Dr. Loren Jones is an Assistant Clinical Professor and Coordinator for the Teaching English to Speakers of Other Languages (TESOL) Programs in the Department of Teaching and Learning, Policy and Leadership in the College of Education. Prior to joining the faculty at UMD, Dr. Jones earned her Ph.D. in Teaching and Learning from the University of Miami, Florida and taught Spanish at the secondary level in both traditional and online formats. Through her doctoral studies, Dr. Jones took part in numerous lines of research, but focused largely on literacy instruction in diverse elementary contexts. Her dissertation research examined the use of collaborative writing in a first-grade classroom to promote writing development among English learners (ELs). Dr. Jones' current work is focused on effectively preparing teachers to work with ELs.
Selected recent publications:
Avalos, M. A., & Jones, L. (2019). Facilitating diverse students' discourse during mathematics discussions: What do teacher questions have to do with it? In P. Spycher and E. Haynes (Eds.), Culturally and linguistically diverse learners and STEAM: Teachers and researchers working in partnership to build a better path forward (pp. 291-312). Charlotte, NC: Information Age Publishing.
de Oliveira, L. C., Jones, L., & Smith, S. L. (2019). Classroom discourse about illustrated book dust jackets in a first grade classroom. In S. Witte, D. Latham, & M. Gross (Eds.), Literacy engagement through peritextual analysis (pp. 97-110). National Council of Teachers of English & American Library Association.
de Oliveira, L. C., Jones, L., & Smith, S. L. (2019). Multimodal literacies in the English language arts classroom for English language learners. In L. C. de Oliveira, K. Obenchain, R. H. Kenney, & A. Oliveira (Eds.), Teaching English language learners the content areas in secondary schools: English language arts, mathematics, science, and social studies (pp. 21-31). New York: Springer.
Jones, L. (2019). The power of working together: Research on collaborative writing and implications for practice. In L. C. de Oliveira & B. E. Smith (Eds.), Expanding literacy practices across multiple modes and languages for multilingual students (pp. 57-71). Charlotte, NC: Information Age Publishing.
Jones, L., Smith, S. L., & de Oliveira, L. C. (2019). Critical thinking for practice: Supporting pre-service teachers during student teaching. In G. J. Mariano & F. J. Figliano (Eds.), Handbook of research on critical thinking strategies in pre-service learning environments (pp. 19-36). Hershey, PA: IGI Global.
Selected presentations:
Jones, L., & Smith, S. L. (2019, March). Engaging emergent bilinguals in collaborative writing activities across genres. Individual paper presented at the annual meeting of the TESOL International Association, Atlanta, GA.
Smith, S. L., Jones, L., & Diaz, E. (2019, March). Teaching vocabulary and grammar through mentor texts in diverse contexts. Individual paper presented at the annual meeting of the TESOL International Association, Atlanta, GA.
2018: Outstanding Doctoral Student in Teaching and Learning, School of Education and Human Development, University of Miami