Nathan D Jones
Dados Biográficos
| ID | 1604086 |
|---|---|
| NOME | Nathan D Jones |
| PRENOMES | Nathan D |
| SOBRENOME | Jones |
| ASSINATURA | JONES N D |
| AFILIAÇÕES | Boston University, MA, USA |
| ORCID | 0000-0002-5264-206X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 15 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Service Delivery Models and Outcomes for Students With Disabilities
In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to answer questions about the relationship betw…
Exploring Extension Agent Capacity and Readiness to Adopt Policy, Systems and Environmental Change Approaches
Introduction: Enhanced Extension outreach strategies combine traditional direct education programs with public health approaches like policy, systems, and environmental (PSE) change. However, the Cooperative Extension system and county-based Family and Consumer Sciences (FCS) Extension agents have historically prioritized direct education programming and diffusion of enhanced outreach strategies has varied. Extension personnel may lack capacity a…
Addressing the Elephant in the Room
The impostor phenomenon is a psychological construct referring to a range of negative emotions associated with a person's perception of their own "fraudulent competence" in a field or of their lack of skills necessary to be successful in that field. Anecdotal evidence suggests that many practicing evaluators have experienced impostor feelings, but lack a framework in which to understand their experiences and the forums in which to discuss them. T…
The role of titles in enhancing data visualization
Introduction to The Special Series
Preservice Observation in Special Education
Advancing teacher candidates’ overall competence through use of valid teacher observation systems should be an essential element of teacher preparation. Yet, the field of special education has not provided observation protocols designed specifically for preservice teachers that are founded in theoretical perspectives and research on effective instruction for students with learning and other high-incidence disabilities (SWDs). To address this need…
Danielson’s Framework for Teaching
Danielson’s Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT’s Instructional Domain (Domain 3) of Danielson’s FFT. We frame our study using cognitive l…
Physical Activity Barriers and Assets in Rural Appalachian Kentucky
Obesity is an increasing public health concern in the U.S. and a contributor to chronic illness, with trends revealing a rise in adult obesity and chronic disease rates among the most vulnerable and disadvantaged populations, including those in rural communities. A mixed-methods approach was used to examine perspectives on perceived physical activity barriers, resources, and level of community support. Researchers utilized the socioecological mod…
Teacher Quality Gaps by Disability and Socioeconomic Status
Although most students with disabilities (SWDs) receive instruction from general education teachers, little empirical work has investigated whether these students have suitable access to high-quality teachers. We explore the differences in teacher quality experienced by SWDs and students without disabilities (non-SWDs) in the Los Angeles Unified School District, examining how access varies within schools as well as across school-level disadvantag…
Toward New Visions of Teacher Education
Policies That Define Instruction
Educational policies addressing instruction may fail to acknowledge that effective instruction is not the same for all learners. We reviewed teacher evaluation systems across all states and the 25 largest districts to determine how states and districts approach the evaluation of special education teachers, a policy aimed at improving teaching effectiveness. We found that most states and districts did not provide guidance to schools for adapting e…
How Research Sheds Light on the Pivotal Role of Mentors in Teacher Preparation
Enhancing the Effectiveness of Logic Models
One of the most widely used communication tools in evaluation is the logic model. Despite its extensive use, there has been little research into the visualization aspect of the logic model. To assess the impact that design modifications would have on its effectiveness, we applied established visualization principles to revise a program model. Participants were randomly assigned to one of the six conditions to examine the effectiveness (i.e., visu…
Anger, frustration, boredom and the Department of Motor Vehicles
Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. …
Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. …
Anger, frustration, boredom and the Department of Motor Vehicles
Toward New Visions of Teacher Education
Teacher Quality Gaps by Disability and Socioeconomic Status
Although most students with disabilities (SWDs) receive instruction from general education teachers, little empirical work has investigated whether these students have suitable access to high-quality teachers. We explore the differences in teacher quality experienced by SWDs and students without disabilities (non-SWDs) in the Los Angeles Unified School District, examining how access varies within schools as well as across school-level disadvantag…
How Research Sheds Light on the Pivotal Role of Mentors in Teacher Preparation
Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. …
Anger, frustration, boredom and the Department of Motor Vehicles
Enhancing the Effectiveness of Logic Models
One of the most widely used communication tools in evaluation is the logic model. Despite its extensive use, there has been little research into the visualization aspect of the logic model. To assess the impact that design modifications would have on its effectiveness, we applied established visualization principles to revise a program model. Participants were randomly assigned to one of the six conditions to examine the effectiveness (i.e., visu…
Policies That Define Instruction
Educational policies addressing instruction may fail to acknowledge that effective instruction is not the same for all learners. We reviewed teacher evaluation systems across all states and the 25 largest districts to determine how states and districts approach the evaluation of special education teachers, a policy aimed at improving teaching effectiveness. We found that most states and districts did not provide guidance to schools for adapting e…
How Research Sheds Light on the Pivotal Role of Mentors in Teacher Preparation
The role of titles in enhancing data visualization
Introduction to The Special Series
Preservice Observation in Special Education
Advancing teacher candidates’ overall competence through use of valid teacher observation systems should be an essential element of teacher preparation. Yet, the field of special education has not provided observation protocols designed specifically for preservice teachers that are founded in theoretical perspectives and research on effective instruction for students with learning and other high-incidence disabilities (SWDs). To address this need…
Danielson’s Framework for Teaching
Danielson’s Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT’s Instructional Domain (Domain 3) of Danielson’s FFT. We frame our study using cognitive l…
Physical Activity Barriers and Assets in Rural Appalachian Kentucky
Obesity is an increasing public health concern in the U.S. and a contributor to chronic illness, with trends revealing a rise in adult obesity and chronic disease rates among the most vulnerable and disadvantaged populations, including those in rural communities. A mixed-methods approach was used to examine perspectives on perceived physical activity barriers, resources, and level of community support. Researchers utilized the socioecological mod…
Teacher Quality Gaps by Disability and Socioeconomic Status
Although most students with disabilities (SWDs) receive instruction from general education teachers, little empirical work has investigated whether these students have suitable access to high-quality teachers. We explore the differences in teacher quality experienced by SWDs and students without disabilities (non-SWDs) in the Los Angeles Unified School District, examining how access varies within schools as well as across school-level disadvantag…
Toward New Visions of Teacher Education
Exploring Extension Agent Capacity and Readiness to Adopt Policy, Systems and Environmental Change Approaches
Introduction: Enhanced Extension outreach strategies combine traditional direct education programs with public health approaches like policy, systems, and environmental (PSE) change. However, the Cooperative Extension system and county-based Family and Consumer Sciences (FCS) Extension agents have historically prioritized direct education programming and diffusion of enhanced outreach strategies has varied. Extension personnel may lack capacity a…
Addressing the Elephant in the Room
The impostor phenomenon is a psychological construct referring to a range of negative emotions associated with a person's perception of their own "fraudulent competence" in a field or of their lack of skills necessary to be successful in that field. Anecdotal evidence suggests that many practicing evaluators have experienced impostor feelings, but lack a framework in which to understand their experiences and the forums in which to discuss them. T…
Service Delivery Models and Outcomes for Students With Disabilities
In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to answer questions about the relationship betw…
Psychology (13 obras) · Mathematics education (8 obras) · Pedagogy (6 obras) · Computer Science (5 obras) · Political science (5 obras) · Sociology (5 obras) · Special education (5 obras) · Developmental psychology (4 obras) · Medical education (4 obras) · Medicine (4 obras)