M Gail Jones
Biographic Data
| ID | 3829017 |
|---|---|
| NAME | M Gail Jones |
| GIVEN NAMES | M Gail |
| FAMILY NAME | Jones |
| SIGNATURE | JONES M G |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0002-3815-510X |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Exploring the Community Cultural Wealth and Science Capital of Parents in a Family STEM Program
While parents and caregivers are seen as an important factor in the development of science identity building, few studies have explored the contextual and capacity-based factors that influence parents’ support of their children in STEM. Parental STEM resources can be explored through the community cultural wealth framework which describes the types of knowledge, connections, and capabilities a community possesses. This study explored the impacts …
The Differential Impact of Informal Experiences on Teachers’ Identity and Career Aspirations
This explanatory mixed-methods study explored the relationship of teachers’ early informal teaching and facilitation experiences on the development of a teacher identity and decisions to pursue careers in teaching. Science teachers were surveyed (n = 160) about informal experiences they had prior to teaching that influenced their decision to enter a teaching career. Ten teachers were randomly selected to participate in a follow-up interview desig…
Is it too controversial? North Carolina teachers’ perceptions of teaching climate change in K-12 schools
Psychological Distance in Climate Change Communication: Insights from a Survey of Scientists’ Current Practices
When problems are perceived as distant, people may be less motivated to take action about them. A large body of literature on research-based best practices for climate change communication suggests that reducing the perceived psychological distance between individuals and climate change can heighten awareness and risk perception and motivate action to address this global issue. Scientists play an important role in educating the public about clima…
Climate change visual representations in science lesson plans: Selection rationales and psychological distance
Classifying and modeling secondary students’ active learning in a virtual learning environment through generated questions
The present research study investigated students' active learning activities at three time points during the use of a virtual learning environment (VLE) on cardiac anatomy and physiology. Because VLEs are not only immersive but also interactive, the user must engage with the instruction to move the instruction forward; thus, engaging the user in an active (rather than passive) educative experience. What types of active learning is garnered from s…
Thanks, Welcome, and Farewell Note
Leveraging the epistemic emotion of awe as a pedagogical tool to teach science
Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teache…
The utility of 3D , haptic‐enabled , virtual reality technologies for student knowledge gains in the complex biological system of the human heart
Measuring science capital, science attitudes, and science experiences in elementary and middle school students
Educators and researchers have been struggling for decades to isolate and measure the factors that contribute to science career decisions. However, there are limited instruments available to measure these factors, particularly across different educational levels. This study describes the adaptation and characteristics of the middle school NextGen Scientist Survey as an assessment for elementary students. Internal validity of the survey was invest…
Understanding science career aspirations: Factors predicting future science task value
This study examined factors that have been shown to predict middle school students' (grades 6–8) task values (utility value related to engaging with science in the future). Using structural equation modeling students' ( N = 1015) responses to a career aspiration survey were analyzed to determine relationships among the factors. The model of best fit showed that factors related to science capital (Exposure to STEM Practitioners, STEM Experiences, …
It’s about time: Perceived barriers to in-service teacher climate change professional development
The pressing nature of climate change and its associated impacts requires a climate literate citizenry. Climate change education in K-12 settings may provide a unique opportunity to make inroads towards climate literacy. However, many K-12 teachers avoid teaching climate change because they are uncomfortable with the subject or do not see its relevance to their curriculum. Removing barriers to climate change professional development (CCPD) for te…
Emerging Results From a Middle School Professional Development School: The McDougle-University of North Carolina Collaborative Inquiry Partnership Groups
Emerging Results From a Middle School Professional Development School: The McDougle–University of North Carolina Collaborative Inquiry Partnership Groups
(1999). Emerging Results From a Middle School Professional Development School: The McDougle–University of North Carolina Collaborative Inquiry Partnership Groups. Peabody Journal of Education: Vol. 74, No. 3-4, pp. 236-253
Putting Practice into Theory: Changes in the Organization of Preservice Teachers' Pedagogical Knowledge
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and part…
Putting Practice Into Theory: Changes in the Organization of Preservice Teachers’ Pedagogical Knowledge
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and part…
Hands-On: Science Education Reform
Dans la majorite des ecoles primaires, les sciences sont enseignees sans enthousiasme, sans reelle preparation de la part des enseignants. Cet article decrit une tentative de reforme de l'enseignement des sciences menee dans deux ecoles primaires en Caroline du Nord. Chaque enseignant apprehende l'enseignement des sciences de facon differente: les sciences comme un jeu, les sciences comme un probleme a resoudre, les sciences comme moyen d'apprend…
Preservice teachers' cognitive frameworks for class management
Gender Issues in Teacher Education
Jones examines the influence of gender bias on classroom interactions. Sixty teachers were observed using the Brophy-Good Teacher-Child Dyadic In teraction System to code classroom in teractions. Teacher experience was then analyzed in relation to gender differ ences in classroom interactions. Teach ers of all levels of experience were found to interact more with male students than with females. The nature of and differ ences in interactional pat…
Preservice teachers' cognitive frameworks for class management
It’s about time: Perceived barriers to in-service teacher climate change professional development
The pressing nature of climate change and its associated impacts requires a climate literate citizenry. Climate change education in K-12 settings may provide a unique opportunity to make inroads towards climate literacy. However, many K-12 teachers avoid teaching climate change because they are uncomfortable with the subject or do not see its relevance to their curriculum. Removing barriers to climate change professional development (CCPD) for te…
Putting Practice Into Theory: Changes in the Organization of Preservice Teachers’ Pedagogical Knowledge
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and part…
Gender Issues in Teacher Education
Jones examines the influence of gender bias on classroom interactions. Sixty teachers were observed using the Brophy-Good Teacher-Child Dyadic In teraction System to code classroom in teractions. Teacher experience was then analyzed in relation to gender differ ences in classroom interactions. Teach ers of all levels of experience were found to interact more with male students than with females. The nature of and differ ences in interactional pat…
Gender Issues in Teacher Education
Jones examines the influence of gender bias on classroom interactions. Sixty teachers were observed using the Brophy-Good Teacher-Child Dyadic In teraction System to code classroom in teractions. Teacher experience was then analyzed in relation to gender differ ences in classroom interactions. Teach ers of all levels of experience were found to interact more with male students than with females. The nature of and differ ences in interactional pat…
Preservice teachers' cognitive frameworks for class management
Putting Practice into Theory: Changes in the Organization of Preservice Teachers' Pedagogical Knowledge
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and part…
Putting Practice Into Theory: Changes in the Organization of Preservice Teachers’ Pedagogical Knowledge
This study investigated changes in the organization of preservice teachers’ knowledge about teaching. The research questions included: (a) How do student teachers’ concepts of effective teaching change through time? (b) What experiences and factors do student teachers report as influencing changes in the organization of their concepts? Twenty-three seniors in middlegrades teacher education drew concept maps, completed card sorting tasks, and part…
Hands-On: Science Education Reform
Dans la majorite des ecoles primaires, les sciences sont enseignees sans enthousiasme, sans reelle preparation de la part des enseignants. Cet article decrit une tentative de reforme de l'enseignement des sciences menee dans deux ecoles primaires en Caroline du Nord. Chaque enseignant apprehende l'enseignement des sciences de facon differente: les sciences comme un jeu, les sciences comme un probleme a resoudre, les sciences comme moyen d'apprend…
Emerging Results From a Middle School Professional Development School: The McDougle-University of North Carolina Collaborative Inquiry Partnership Groups
Emerging Results From a Middle School Professional Development School: The McDougle–University of North Carolina Collaborative Inquiry Partnership Groups
(1999). Emerging Results From a Middle School Professional Development School: The McDougle–University of North Carolina Collaborative Inquiry Partnership Groups. Peabody Journal of Education: Vol. 74, No. 3-4, pp. 236-253
Understanding science career aspirations: Factors predicting future science task value
This study examined factors that have been shown to predict middle school students' (grades 6–8) task values (utility value related to engaging with science in the future). Using structural equation modeling students' ( N = 1015) responses to a career aspiration survey were analyzed to determine relationships among the factors. The model of best fit showed that factors related to science capital (Exposure to STEM Practitioners, STEM Experiences, …
It’s about time: Perceived barriers to in-service teacher climate change professional development
The pressing nature of climate change and its associated impacts requires a climate literate citizenry. Climate change education in K-12 settings may provide a unique opportunity to make inroads towards climate literacy. However, many K-12 teachers avoid teaching climate change because they are uncomfortable with the subject or do not see its relevance to their curriculum. Removing barriers to climate change professional development (CCPD) for te…
Thanks, Welcome, and Farewell Note
Leveraging the epistemic emotion of awe as a pedagogical tool to teach science
Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teache…
The utility of 3D , haptic‐enabled , virtual reality technologies for student knowledge gains in the complex biological system of the human heart
Measuring science capital, science attitudes, and science experiences in elementary and middle school students
Educators and researchers have been struggling for decades to isolate and measure the factors that contribute to science career decisions. However, there are limited instruments available to measure these factors, particularly across different educational levels. This study describes the adaptation and characteristics of the middle school NextGen Scientist Survey as an assessment for elementary students. Internal validity of the survey was invest…
Classifying and modeling secondary students’ active learning in a virtual learning environment through generated questions
The present research study investigated students' active learning activities at three time points during the use of a virtual learning environment (VLE) on cardiac anatomy and physiology. Because VLEs are not only immersive but also interactive, the user must engage with the instruction to move the instruction forward; thus, engaging the user in an active (rather than passive) educative experience. What types of active learning is garnered from s…
Psychological Distance in Climate Change Communication: Insights from a Survey of Scientists’ Current Practices
When problems are perceived as distant, people may be less motivated to take action about them. A large body of literature on research-based best practices for climate change communication suggests that reducing the perceived psychological distance between individuals and climate change can heighten awareness and risk perception and motivate action to address this global issue. Scientists play an important role in educating the public about clima…
Climate change visual representations in science lesson plans: Selection rationales and psychological distance
Exploring the Community Cultural Wealth and Science Capital of Parents in a Family STEM Program
While parents and caregivers are seen as an important factor in the development of science identity building, few studies have explored the contextual and capacity-based factors that influence parents’ support of their children in STEM. Parental STEM resources can be explored through the community cultural wealth framework which describes the types of knowledge, connections, and capabilities a community possesses. This study explored the impacts …
The Differential Impact of Informal Experiences on Teachers’ Identity and Career Aspirations
This explanatory mixed-methods study explored the relationship of teachers’ early informal teaching and facilitation experiences on the development of a teacher identity and decisions to pursue careers in teaching. Science teachers were surveyed (n = 160) about informal experiences they had prior to teaching that influenced their decision to enter a teaching career. Ten teachers were randomly selected to participate in a follow-up interview desig…
Is it too controversial? North Carolina teachers’ perceptions of teaching climate change in K-12 schools
Psychology (14 works) · Mathematics education (13 works) · Pedagogy (11 works) · Sociology (8 works) · Computer Science (6 works) · Science education (6 works) · Political science (5 works) · Teacher Education and Leadership Studies (5 works) · Teaching method (5 works) · Career Development and Diversity (4 works)