Jonee Wilson

About Me (Bio)
Jonee Wilson is currently a doctoral candidate at Vanderbilt University’s Peabody College of Education and Human Development. Before enrolling in the PhD program, she was a high-school mathematics teacher at a public school in Baltimore, MD for four years. As part of her studies at Peabody, she works as a research assistant on the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) project, which is a longitudinal study that is examining what it takes to support mathematics teachers’ development of ambitious and equitable instructional practices at scale. Her research interests include examining and specifying forms of instructional practice that support traditionally marginalized students’ participation in rigorous mathematical activity, specifying how to design and lead professional development that supports teachers in developing such instructional practices, and specifying how to support schools and districts in developing the capacity to design teacher work contexts that support such instructional improvement efforts
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Wilson, J., Nazemi, M., Jackson, K., & Wilhelm, A. G. (2019). Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success. Journal for Research in Mathematics Education, 50(4), 362-400.*
  • Wilson, J. and Kelley, D. (2018). Supplemental Supports for Currently Struggling Students. In P. Cobb, K. Jackson, E. Henrick, & T. Smith (Eds.), Systems for Instructional Improvement: Creating coherence from the classroom to the district office. Harvard Education Press.*
  • Jackson, K., Cobb, P., Wilson, J., Webster, M., Dunlap, C., & Appelgate, M. (2015). Investigating the development of mathematics leaders' capacity to support teachers' learning on a large scale. ZDM Mathematics Education, 47(1), 93-104. doi: 10.1007/s11858-014-0652-5.*
  • Jackson, K., & Wilson, J. (2012). Supporting African American students’ learning of mathematics: A problem of practice. Urban Education, 47(2), 354-398.*
Vanderbilt University

MIST is a five-year study of four large, urban districts implementing ambitious mathematics reform initiatives in the middle grades.  The study uses a mixed-methods research design to investigate how changes in the school and district settings in which mathematics teachers work influence their instructional practices, students' learning opportunities, and student achievement.  

Vanderbilt University

The goals of this project are to 1) develop methods for analyzing data collected to document the institutional setting of mathematics teaching that are specific to equity and access for all middle school students to high quality mathematics instruction; and 2) develop an instrument for assessing the quality of mathematics instruction that focuses specifically on the extent to which all students are supported to substantially participate in academically rigorous mathematics.

University of Washington (UW)

This project focuses on developing anti-racist mathematics teaching and learning practices that have led to inequitable school experiences for Black, Indigenous, and Latinx students. This study is a partnership with school and central office leaders from one district and educational researchers from three universities with expertise in both educational leadership and mathematics education. Partnership activities include documenting how leaders learn and develop anti-racist leadership practices and then measuring the impact on teachers’ instruction and students’ experiences.

University of Virginia (UVA)

This project brings together a successful mathematics rubric-based coaching model (MQI Coaching) and an empirically developed observation tool focused on equity-focused instructional practices, the Equity and Access Rubrics for Mathematics Instruction (EAR-MI). The project measures the effects of the coaching model on teachers' beliefs and instructional practices and on students' mathematical achievement and sense of belonging in mathematics. The project also investigates how teachers' attitudes and beliefs impact their participation and what teachers take away from engagement with the coaching model.

University of Virginia (UVA)

The main goal of this project is to validate a set of rubrics that attend to the existence and the quality of instructional practices that support equity and access in mathematics classes. The project team will clarify the relationships between the practices outlined in the rubrics and aspects of teachers' perspectives and knowledge as well as student learning outcomes.