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

Dr. Josh Thompson (he/him)

Professor Early Childhood Education

Department of Curriculum & Instruction

Office Location: EdSouth 204

Office Hours: By appointment

Phone: 903-886-5537


Professional Vita

Learning about Learning


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?

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

Early Years Pathways cover

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


The various adminstrative offices of A&M-Commerce and the Texas A&M University System have confirmed the recommendation of our Curriculum & Instruction Department to grant a group of professors promotion, effective September 1, 2021:

Dr. Ale Babino to Associate Professor

Dr. Sherri Colby to Professor

Dr. Kay Hong-Name to Professor

Dr. Joyce Miller to Professor

and me, Dr. Josh Thompson to Professor.


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 2021 - all courses in the Department of Curriculum & Instruction are online.

Doctoral Students

Research     ORCID iD icon

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., in seeking what is necessary to attract, recruit, retain, and promote men in early childhood education.


Wilson, L.L., & Thompson, J. (2020). Critical race theory and African American fatherhood: Countering the mainstream narrative. Journal of African American Males in Education, 12(1), pp. 89-106.

Parks. L., Thompson, J., & Walker, K. (2020). Saying goodbye to Texas Child Care Quarterly: The Quarterly Journal for Caregivers Everywhere: An Interview with Louise Parks. Early Years: Journal of Texas Association for the Education of Young Children.

Thompson, J., & Bourassa, M. (2020). Ten ways a teacher copes, and thrives, during a pandemic. Early Years: Journal of the Texas Association for the Education of Young Children 41(2), 21-23. .PDF

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

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

Thompson, J., & Walker, K. (2017). Rich Words for Free. ACEI Early Years Bulletin: Focus on Pre-K & K, 5(1), 1-5. Available online

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 2021.

Manuscripts submitted to refereed journals

Thompson, J., Walker, K., & Geneser, V. (expected publication 2021). Why I teach: A content analysis of eight early childhood teacher vignettes.

Wilson, L. L., & Thompson, J. (submitted August 17, 2019; revise & resubmit 05/01/2020) From Breadwinners to Nurturers: Changing Images of Fathers in Media

Wilson, L. L., & Thompson, J. (submitted May 8, 2020, revise & resubmit 11/16/2020) Critical Race Theory and African American Fathers: Countering Mainstream Narrative through Authentic Storytelling

Manuscripts in progress

Effects of systemic racism on students in higher ed and on faculty – collaboration with Hendricks and Mercado-Sierra

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

Games teachers play, book chapter – collaboration with Loewenstein, Pearce, & Sturdivant

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


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


Grants & Awards



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

Ronnie Brooks Mentoring in Education Award, TAMU-C Chapter of Texas Association of Black Personnel in Higher Education, 2021.

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