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Nathan D Jones
Nathan D Jones
Associate Professor, Boston University
Verified email at bu.edu
Title
Cited by
Cited by
Year
The Role of School-Based Colleagues in Shaping the Commitment of Novice Special and General Education Teachers
ND Jones, P Youngs, KA Frank
Exceptional Children 79 (3), 365-383, 2013
2572013
Workload Manageability Among Novice Special and General Educators: Relationships With Emotional Exhaustion and Career Intentions
E Bettini, ND Jones, M Brownell, M Conroy, Y Park, J Crockett, A Benedict
Remedial and Special Education, 1-11, 2017
2172017
Attitudes and Affect: Daily Emotions and their Association with the Commitment and Burnout of Beginning Teachers
ND Jones, P Youngs
Teachers College Record 114 (2), 1-36, 2012
1532012
Examining the Use of Classroom Observations in the Evaluation of Special Education Teachers
ND Jones, MT Brownell
Assessment for Effective Intervention 39 (2), 112-124, 2014
1362014
How beginning special and general education elementary teachers negotiate role expectations and access professional resources
P Youngs, ND Jones, M Low
Teachers College Record 113 (7), 1506-1540, 2011
1092011
Including Students with Disabilities and English Learners in Measures of Educator Effectiveness
ND Jones, HM Buzick, S Turkan
Educational Researcher 42 (4), 234-241, 2013
1042013
Supporting Special Education Teacher Induction through High-Leverage Practices
B Billingsley, E Bettini, ND Jones
Remedial and Special Education 40 (6), 365-379, 2019
1002019
Relationships Between Novice Teachers’ Social Resources and Workload Manageability
EA Bettini, ND Jones, MT Brownell, MA Conroy, WL Leite
The Journal of Special Education 52 (2), 113-126, 2018
942018
Improving Teaching Quality for Students With Disabilities: Establishing a Warrant for Teacher Education Practice
MT Brownell, ND Jones, H Sohn, K Stark
Teacher Education and Special Education 43 (1), 28-44, 2020
882020
Assessment and the Future of Teacher Education
G Richmond, MC Salazar, ND Jones
Journal of Teacher Education 70 (2), 86-89, 2019
762019
Classroom Observation Systems in Context: A Case for the Validation of Observation Systems
S Liu, CA Bell, ND Jones, DF McCaffrey
Educational Assessment, Evaluation and Accountability 31 (1), 61-95, 2019
602019
Using Test Scores from Students with Disabilities in Teacher Evaluation
HM Buzick, ND Jones
Educational Measurement: Issues and Practice 34 (3), 28-38, 2015
452015
The Future of Education Research at IES: Advancing an Equity-Oriented Science
National Academies of Sciences, Engineering, and Medicine
432022
Danielson’s Framework for Teaching: Convergence and Divergence with Conceptions of Effectiveness in Special Education
H Morris-Mathews, KR Stark, ND Jones, MT Brownell, CA Bell
Journal of Learning Disabilities 54 (1), 66-78, 2021
412021
Teachers’ Time Use and Affect Before and After COVID-19 School Closures
ND Jones, EM Camburn, B Kelcey, E Quintero
AERA Open 8, 23328584211068068, 2022
402022
Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes
G Phelps, B Kelcey, ND Jones, S Liu
Evaluation Review, 0193841X16665024, 2016
352016
Using student growth to evaluate educators of students with disabilities: Issues, challenges, and next steps
L Holdheide, D Browder, S Warren, H Buzick, ND Jones
Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved …, 2012
34*2012
Competing Strands of Educational Reform Policy: Can Collaborative School Reform and Teacher Evaluation Reform be Reconciled?
ND Jones, E Bettini, M Brownell
The Elementary School Journal 119 (3), 468-486, 2019
312019
Administrators' Uses of Teacher Observation Protocol in Different Rating Contexts
Y Qi, CA Bell, ND Jones, JM Lewis, MW Witherspoon, A Redash
ETS Research Report Series 2018 (1), 1-19, 2018
312018
Are Two Teachers Better than One? The Effect of Co-teaching on Students with and without Disabilities
ND Jones, MA Winters
Journal of Human Resources, 0420-10834R3, 2022
292022
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