Profile photo of Dr. Josh Thompson (he/him)

Dr. Josh Thompson (he/him)

Associate Professor Early Childhood Education

Department of Curriculum & Instruction

Office Location: EdSouth 217

Office Hours: By appointment

Phone: 903-886-5537

Email: josh.thompson@tamuc.edu

Professional Vita



Learning about Learning

ThompsonCV.pdf

Personal professional mission: to promote and protect child-like wonder and love of learning in everyone I meet.

I wonder about you - what makes you curious about me, what makes you wonder about teaching and learning, about children and learners of all ages?

Register to Vote www.votetexas.gov

    

Participate in the U.S. CENSUS https://2020census.gov

VOTETEXAS.GOV

2020 census kids

Read my personal #whyIteach story, published in Early Year: Journal of Texas Association for the Education of Young Children www.texasaeyc.org.

Early Years Pathways coverhttp://faculty.tamuc.edu/jthompson/documents/eyWhyITeachThompson.pdf

Let us know when and where you post your #whyIteach story by including the #EYPath tag.

Teaching

Effective teaching can be demonstrated in a number of ways. “Value-added” is one method to enumerate growth, using pre- and post- measures to demonstrate change in the student. On the other hand, research has pointed toward the difference a TEACHER makes in effective teaching. That a teacher CARES turns out to be a significant factor in teaching effectiveness (Goldstein. 2002. Reclaiming Caring in Teaching and Teacher Education. NY: Lang.). I want to be known as a teacher who cares.

Spring 2020

Monday

Tuesday

Thursday

8.30am – 9.45am

ECE 366.51B

CHEC 100

McKinney

8.30am – 9.45am

ECE 366.51B

CHEC 100

McKinney

1:00 – 2.15pm

ECE 460.51B

CHEC 100

McKinney

1:00 – 2.15pm

ECE 460.51B

CHEC 100

McKinney

5.00 – 7.30pm

ECE 460.71B

BAIN 210 (tba)

Corsicana

7.30pm – 10.00pm

ECE 366.71B

BAIN 210 (tba)

Corsicana

Previous Course Web pages

Doctoral Students

Research     ORCID iD iconhttps://orcid.org/0000-0001-5683-6518

Within the community of child language acquisition researchers, it is known that more competent speakers transmit pragmatic competence to language learners; how they do so is still quite a mystery. The complex, interwoven connectedness of diverse elements and their influence on language acquisition remains unzipped; the double, triple, or infinite helix of pragmemes needs to be realized. Following Naomi Baron's (1990) structure of Five Language Functions (affection, control, information, pedagogy, and social exchange), my research examines the effectiveness of this structure to describe pragmemes in the early language learning environment of young children.

Early childhood educators are predominantly female; I am exploring gender differences in the ways men parent and teach. I join other researchers and early childhood practitioners (e.g. www.MenTeach.org, www.StrongFathers.com) in seeking what is necessary to attract, recruit, retain, and promote men in early childhood education.

Publications

Pearce, N., & Thompson, J. (2019). A Dynamic Duo: A Partnership between an Early Childhood Center and A Teacher Education Program (Feature Article, also translated into Spanish: Un Dúo Dinámico: Una Alianza entre el Centro de Primera Infancia y el Programa de Educación de Docentes, pp. 15-18). Early Years: Journal of the Texas Association for the Education of Young Children 40(2), 11-14.

Thompson, J. (2018). Dads in the carpool lane. Early Years: Journal of the Texas Association for the Education of Young Children 39(3), 29-30. .PDF

Stanković-Ramirez, Z. & Thompson, J. (2018). Rethinking developmental domains to improve classroom observations. Texas Child Care Quarterly, 42(2), 20-27. Available online https://www.childcarequarterly.com/pdf/fall18_domains.pdf.

Golden, F., Guthery, S. & Thompson, J. (2018). Chapter 10: Improving practice of pre-service teachers through inquiry. In L. A. Sharp, E. Hendrix, & L. M. Juarez (Eds.), Texas Association for Literacy Education Yearbook, Volume 5: Connections in the community: Fostering partnerships through literacy (pp. 84-88). Texas: Texas Association for Literacy Education. Available online www.texasreaders.org/yearbooks.html.

Thompson, J., & Walker, K. (2017). Rich Words for Free. ACEI Early Years Bulletin: Focus on Pre-K & K, 5(1), 1-5. Available online www.acei.org/s/EYBFall2017.pdf.

Wolff, K., Chapman, M., & Thompson, J. (2017). Exploring the Intersections of Social Identity, Popular Culture and Men in Early Childhood Education. In E. A. Janak & L. Sourdot (Eds.), Educating through Popular Culture: “You’re Not Cool Just Because You Teach with Comics” (pp. 265-286). Lanham, MD: Lexington Books. PDF

Araujo, J., & Thompson, J. (2016). A Place for Children of Poverty. Early Years: Journal of Texas Association for the Education of Young Children, 37(2), 78.79.

Lee, D., Reid, M. J., & Thompson, J. (2016). Teachers Who Stay. Early Years: Journal of Texas Association for the Education of Young Children 37(2), 74-77.

Thompson, J. (2016). Why I Teach. Early Years: Journal of Texas Association for the Education of Young Children 37(2), 82-83.

Thompson, J., & Walker, K. (2016). One summer day: Play at Parker-Chase. Play, Policy, & Practice CONNECTIONS XVII(1), 26-28.

Hammack, B.J., Foote, M., Garretson, S., & Thompson, J. (2012). Family Literacy Packs: Engaging Teachers, Families, and Young Children in Quality Activities to Promote Partnerships for Learning, in Young Children 67(3) 104-110. PDF

Thompson, J. & Garretson, S. (2011). Encouraging men in their conversations with children, in Perspectives on gender in early childhood education (Tamar Jacobson, Ed.). St. Paul: Redleaf Press.

Thompson, J. & Stryker, A. (2010). Tale of two talents: How two teachers use peer-reflection to better prepare for class. Journal of Early Childhood Teacher Education.

Thompson, J. (2008). Table talk: Taking dinner conversation into the classroom, In P. Dam & M. T. Coward (Eds.), Current Issues and Best Practice in Bilingual and ESL Education (pp. 54-64). Denton, TX: Federation of North Texas Universities.

Thompson, J. & Leeds, L. (2006). Infant crying: To soothe or not to soothe. Montessori Life: Journal of the American Montessori Society 18(1) 26-31. 

Leeds, L. & Thompson, J. (2005). Tears as Tools. Early Years: Journal of Texas Association for the Education of Young Children 27(1) 5-6. 

Thompson, J. (2003). Hundred Language Zoo. Dimensions of Early Childhood, 31(1) 13-20. .PDF or DOC

Accepted for publication

Thompson, J. "Montessori on Play." Accepted for publication 2020.

Manuscripts submitted to refereed journals

Wilson & Thompson (submitted August 17, 2019; revise & resubmit 1/20/2020) From Breadwinners to Nurturers: Changing Images of Fathers in Media

Wilson, Lindsey L., & Thompson, J. Critical Race Theory and African American Fathers: Countering Mainstream Narrative through Authentic Storytelling

Manuscripts in progress

The Impact of Men on Children's Outcomes: Re-conceptualizing the Roles of Males in Children's Lives, at Home and in Schools

Girls and boys need to talk with men and women: Gendered conversations help children learn more ways that language works

Language acquisition classroom practice

Support scholars contrasting teaching styles

Teacher identity distinguishing early childhood teachers from elementary teachers

Editor

Brown, D.L., Geneser, V., & Thompson, J. (Eds.). (2012-2016). Early Years: Journal of Texas Association for the Education of Young Children. Austin, Texas: Texas Association for the Education of Young Children.

Vol. 37, No. 2: Special Issue on Pathways of Becoming an Early Childhood Professional

Vol. 37, No. 1: Winter 2016

Vol. 36, No. 3: Fall 2015

Vol. 36, No. 2: Summer 2015

Vol. 36, No. 1: Winter 2015

Vol. 35, No. 4: Fall 2014

Vol. 35, No. 3: Summer 2014

Vol. 35, No. 2: Special Issue on Play

Vol. 35, No. 1: Winter 2014

Vol. 34, No. 3: Winter 2013

Vol. 34, No. 2: Summer 2013

Vol. 34, No. 1: Winter 2013

Vol. 33, No. 3: Fall 2012

Vol. 33, No. 2: Summer 2012 

Recent Presentations

International

Grants & Awards

Education

Associations

Krogh, S., & Morehouse, P. (2014).The early childhood curriculum: Inquiry learning through integration (2nd Ed.). Taylor & Francis, Publishers. ISBN 9780415828222.

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