluation, No. 101. (pp. 1-2).San Francisco, CA:Jossey Bass (and the American Evaluation Association).

Thomas, V.G. (2004). Building a contextually responsive evaluation framework.In V.G. Thomas & F.I. Stevens (Eds.). Co-constructing a contextually responsive evaluation framework: The Talent Development Model of school reform.New Directions for Evaluation, No. 101. (pp. 3-24).San Francisco, CA:Jossey Bass (and the American Evaluation Association).

Thomas, V. G. & Ellison, C. M. (Eds). Educational excellence and equity in the African American community: Moving beyond national standards, Volume under contract with Teachers College Press.

Thomas, V.G.(2001). Educational experiences and transitions of reentry college women: Special considerations for African American female students. Journal of Negro Education, 70 (3), 139-155. (copyright 2002)

Thomas, V.G. (2001, May). High stakes testing: The tail wagging the dog. Dialogue: An Essay of Opinion and Policy. Volume 10. New York:The Phelps-Stokes Fund.

Towns, D. P.(in press) Structural hypocrisy and the school performance of young African American Males In Improving Schools for African American Students: A reader for school leaders. S. Denbo and L. Beaulieu (eds.). Washington, DC: Mid-Atlantic Center.

Thomas, V.G. (2000). Learner-centered alternatives to social promotion and retention: A talent development perspective. Journal of Negro Education, 69 (4), 323-337.

Thomas, V. G. (2000). Ending social promotion: Help or hindrance. Kappa Delta Pi Record, 37 (1), 30-32.

Towns, D. P., Rashid, H., (2000). Hopes Transcend Tears: School Transition in An Urban School Cluster System(2000), University Press of America

Towns D.P., Y Rashid, H., (2000). Student hope transcend fears: School transition in an urban cluster system. In S. Gregory (ed.) The Academic Achievement of Minority Students.Lanham, MD: University Press of America.

Wallace, M., (2001). Differential Academic Achievement Related to Preschool and Expectancy for African American Males: An Extended Analysis of the High/Scope Perry Preschool Programs. Doctoral dissertation, Howard University, Washington, D.C. (May 2001)

Wallace, M., Thomas, S., Hughes, G. Preliminary Observations of an Equity 2000 Program "Safety Net" Through the Lens of the Talent Development Framework. ERIC Clearinghouse on Urban Education.

Watts, R.J., Williams, N.C. & Jagers, R.J. (in press) Reframing Social justice: An exploration of sociopolitical development. American Journal of Community Psychology.

Woodruff, L., (2000). The Effects of Story Exposure, Instructional Group Size, and Pre-Kindergarten Experience on Story Comprehension and Receptive Vocabulary in Kindergarten Children. Doctoral dissertation, Howard University, Washington, D.C. (May 2000)