@article{yova_wilson_walkowiak_2023, title={Exploring early mathematics through picturebooks: A case study in the context of Head Start}, volume={8}, ISSN={["1741-2927"]}, DOI={10.1177/1476718X231186617}, abstractNote={ The purpose of the study was to better understand the phenomenon of exploring early mathematics through book reading. The study centers on Head Start and lays on Bronfenbrenner’s bioecological framework). Two sub-questions guided the qualitative single case study of six Head Start adult participants (teachers, parents, administrators): (1) What are Head Start participants’ experiences in exploring early mathematics through picturebooks? and (2) What do Head Start participants say about exploring early mathematics through picturebooks? Findings showed that participants expressed interest toward exploring early mathematics through picturebooks. Picturebooks were commonly used in the classroom but also accessible for families. Participants provided evidence of mathematics practices and discussions around mathematics in the school and in the home. The participants’ sayings and experiences in exploring early mathematics through picturebooks aligned with child development and contexts of learning, two cornerstones of Developmentally Appropriate Practice (DAP), but potential obstacles emerged. Implications for researchers and practitioners are discussed. }, journal={JOURNAL OF EARLY CHILDHOOD RESEARCH}, author={Yova, Frederique C. and Wilson, Jonee and Walkowiak, Temple A.}, year={2023}, month={Aug} }
 @article{marshall_wilson_2023, title={Toward A Discourse on the Threat of Performative Wokeness to Justice Agendas in Education}, ISSN={["1552-8340"]}, DOI={10.1177/00420859231153406}, abstractNote={ Among the most urgent matters in contemporary education discourses are those that delve into the justice issues related to diversity, equity, and inclusion. Colleges of Education are critical sites for such discourse. In particular, the teaching methods course is where candidates are to acquire tools to take up such issues. Success of justice agendas depends on the receptivity of individuals to engage in ways that are critical, substantive, and above all authentic. But what challenges present if receptivity is feigned? In this paper, we describe encounters with the phenomenon of performative wokeness and how it threatens justice agendas. }, journal={URBAN EDUCATION}, author={Marshall, Patricia L. L. and Wilson, Jonee}, year={2023}, month={Feb} }
 @article{wilson_hunt_2022, title={Marginalized within the margins: Supporting mathematics meaning making among students with learning disabilities}, volume={67}, ISSN={["1873-8028"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85133294348&partnerID=MN8TOARS}, DOI={10.1016/j.jmathb.2022.100982}, abstractNote={Students with learning disabilities are often excluded from conversations about high-quality mathematics instruction as well as conversations about equitable mathematics instruction. As such, they may not be provided many opportunities to engage in mathematics with teachers who implement practices that the field of mathematics education would consider “high-quality” or “equitable”. In this paper, we examine how three students with learning differences participate in instruction that demonstrates aspects of high quality and equitable mathematics instruction. Our findings outline practices that appeared to support increased opportunities for students to demonstrate their own reasoning and sense making in mathematics. Contributions of this work include illuminations of specific pedagogical moves that may support students identified as having learning disabilities to engage in more student-centered, conceptually-oriented mathematics. • We examine how three students with learning disabilities participate when math instruction is designed to be student-centered. • Practices that aimed for equity & were conceptually-oriented appeared to improve sense making opportunities for the students. • This work outlines specific pedagogical moves that supported these students in using their own reasoning while “doing math.}, journal={JOURNAL OF MATHEMATICAL BEHAVIOR}, author={Wilson, Jonee and Hunt, Jessica H.}, year={2022}, month={Sep} }
 @article{pruitt-britton_wilhelm_wilson_2022, title={Nurturing students through social interactions}, volume={103}, ISSN={["1940-6487"]}, DOI={10.1177/00317217221079974}, abstractNote={ Student interaction with teachers is crucial to developing caring relationships. Research suggests that when teachers work to build nurturing learning environments, there are substantial benefits for students, especially those from historically marginalized groups. Tiffini Pruitt-Britton, Anne Garrison Wilhelm, and Jonee Wilson share examples from their research that show how using humor, sharing personal stories, and disclosing rationales and mistakes humanize teachers and cultivate an inviting environment that supports student learning. }, number={5}, journal={PHI DELTA KAPPAN}, author={Pruitt-Britton, Tiffini and Wilhelm, Anne Garrison and Wilson, Jonee}, year={2022}, month={Feb}, pages={18–23} }
 @article{andrews-larson_wilson_larbi-cherif_2017, title={Instructional improvement and teachers' collaborative conversations: The role of focus and facilitation}, volume={119}, number={2}, journal={Teachers College Record}, author={Andrews-Larson, C. and Wilson, J. and Larbi-Cherif, A.}, year={2017} }