Suzie Jones

Publications | Book Chapters

• Jones, S., (2022). Strategies and Challenges to Teaching for Conceptual Change Learning. : Theory to practice: Educational psychology for teachers and teaching, Teaching Learning for Effective Instruction (vol. 3). American Educational Researchers Association
• Nordick, S., Jones, S., Putney, L.G, (2019). Urban teacher collective efficacy through facilitative leadership: An illustrative dialogue: Building upon inspirations and aspirations with hope, strength, and courage: Tomorrow's leaders in schools and communities. Roman & Littlefield
• Jones, S., Sinatra, G., (2010). Text in the science classroom: Promoting engagement to facilitate conceptual change: Bringing reading research to life: Essays in honor of Isabelle Beck. The Guilford Press *
• Jones, S., (2007). Emphasizing the value of commercially developed science curriculum: Teaching science to every child: Using culture as a starting point. Routledge Publishing

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Journal Articles

Academic Journal

• Longhurst, M., Jones, S.H, Campbell, T.D, (2022). Mediating influences in professional learning: Factors that lead to appropriation & principled adaptation . Professional Development in Education, doi: doi: 10.1080/19415257.2021.1879220
• Jones, S.H, Putney, L.G, (2021). Great minds think alike, or do they? Juxtaposing contextual and peripheral perspectives on data. Educational Research: Theory and Practice, 32:1, 109-114.
• Anderson, D.B, Jones, S., Putney, L.G, Longhurst, M., (2019). Collective class actualization: Efficacy-based dynamic equilibrium in the classroom. Journal of Ethnographic & Qualitative Research, 13:4, 289-304.
• Putney, L.G, Jones, S., (2019). Introduction to the special issue on fostering collective and self-efficacy: Examining new directions in efficacy in education. . Journal of Ethnographic and Qualitative Research , 13:4, 231-233.
• Nordick, S., Putney, L.G, Jones, S., (2019). The principal’s role in developing collective teacher efficacy: A cross-case study of facilitative leadership. Journal of Ethnographic and Qualitative Research , 13:4, 248-260.
• Jones, S., Putney, L.G, (2019). “Just the beginning of something great”: A telling case of the reciprocity of action-based hope and collective classroom efficacy. Journal of Ethnographic and Qualitative Research , 13:4, 234-247.
• Anderson, D.B, Jones, S., Putney, L.G, Longhurst, M., (2019). Collective class actualization: Efficacy-based dynamic equilibrium in the classroom. . Journal of Ethnographic and Qualitative Research , 13:4, 289-304.
• Jones, S.H, Campbell, B.D, Villanueva, I., (2019). An investigation of self-efficacy and topic emotions in entry-level engineering design learning activities. International Journal of Engineering Education, 35:1A, 1-10.
• Villanueva, I., Campbell, B.D, Raikes, A., Jones, S., Putney, L., (2018). A multimodal exploration of engineering students' emotions and electrodermal activity in design activities. Journal of Engineering Education, 107:3, 414-441. doi: DOI:10.1002/jee.20225
• Nadelson, L.S, Heddy, B.C, Jones, S., Taasoobsharazi, G., (2018). The dynamic model of conceptual change (DMCC): Holistic conceptual change in science teaching and learning. International Journal of Educational Psychology, 7:2, 151-195. doi: 10.17583/ijep.2018.3349
• Collette, J.P, Jones, S., (2020). Empathic concern and perspective taking: A tale from middle school history.. Social Studies Research and Practice, 15:2, 233-245.
• Villanueva, I., Jones, S., Putney, L., Campbell, B., (2018). Puzzling the pieces: conceptual blocks of engineering student ideas in a service learning project. International Journal of Engineering Education, 34:1, 56-68.
• Longhurst, M., Jones, S., Campbell, D.T, (2017). Factors influencing teacher appropriation of professional learning focused on the use of technology in science classrooms.. Teacher Development, 21:3, 365-387.
• Nadelson, L., Jones, S.H, (2016). One mission, two systems, and a big gap: The interaction of K-12 and post-secondary educators to support common core state standards. , 29:1, 76-98.
• Loyens, S., Jones, S.H, Mikkers, J., van Gog, T., (2015). Complex problems as facilitators of conceptual change. Learning and Instruction
• Jones, S., Sinatra, G., Nussbaum, E., (2013). “Pluto has been a planet my whole life!” Emotions, attitudes, and conceptual change in elementary students learning about Pluto’s reclassification. Research in Science Education, 43:2, 529-550. doi: 10.1007/s11165-011-9274-x
• Sinatra, G., Jones, S., (2011). Bridging comprehension and conceptual change: The promise of refutational text. Reading Research Quarterly, 46:4, 374-393. doi: 10.1002?RRQ.005
• Putney, L., Jones, S., (2011). Developing collective classroom efficacy: The teacher’s role as community organizer. Journal of Teacher Education, 62:1, 93-105. doi: 10.1177/0022487110381760
• Putney, L., Jones, S., (2010). Developing teacher efficacy through reflective practice: A Vygotskian perspective. Critical Issues in Teacher Education, 17, 4-17.
• Jones, S., Sinatra, G., Reynolds, R., (2010). The nature of the refutation text effect: An investigation of attention allocation. The Journal of Educational Research, 103, 407-423. doi: 10.1080/00220670903383101

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Other

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.