Difference between revisions of "Kara Jackson"
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[[File:Kara Jackson.jpg|300px|thumb|right|Kara Jackson]] | |||
Kara Jackson is an assistant professor of mathematics education in the College of Education at the University of Washington. She received her Ph.D. at the University of Pennsylvania ([[Janine Remillard]], chair) and frequently collaborates with [[Paul Cobb]] on work related to the [[MIST]] project. | |||
* Faculty page: https://education.uw.edu/people/faculty/karajack | |||
== Publications == | == Publications == | ||
[[Kara Jackson|Jackson, K.]], [[Annie Wilhelm|Garrison, A.]], [[Jonee Wilson|Wilson, J.]], [[Lynsey Gibbons|Gibbons, L.]], & [[Emily Shahan|Shahan, E.]] (2013). [[Jackson, Garrison, Wilson, Gibbons, & Shahan (2013)|Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction]]. ''[[Journal for Research in Mathematics Education]]'', 44(4), 646–682. | [[Kara Jackson|Jackson, K.]], [[Annie Wilhelm|Garrison, A.]], [[Jonee Wilson|Wilson, J.]], [[Lynsey Gibbons|Gibbons, L.]], & [[Emily Shahan|Shahan, E.]] (2013). [[Jackson, Garrison, Wilson, Gibbons, & Shahan (2013)|Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction]]. ''[[Journal for Research in Mathematics Education]]'', 44(4), 646–682. | ||
[[Kara Jackson|Jackson, K. J.]], [[Emily Shahan|Shahan, E. C.]], [[Lynsey Gibbons|Gibbons, L. K.]], & [[Paul Cobb|Cobb, P.]] (2012). [[Jackson, Shahan, Gibbons, & Cobb (2012)|Launching complex tasks]]. Mathematics Teaching in the Middle School, 18(1), 24–29. | [[Kara Jackson|Jackson, K. J.]], [[Emily Shahan|Shahan, E. C.]], [[Lynsey Gibbons|Gibbons, L. K.]], & [[Paul Cobb|Cobb, P.]] (2012). [[Jackson, Shahan, Gibbons, & Cobb (2012)|Launching complex tasks]]. ''[[Mathematics Teaching in the Middle School]]'', 18(1), 24–29. | ||
[[Paul Cobb|Cobb, P.]], & [[Kara Jackson|Jackson, K. J.]] (2011). [[Cobb & Jackson (2011) ER|Assessing the quality of the Common Core State Standards for Mathematics]]. Educational Researcher, 40(4), 183–185. doi | [[Paul Cobb|Cobb, P.]], & [[Kara Jackson|Jackson, K. J.]] (2011). [[Cobb & Jackson (2011) ER|Assessing the quality of the Common Core State Standards for Mathematics]]. ''[[Educational Researcher]]'', 40(4), 183–185. http://doi.org/10.3102/0013189X11409928 | ||
[[Paul Cobb|Cobb, P.]], & [[Kara Jackson|Jackson, K. J.]] (2011). [[Cobb & Jackson (2011) MTED|Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale]]. Mathematics Teacher Education and Development, 13(1), 6–33. | [[Paul Cobb|Cobb, P.]], & [[Kara Jackson|Jackson, K. J.]] (2011). [[Cobb & Jackson (2011) MTED|Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale]]. ''[[Mathematics Teacher Education and Development]]'', 13(1), 6–33. | ||
[[Category:People|Jackson, Kara]] | [[Category:People|Jackson, Kara]] | ||
Latest revision as of 17:01, 27 May 2015
Kara Jackson is an assistant professor of mathematics education in the College of Education at the University of Washington. She received her Ph.D. at the University of Pennsylvania (Janine Remillard, chair) and frequently collaborates with Paul Cobb on work related to the MIST project.
- Faculty page: https://education.uw.edu/people/faculty/karajack
Publications
Jackson, K., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 44(4), 646–682.
Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. (2012). Launching complex tasks. Mathematics Teaching in the Middle School, 18(1), 24–29.
Cobb, P., & Jackson, K. J. (2011). Assessing the quality of the Common Core State Standards for Mathematics. Educational Researcher, 40(4), 183–185. http://doi.org/10.3102/0013189X11409928
Cobb, P., & Jackson, K. J. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6–33.