Julie L. Booth, Ph.D.
Julie L. Booth, Ph.D.
Associate Dean of Undergraduate Education
Associate Professor of Adult & Organizational Development
Office of the Dean
Policy, Organizational, & Leadership Studies

Ritter Annex 211
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122
phone/fax: (215) 204-6223/ (215) 204-6013

  • Ph.D. Psychology, Carnegie Mellon University
  • B. Phil. Psychology and Business, University of Pittsburgh
Areas of Professional Interest
  • Conceptual and procedural knowledge in mathematics
  • Self-explanation of worked examples
  • Cognitive development
  • External representations
Recent Scholarship
Booth, J.L., Oyer, M.H., Paré-Blagoev, E.J., Elliot, A., Barbieri, C. Augustine, A.A., & Koedinger, K.R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness. 8(4), 530-551.
*Young, L.K., & Booth, J.L. (2015). Student magnitude knowledge of negative numbers. Journal of Numerical Cognition, 1(1), 38-55. 
Booth, J.L., McGinn, K.M., Young, L.K., & Barbieri, C. (2015). Simple practice doesn’t necessarily make perfect: Evidence from the worked example effect. Policy Insights from Behavioral and Brain Sciences, 2(1), 24-32.
*McGinn, K.M., Lange, K.E., & Booth, J.L. (2015). Confronting misconceptions: A worked-example for creating worked-examples. Mathematics Teaching in the Middle School, 21(1), 26-33.
Booth, J.L., Cooper, L., Donovan, M.S., Huyghe, A., Koedinger, K.R., & Paré-Blagoev, E.J. (2015). Design-based research within the constraints of practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), 79-100.
Booth, J.L., Barbieri, C., Eyer, F., & Paré-Blagoev, E.J. (2014). Persistent and pernicious misconceptions in algebraic problem solving. Journal of Problem Solving, 7, 10-23.
*Lange, K.E., Booth, J.L., & Newton, K.J. (2014). Learning algebra from worked examples. Mathematics Teacher, 107, 534-540.
Booth, J.L., Newton, K.J., Twiss-Garrity, L. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118, 110-118.
Koedinger, K.R., Booth, J.L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342, 935-937.
Booth, J.L., & Davenport, J.L. (2013). The role of problem representation and feature knowledge in algebraic equation-solving. Journal of Mathematical Behavior, 32, 415-423.
Booth, J.L., Lange, K.E., Koedinger, K.R., & Newton, K.J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24-34.
Booth, J.L., & Newton, K. J. (2012). Fractions: Could they really be the gatekeeper’s doorman? Contemporary Educational Psychology, 37, 247-253. 
Booth, J.L., & Koedinger, K.R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on students’ solutions of algebra problems. British Journal of Educational Psychology, 82, 492–511.
Booth, J.L (2011). Why can’t students get the concept of math? Perspectives on Language and Literacy, 37, 31-35.