Dr. Nathan Jones is an assistant professor of special education. In his research, Dr. Jones focuses on teacher quality, teacher development, and school improvement, with a specific emphasis on the use of measures of teacher effectiveness in evaluation systems. He formerly taught special education in the Mississippi Delta and holds a doctorate in Educational Policy from Michigan State University.
Dr. Jones is currently the principal investigator of a $1.6 million IES grant examining whether the Framework for Teaching (FFT) – an observation system used in over 20 states and hundreds of school districts – can be used validly and reliably in the evaluation of special education teachers. He is also Co-PI on a 4-year, $1.6 million IES study (PI: Eric Camburn, UW-Madison) measuring how teachers spend their time, experience their school context, and respond emotionally to their work. He has recently completed a three-year study funded through W.T. Grant examining the training of administrators as raters in a consequential teacher evaluation system. Dr. Jones currently serves as an editor of The Elementary School Journal and is on the editorial board at The Journal of Teacher Education.
Dr. Jones is currently accepting new doctoral students to work on IES-funded research assistantships beginning in the 2017-2018 school year.
Michigan State University – Ph. D in Special Education & Education Policy
Northwestern University – B.A. in Political Science
SE584: Methods and Materials: Mild and Moderate Disabilities, 5-12
SE510: Special Education: Curriculum and Instruction
ED 502 & 3: Analyzing Foundations of Teaching
The goal of Dr. Jones' research is to improve teaching quality through the study of teachers’ practices, knowledge, and their impact on student achievement. A central focus of his work surrounds the measurement of effective teaching for students with disabilities.Read more about Dr. Jones' research.
Jones, N. (2016). Special education teacher evaluation: An examination of critical issues and recommendations for practice. In J. A. Grissom & P. Youngs (Eds.), Making the most of multiple measures: The impacts and challenges of implementing rigorous teacher evaluation systems.New York: Teachers College Press.
Brownell, M. & Jones, N. (2015). Teacher evaluation in special education: Potential approaches, supporting research, and challenges confronted. The Journal of Special Education Leadership, 28, 63-73.
Buzick, H. & Jones, N. (2015). Using test scores from students with disabilities in teacher evaluation. Educational Measurement: Issues and Practice, 34(3), 28-38.
Pogodzinski, B. & Jones, N. (2015). Examining novice teachers’ socialization into unions. Education and Urban Society, 47, 669-694.
Jones, N. & Brownell, M. (2014). Examining the use of classroom observations in the evaluation of special education teachers. Assessment for Effective Intervention, 39(2), 112-124.
Pogodzinski, B. & Jones, N. (2014). Exploring novice teachers’ attitudes and behaviors regarding teacher unionism. Educational Policy, 28, 491-515.
Jones, N., Buzick, H., & Turkan, (2013). Including students with disabilities and English Learners in measures of educator effectiveness. Educational Researcher, 42, 234-241.
Jones, N., Youngs, P., & Frank, K. (2013). How access to school-based support influences the commitment of beginning special education and general education teachers. Exceptional Children, 79, 365-383.
Jones, N., & Youngs, P. (2012). Attitudes and affect: Daily emotions and their association with the commitment and burnout of beginning teachers, Teachers College Record, 114(2), 1-36.
Youngs, P., Jones, N., & Low, M. (2011). How beginning special and general education elementary teachers negotiate role expectations and access professional resources. Teachers College Record, 113(7), 1506–1540.