Beth Kurtz-Costes

Prof. Beth Kurtz-Costes

Department of Psychology

University of North Carolina, USA



1984 Ph.D., University of Notre Dame, USA

1982 M.A., University of Notre Dame, USA

1977 B.S., Manchester College, USA


  1. Kurtz-Costes, B., & Rowley, S. J.  (In press). School transitions and African American youth. To appear in S. Karabenick & T. Urdan (Eds.), Advances in motivation and achievement (Vol. 17).
  2. Kurtz-Costes, B. (in press). Families as educational settings. In J. D. Wright (Series Eds.) & C. Byrne, P. Schmidt, & C. McBride-Chang (Vol. Eds.), International encyclopedia of the social and behavioral sciences: Education (Vol. 9) 2nd Edition. Philadelphia, PA: Elsevier.
  3. Kurtz-Costes, B., Swinton, A. D., & Skinner, O. D. (in press). Race and ethnic gaps in the school performance of Latino, African American, and White students. In F. T.L. Leong, L. Comas-Diaz, G. N. Hall, V. C. McLoyd, & J. Trimble (Eds). APA handbook of multicultural psychology: Theory and research (Vol. 1).
  4. Rowley, S. J., Kurtz-Costes, B., & Cooper, S. (2010). Schooling and the development of African American children. In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 275-292). Hillsdale, NJ: Erlbaum.
  5. Kurtz-Costes, B. (2001). Families as educational settings. In N. J. Smeltser & P. B. Baltes (Series Eds.) & F. Weinert (Vol. Ed.), International Encyclopedia of the Social and Behavioral Sciences: Vol. 3.5. Education (Vol. 8) (pp. 5275-5279). Oxford: Pergamon.
  6. Joyner, M. H. & Kurtz-Costes, B. E. (1997). Metamemory development. In N. Cowan (Ed.) The development of memory (pp. 275-300). London: UCL Press.
  7. Kurtz-Costes, B. E., McCall, R., & Schneider, W. (1997). Implications from developmental cross-cultural research for the study of acculturation in Western civilizations. In J. Tudge, M. Shanahan, & J. Valsiner (Eds.), Comparisons in human development (pp. 162-189). Cambridge: Cambridge University Press.
  8. Kurtz-Costes, B. E., Schneider, W., & Rupp, S. (1995). Is there evidence for intraindividual consistency in performance across memory tasks? New evidence on an old question. In W. Schneider & F. E. Weinert (Eds.), Memory performance and competencies: Issues in growth and development (pp. 245-262). Hillsdale, N. J.: Erlbaum.
  9. Kurtz, B. E. (1991). Cognitive and metacognitive aspects of text processing. In G. Denhière & J. P. Rossi (Eds.), Text and text processing (pp. 77-103). North Holland: Elsevier.
  10. Kurtz, B. E. (1990). Cultural influences on children's cognitive and metacognitive development. In W. Schneider & F. E. Weinert (Eds.), Interactions among aptitudes, strategies, and knowledge in cognitive performance (pp. 177-199). New York: Springer-Verlag.
  11. Kurtz, B. E., Schneider, W., Carr, M., Borkowski, J. G., & Turner, L. A. (1988). Sources of memory and metamemory development: Societal, parental, and educational influences. In M. Gruneberg, P. Morris, & R. Sykes (Eds.), Proceedings of the Second International Conference on Practical Aspects of Memory, Volume 2 (pp. 537-542). New York: Wiley.
  12. Borkowski, J. G., & Kurtz, B. E. (1987). Metacognition and executive control. In J. G. Borkowski & J. D. Day (Eds.), Cognition and intelligence in special children: Comparative approaches to retardation, learning disabilities, and giftedness (pp. 123-152). Norwood, N.J.: Ablex Publishing Corporation.
  13. Borkowski, J. G., & Kurtz, B. E. (1984). Metacognition and special children. In B. Gholson & T. L. Rosenthal (Eds.), Applications of cognitive- developmental theory (pp. 193-213). New York: Academic Press.
  14. Borkowski, J. G., Reid, M. K., & Kurtz, B. E. (1984). Metacognition and retardation: Paradigmatic, theoretical, and applied perspectives. In P. Brooks, R. Sperber, & C. McCauley (Eds.), Learning and cognition in the mentally retarded (pp. 55-75). Hillsdale, N. J.: Erlbaum.