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Natacha Jones

Title: Assistant Professor

Department: Teacher Education and Administration

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Texas at Austin, 2024
    Major: Curriculum and Instruction
  • MEd, University of Texas at Austin, 2019
    Major: Curriculum and Instruction

Current Scheduled Teaching

EDEC 1010.001Learning With and From ChildrenSpring 2025 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EDEC 1010.001Learning With and From ChildrenFall 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Adair, J., Jones, N. (2024). Assessing Contexts, Not Children: Working Towards Early Educational Equity by Prioritizing Agentic Learning Experiences Over Control. The Educational Forum. 88 (4) 415–426. Routledge Taylor & Francis Group. https://doi.org/10.1080/00131725.2024.2383128
  • Adair, J., Jones, N. (2024). Assessing Contexts, Not Children: Working Towards Early Educational Equity by Prioritizing Agentic Learning Experiences Over Control..
  • Jones, N.N., Adair, J.K. (2024). Black Girl Joy (Un)interrupted: Centering and Sustaining Young Black Girls’ Joy and Community-building Capabilities in Preschool and the Early Grades. Urban Education. Sage Publications.
  • Jones, N., Adair, J. (2024). Black Girl Joy (Un)interrupted: Centering and Sustaining Young Black Girls’ Joy and Community-building Capabilities in Preschool and the Early Grades..
  • Adair, J.K., Park, S., Alonzo, M., McManus, M.E., Odim, N., Lee, S., Jones, N., Payne, K., Colegrove, K.S. (2024). Equitable access to agency-supportive early schooling contexts for young children of color. Early Childhood Research Quarterly. 69 49-64. JAI. https://doi.org/10.1016/j.ecresq.2024.06.003
  • Adair, J., Park, S., Alonzo, M., McManus, M., Odim, N., Lee, S., Jones, N., Payne, K., Sanchez-Suzuki Colegrove, K. (2024). Equitable access to agency-supportive early schooling contexts for young children of color..
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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