Kara Jackson

Professional Title
Assistant Professor
Organization/Institution
University of Washington (UW)
About Me (Bio)
Kara Jackson is currently an associate professor in mathematics education at the University of Washington. Her research has most recently focused on specifying forms of teaching practice that advance equity, and, understanding how district and school systems can enable teachers to develop such forms of practice. She earned a Ph.D. in Education, Culture and Society from the University of Pennsylvania and a B.A. in Mathematics from Bates College; and she has taught mathematics to students in grades 2-12 and adults.
Keywords
Classroom Practice

Designing Learning Organizations for Instructional Improvement in Mathematics

Vanderbilt University
06/01/2006

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.  

Equity and Access to High-Quality Instruction in Middle School Mathematics

Vanderbilt University
07/15/2008

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.

Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Jackson)

University of Washington (UW)
10/01/2016

The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.

Investigating and Supporting the Development of Ambitious and Equitable Mathematics Instruction at Scale

Vanderbilt University
08/15/2011

This project is supporting and investigating the implementation of reformed mathematics instruction at the middle school level in two large school districts. The primary goal of the project is to develop an empirically grounded theory of action for implementing reform at school and district levels. The researchers are investigating reform within a coherent system that focuses on leadership and school-based professional development.