Program Director for RS Courses
Dr. Nathan Jones is an Associate Professor of Special Education and is a Founding Member of the BU Faculty of Computing and Data Sciences. In his research, Dr. Jones focuses on teacher quality, teacher development, and school improvement, with a specific emphasis on conceptualizing and measuring teaching effectiveness. He formerly taught special education in the Mississippi Delta and holds a joint doctorate in Educational Policy and Special Education 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, University of Missouri-Kansas City) measuring how teachers spend their time, experience their school context, and respond emotionally to their work. Dr. Jones currently serves as co-editor of The Elementary School Journal, as associate editor of the Journal of Teacher Education, and as an editorial board member of Educational Evaluation and Policy Analysis.
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
ED 801: Educational Foundations and Systems
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.Visit Dr. Jones' Faculty Profile
Brownell, M. Jones, N., Sohn, H., & Stark, K. (2019). Improving teaching quality for students with disabilities: Establishing a warrant for teacher education practice. Teacher Education and Special Education.
Billingsley, B., Bettini, E., & Jones, N. (2019). Supporting special education teacher induction through High-Leverage Practices. Remedial and Special Education.
Liu, S., Bell, C., Jones, N., McCaffrey, D. (2019). The validity of classroom observation systems in research and applied contexts. Educational Assessment, Evaluation, and Accountability.
Jones., N., Bettini, E., & Brownell, M. (2019). Competing strands of educational reform policy: Can collaborative school reform and teacher evaluation reform be reconciled? The Elementary School Journal.
Bell, C., Jones, N., Qi, Y, & Lewis, J. (2018). Strategies for assessing classroom teaching: Examining administrator thinking as validity evidence. Educational Assessment, 23(4), 229-249.
Bettini, E., Jones, N., Brownell, M. T., Conroy, M., Park, Y., Leite, W., Crockett, J., & Benedict, A. E. (2017). Workload manageability among novice special and general educators: Relationships with emotional exhaustion and career intentions. Remedial and Special Education, 38, 246-256.
Phelps, G., Kelcey, B., Jones, N., & Liu, S. (2016). Informing estimate of program effects for studies of mathematics professional development using teacher content knowledge outcomes. Evaluation Review, 40, 383-409.
Buzick, H. & Jones, N. (2015). Using test scores from students with disabilities in teacher evaluation. Educational Measurement: Issues and Practice, 34(3), 28-38.
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.
Jones, N., Buzick, H., & Turkan, (2013). Including students with disabilities and English Learners in measures of educator effectiveness. Educational Researcher, 42, 234-241.