Boston University Wheelock College of Education & Human Development is pleased to announce the promotion of two faculty members, Dr. Zach Rossetti and Dr. Nathan Jones, to Associate Professor with tenure. Both Dr. Jones and Dr. Rossetti are members of Wheelock’s Special Education program faculty.
Dr. Zach Rossetti’s primary research examines social belonging and participation of people with intellectual and developmental disabilities (IDD), focusing on how educators and family members can facilitate friendship opportunities between students with and without IDD.
He is currently in the second year of the three-year Friends Matter! Project, funded by a grant from The Tower Foundation. In addition to collecting research data on student friendships, Rossetti will be developing a friendship curriculum to be taught in K-12 schools and fine-tuning professional development for teachers on promoting friendship opportunities. He is also currently examining the efficacy of a parent advocacy training for civic engagement in a project funded by the Spencer Foundation.
Dr. Rossetti’s secondary research focuses on family involvement in special education, specifically parent/guardian advocacy and engagement in their children’s Individualized Education Program (IEP) meetings, as well as sibling roles and relationships. Rossetti is on the editorial board of Research and Practice for Persons with Severe Disabilities and of Intellectual and Developmental Disabilities as well.
Dr. Nathan Jones is currently in year three as principal investigator (PI) of a four-year, $1.6 million Institute of Education Sciences (IES) grant, conducting a study examines whether the popular observation system, Framework for Teaching (FFT), can be used accurately and appropriately in the evaluation of special education teachers.
He is also Co-PI on a 4-year, $1.38 million IES study (PI: Eric Camburn, Ph.D., UW-Madison), which is designed to develop and validate a tool for measuring how teachers spend their workdays, including their time use, working conditions, and emotional responses to their work. The instrument will potentially yield insight into aspects of teachers’ work that have historically been difficult to study. Moreover, when aggregated to the school level, the data may provide useful diagnostic information about schools’ organizational functioning and climate.
Additionally, Dr. Jones recently completed a three-year study funded through the William T. Grant Foundation examining the training of administrators as raters in high-stakes teacher evaluation systems. Dr. Jones currently serves as Co-Editor of The Elementary School Journal and as Associate Editor of The Journal of Teacher Education.