Kara Jackson
Biographic Data
| ID | 5741888 |
|---|---|
| NAME | Kara Jackson |
| GIVEN NAMES | Kara |
| FAMILY NAME | Jackson |
| SIGNATURE | JACKSON K |
| AFFILIATIONS | Teaching, Learning, and Curriculum Department University of Washington, College of Education Seattle USA |
| ORCID | 0000-0001-7157-8086 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Leveraging cultural forms in human‐centred learning analytics design
In this article, we offer theory‐grounded narratives of a 4‐year participatory design process of a Learning Analytics tool with K‐12 educators. We describe how we design‐in‐partnership by leveraging educators' routines, values and cultural representations into the designs of digital dashboards. We make our long‐term reasoning visible by reflecting upon how design decisions were made, discussing key tensions and analysing to what extent the develo…
Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship
Supporting African American Students’ Learning of Mathematics: A Problem of Practice
This article reports on a review of the mathematics education research literature 1989-May 2011 specific to K-12 African American students’ opportunities to learn mathematics. Although we identify important developments in the literature, we conclude that the existing research base generally remains at the level of broad principles or orientations to teaching and is therefore inadequate for specifying forms of instructional practice that support …
Relational Education: Applying Gergen’s Work to Educational Research and Practice
Assessing the Quality of the Common Core State Standards for Mathematics
The authors comment on Porter, McMaken, Hwang, and Yang’s recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improvement over most state mathematics standards by discussing whether the core mathematics ideas on which they focus are appropriate, whether individual standards…
The Consequences of Experimentalism in Formulating Recommendations for Policy and Practice in Mathematics Education
In this response to Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008), the authors argue that the Panel’s assumption that only experimental research studies can produce scientific evidence limits the power of the Panel’s recommendations to improve mathematics teaching and learning. The authors first discuss the theoretical underpinnings, potential contributions, and limitations of experimental studies. Ag…
Assessing the Quality of the Common Core State Standards for Mathematics
The authors comment on Porter, McMaken, Hwang, and Yang’s recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improvement over most state mathematics standards by discussing whether the core mathematics ideas on which they focus are appropriate, whether individual standards…
Supporting African American Students’ Learning of Mathematics: A Problem of Practice
This article reports on a review of the mathematics education research literature 1989-May 2011 specific to K-12 African American students’ opportunities to learn mathematics. Although we identify important developments in the literature, we conclude that the existing research base generally remains at the level of broad principles or orientations to teaching and is therefore inadequate for specifying forms of instructional practice that support …
The Consequences of Experimentalism in Formulating Recommendations for Policy and Practice in Mathematics Education
In this response to Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008), the authors argue that the Panel’s assumption that only experimental research studies can produce scientific evidence limits the power of the Panel’s recommendations to improve mathematics teaching and learning. The authors first discuss the theoretical underpinnings, potential contributions, and limitations of experimental studies. Ag…
The Consequences of Experimentalism in Formulating Recommendations for Policy and Practice in Mathematics Education
In this response to Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008), the authors argue that the Panel’s assumption that only experimental research studies can produce scientific evidence limits the power of the Panel’s recommendations to improve mathematics teaching and learning. The authors first discuss the theoretical underpinnings, potential contributions, and limitations of experimental studies. Ag…
Relational Education: Applying Gergen’s Work to Educational Research and Practice
Assessing the Quality of the Common Core State Standards for Mathematics
The authors comment on Porter, McMaken, Hwang, and Yang’s recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improvement over most state mathematics standards by discussing whether the core mathematics ideas on which they focus are appropriate, whether individual standards…
Supporting African American Students’ Learning of Mathematics: A Problem of Practice
This article reports on a review of the mathematics education research literature 1989-May 2011 specific to K-12 African American students’ opportunities to learn mathematics. Although we identify important developments in the literature, we conclude that the existing research base generally remains at the level of broad principles or orientations to teaching and is therefore inadequate for specifying forms of instructional practice that support …
Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship
Leveraging cultural forms in human‐centred learning analytics design
In this article, we offer theory‐grounded narratives of a 4‐year participatory design process of a Learning Analytics tool with K‐12 educators. We describe how we design‐in‐partnership by leveraging educators' routines, values and cultural representations into the designs of digital dashboards. We make our long‐term reasoning visible by reflecting upon how design decisions were made, discussing key tensions and analysing to what extent the develo…
Psychology (4 works) · Computer Science (3 works) · Educational Assessment and Improvement (3 works) · Epistemology (3 works) · Mathematics education (3 works) · Political science (3 works) · Sociology (3 works) · Connected Mathematics (2 works) · Engineering (2 works) · Engineering ethics (2 works)