Britney Jones studies educational policy and instruction, as well as school organization and leadership, with a focus on the creation and preservation of inclusive, relevant, and sustaining spaces for culturally and linguistically diverse students. Her research explores the ways in which schools, school leaders, and educational policies are positioned to support teachers in their efforts to make schools more equitable. After earning her Bachelor’s degree and a Master of Arts in Teaching degree, both from Brown University, she taught and served as a teacher leader/curriculum developer in Brooklyn, New York. Britney received her Ph.D. in Educational Leadership: Learning, Leadership, and Education Policy from the University of Connecticut in 2022. Her dissertation research examines teachers’ sociopolitical consciousness and their understanding of Culturally Relevant Science Teaching. Britney endeavors to not only teach about frameworks for social justice and equity, but to also use such frameworks to inform her own teaching style and course development. 

curriculum vitae

Publications:

• Woulfin, S.L., Jones, B. (2023). Re-setting special education for justice: An essay on the logics and  infrastructure enabling deep change in the COVID-19-era. Journal of Educational Change. https://doi.org/10.1007/s10833-023-09483-9
• Jones, B. L., & Taylor, J. C. (2022). Within the walls of the classroom: How science teachers'  instruction can develop students' sociopolitical consciousness. Science Education, 1-11. https://doi.org/10.1002/sce.21727
• Jones, B. L. (2022). Supporting quarantined learning in K-12 schools. (Policy Brief for The Center for Education Policy Analysis, Research, and Evaluation at the UConn Neag School of Education).
• Woulfin, S. L., & Jones, B. (2022). Unprecedented and unmasked: An analysis of how district policydocuments frame special education during the COVID crisis. Education Policy Analysis Archives, 30.
• Jones, B. L., & Donaldson, M. L. (2021).  Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students. Science Education, 1-24.
• Woulfin, S. L., & Jones, B. (2021). Special development: The nature, content, and structure of special education teachers’ professional learning opportunities. Teaching and Teacher Education, 100, 1-12.
• Jones, B. L. (2020). Reducing racism in schools: The promise of anti-racist policies. (Policy Brief for The Center for Education Policy Analysis, Research, and Evaluation at the UConn Neag School of Education).
• Woulfin, S. L., & Jones, B. (2020). Enactment of reading policy: Leading and learning for literacy and equity In Dagen, A.S. & Bean, R.M. (2020). Best practice of literacy leaders, second edition: Keys to school improvement. New York, NY: Guilford Press.
• Woulfin, S. L., & Jones, B. (2018). Rooted in relationships: An analysis of dimensions of social capital enabling instructional coaching. Journal of Professional Capital and Community, 3(1), 25-38.
  

Presentations:

• Jones, B. L. & Taylor, J. C. (2023). Expanding Sociopolitical Consciousness: A Framework for  Developing Justice-Centered Ambitious Science Teaching. Poster presented at 2023 AERA in Chicago, IL.    
• Woulfin, S.L. & Jones, B. (2022). Unprecedented and Unmasked: District Framing of Special Education During the COVID Crisis. Manuscript presented at 2022 AERA in San Diego, CA.
• Woulfin, S.L. & Jones, B. (2022). A Systems-View for Equity. Invited presentation for the National Academies’ Committee on Equity in PreK-12 STEM Education.