Source: http://essaydocs.org/curriculum-vitae-ithel-jones-july-16-2013-general-information.html
Timestamp: 2019-04-19 20:41:40+00:00

Document:
1994 Ed. D., University of Georgia, Athens, GA. Major: Early Childhood Education.
Jones, I. (1994). First-grade students' computer supported writing: Metacognitive and linguistic effects. (Doctoral dissertation, University of Georgia, Athens, GA). Retrieved from Dissertation Abstracts International, 56, 02A.
1989 M. S., University Of Wisconsin-Stout, Menomonie, WI. Major: Education. Primary Education.
Jones, I. (1989). A study of the effect of the use of a word processor as a learning tool on the written composition of second grade pupils. Unpublished master's thesis, University Of Wisconsin-Stout, Menomonie, WI.
1987 B. Ed., University of Wales, Bangor, North Wales, UK. Major: Environmental Education/Science, Primary Curriculum. First class honors.
1975 Cert. Ed., University of Wales, Bangor, UK. Major: Primary Education.
2010 Participant in a training program on the use of the Early Childhood Longitudinal Study: Birth Cohort (ECLS:B) Database. U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, Washington, DC.
2004 Participant in the Curriculum Institute on Family Involvement, Florida Department of Education, Partnership for Family Involvement in Education, Clearwater, Florida.
2002 Participant in the American Educational Research Association Institute on Statistical Analysis for Education Policy, New Orleans.
2000 Participant in the Curriculum Institute on Family Involvement. Florida Department of Education, Partnership for Family Involvement in Education. St. Petersburg, FL.
2000 Participant in a training program on the use of the Early Childhood Longitudinal Study: Kindergarten Class of 1998-99 (ECLS-K) database. U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, Washington, DC.
2000 Participant in a workshop on authentic assessment: The Work Sampling System. Phoenix, AZ.
1999 Participant in a training program on the use of the National Education Longitudinal Study of 1988 (NELS: 88) database. U.S. Department of Education, Office of Educational Research and Improvement, National Center for Educational Statistics, Washington, DC.
1995 Participant in a workshop on authentic assessment: The Work Sampling System. Ann Arbor, MI.
1984 Department of Education and Science (U.K.) short course: Curriculum and Organization of the Primary School, Wrexham, North Wales, United Kingdom.
1988 Certificate of Further Professional Studies, University of Wales, Bangor, North Wales, UK. Area of study: Primary School Management.
1975 Certificate of Bilingual Education, University of Wales, Bangor, North Wales, UK. Area of study: Bilingual education (Welsh & English).
2013–present Professor, School of Teacher Education, Florida State University. Coordinate degree programs (B.S., M.S., & Ph.D.) in Early Childhood Education. Teach graduate and undergraduate courses in early childhood education, supervise student teachers, advise graduate and undergraduate students, supervise and mentor doctoral students, conduct research, and participate in professional and university service.
2002–present Associate Professor, School of Teacher Education, Florida State University. Coordinate degree programs (B.S., M.S., & Ph.D.) in Early Childhood Education. Teach graduate and undergraduate courses in early childhood education, supervise student teachers, advise graduate and undergraduate students, supervise and mentor doctoral students, conduct research, and participate in professional and university service.
2003–2006 Department Chair, Department of Childhood Education, Reading, and Disability Services, Florida State University. Served as chair of the Department of Childhood Education, Reading, and Disability Services. Taught graduate and undergraduate courses in early childhood education, coordinate graduate and undergraduate programs in early childhood education, supervise and mentor doctoral students, supervise interns, conduct research, and participate in professional and university service.
1998–2002 Assistant Professor, Department of Elementary and Early Childhood Education, Florida State University. Taught graduate and undergraduate courses in early childhood education, supervise student teachers and interns, advise graduate and undergraduate students, conduct research and other scholarly activities, participate in professional and university service.
1994–1998 Assistant Professor, Department of Curriculum and Instruction, University of Wisconsin-Milwaukee, Milwaukee, WI. Taught undergraduate and graduate early childhood education courses; supervised student teachers; advised graduate and undergraduate students; research and other scholarly activities; collaborated on research projects with faculty members of the Early Childhood Research Center.
1996–1997 Senior Lecturer, School of Education, University of Wales, Bangor, North Wales, UK. Taught undergraduate and graduate early childhood/primary education, child development, and research methods classes; supervised student teachers; supervised master's degree theses; conducted research.
1993–1994 Data Analyst for the Follow Through Project, University of Georgia, Athens, GA. Conducted statistical analyses of demographic and test data for the purpose of evaluating the effectiveness of the Follow Through program. Provided training and support in data collection techniques.
1990–1994 Graduate Teaching Assistant, Department of Elementary Education, University of Georgia, Athens, GA. Taught undergraduate early childhood education courses; coordinated field experiences and supervised interns and student teachers; advised undergraduate students.
1984–1990 Head Teacher, Tan y Fron County Primary School, Denbigh, North Wales, UK. Management and organization of the school; curriculum development; supervision of staff; taught years 3-6 in all subjects; staff development; served on district in-service planning committee; served as member of the school governing body; served as district specialist in computer education.
1988–1989 Coordinator of the All Wales Primary/Secondary Links Project, Microelectronic Unit (M.E.U.) of Wales/Clwyd Education Authority, Clwyd County, North Wales, UK. Planned, organized and implemented a field-based project involving the use of a word processor as a learning tool. Provided training, classroom observation, conferencing, and coaching support for classroom teachers involved in the project. Prepared reports and disseminated information and findings regarding the project.
1980–1984 Deputy Head Teacher, Llanfair T.H. County Primary School, Abergele, North Wales, UK. Deputized for the principal; assisted in the management and organization of the school; teacher years 3-6; planning and implementation of curricular policies and materials in mathematics and science; served as member of the school governing body.
1976–1980 Teacher and Coordinator of Science Education, Ysgol Twm o'r Nant Primary School, Denbigh, North Wales, UK. Class teacher; taught all subjects; planning and implementation of curricular policies in science education.
1975 Mathematics and Science Teacher, Bromfield Secondary School, Wrexham, North Wales, UK. Taught science and mathematics (Forms 1-5).
Welsh - fluent in speaking, reading, and writing.
AERA Distinguished Paper Award, Consortium of State and Regional Educational Research Associations (2008).
Distinguished Paper Award, Eastern Educational Research Association (2008).
AERA Distinguished Paper Award, Consortium of State and Regional Research Associations of the American Educational Research Association (2003).
Distinguished Paper Award, Eastern Educational Research Association (2003).
Research in Education Award, Phi Delta Kappa (2003).
First-year Assistant Professor Award, Council on Research and Creativity (CRC), Florida State University (1999).
AERA Distinguished Paper Award, Consortium of State and Regional Research Associations, American Educational Research Association (1997).
Distinguished Research Award, Eastern Educational Research Association (1997).
Graduate School Research Committee Award, Graduate School, University of Wisconsin-Milwaukee (1996). ($15,000).
Meritorious Research Award, Eastern Educational Research Association (1995).
EERA President's Award, Eastern Educational Research Association (1994).
Outstanding Graduate Teaching Award, The University of Georgia (1994).
James L. Carmon Scholarship Award, Graduate Studies Research Center, University of Georgia (1991). ($2,000).
Bee, D. N., graduate. (2012). An Exploratory Study of Child Care Center Directors' Response to Young Children's Challenging Behaviors and its Impact on Preschool Expulsion.
Park, Young-Hee, graduate. (2012). Parenting behaviors and cognitive abilities in early childhood.
McMonigle, T. A., graduate. (2012). Exploring parents' understanding of dialogic reading while teaching their preschoolers the social skills associated with courage, empathy, and love.
Varol, V., graduate. (2011). Teacher educators' perceptions about teacher dispositions.
Hwang, S., graduate. (2011). Parent education, reflective writing, and maternal efficacy.
Winterbottom, C., graduate. (2011). Japanese immigrant parents' views on parental participation in early childhood education settings in the United States.
Bell, D. D., graduate. (2010). Exploring phonemic awareness in preschool English language learners.
Betawi, I. A., graduate. (2010). The relationship between early childhood teachers' credentials and beliefs about child-rearing and young children's social development in Jordanian preschool settings.
Dogan, Z., graduate. (2010). Preschool children's multimodal meaning making: Verbal and nonverbal communication within two classroom settings.
Chen, C. -I., graduate. (2008). The effect of background knowledge and previews on elementary native Mandarin speaking ELL's reading comprehension.
Olgan, R., graduate. (2008). A longitudinal analysis of science teaching and learning in kindergarten and first-grade.
Adams, J. L., graduate. (2008). Preschool aggression within the social context: A study of families, teachers, and the classroom environment.
Oren, M., graduate. (2006). Child temperament, gender, teacher-child relationship, and teacher-child interactions.
Yesil, U., graduate. (2006). The effects of kindergarten entrance age on children's reading and mathematics achievement from kindergarten through third grade.
Keskin, B., graduate. (2005). The relationship between theory of mind, symbolic transformations in pretend play, and children's social competence.
Kumtepe, A., graduate. (2005). The effects of developmentally appropriate practices on children's reading development from kindergarten through third grade.
Turhan, T. A., graduate. (2004). The effects of social relationships and temperament on kindergarten students' use of literate language.
Schaum, D., doctoral candidate. (2014).
Cig, O., doctoral candidate. (2013).
Johnson, N., doctoral candidate. (2013).
Wallace, K. L., doctoral candidate. (2013).
Wilkinson, S. R., doctoral candidate. (2013).
Xu, T., doctoral candidate. (2013).
Erdogan, M., doctoral candidate. (2012).
Kocyigit, B., doctoral candidate. (2012).
Jung, Y. A., doctoral student. (2015).
Norton, L., doctoral student. (2015).
Salim Bakare, N., doctoral student. (2015).
Adinolfi, S. D., graduate. (2012).
Jennings, D. J., graduate. (2012).
Scarborough, K. M., graduate. (2011).
Lin, Y. M., graduate. (2008).
Ellis, V. M., doctoral candidate.
Quinones-Padova, C. E., graduate. (2009).
Chou, Y. Y., graduate. (2002).
Shin, S. R., graduate. (2002).
Defaut, K. M., graduate. (2012).
Allbritton, A. C., graduate. (2011).
Draper, K. A., graduate. (2011).
Franklin, E. N., graduate. (2011).
Hinojosa, E. K., graduate. (2011).
Fenn, R. A., graduate. (2010).
Lambros, R. N., graduate. (2010).
Meyers, A. M., graduate. (2010).
Seise, L. A., graduate. (2010).
Dyer, J. A., graduate. (2009).
Oliver, C. D., graduate. (2009).
Jones, N. J., graduate. (2009).
Janowski, M. A., graduate. (2005).
Bee, D. N., graduate. (2000).
Simonds, L. C., graduate. (2011).
Ejimofor, A. D., graduate. (2010).
Peterson, L. M., graduate. (2010).
Leonard, R. A., graduate. (2009).
Chester, K. H., graduate. (2009).
Cohen, A. D., graduate. (2009).
Kilmer, T. J., graduate. (2009).
Waites, J. L., graduate. (2009).
Jones, I. (2001). Public schooling for four-year-olds? A Collection of White Papers. Tallahassee, FL: Florida State University, College of Education.
Jones, I., Gullo, D., Burton-Maxwell, C., & Stoiber, K. (1995). The Milwaukee Early Schooling Initiative. Colloquium for the Early Childhood Research Center. University of Wisconsin-Milwaukee.
Early Childhood Education; The influence of peer relationships and social networks on early education and development; Science teaching in early childhood, Service learning in early childhood teacher education; Quantitative and observational research methods.
Jones, I. (submitted). Social relationships and early literacy learning. Manuscript submitted for publication, 31 pages.
Jones, I., & Lake, V. E. (submitted). Caring practices with all children? Pre-service teachers' self-analyses of teacher-child interaction. Journal of Early Childhood Teacher Education. Manuscript submitted for publication, 26 pages.
Lake, V. E., Jones, I., & Adinolfi, S. (submitted). Young Children Take Action: Service-Learning with Preschoolers. Teaching Young Children. Manuscript submitted for publication, 15 pages.
Olgan, R., & Jones, I. (submitted). Science teaching and learning in kindergarten. Manuscript submitted for publication, 32 pages.
Winterbottom, C., & Jones, I. (submitted). Individualism and Collectivism: Japanese Immigrant Mothers' Decisions Concerning Early Childhood Education. Journal of Research in Childhood Education. Manuscript submitted for publication, 26 pages.
Winterbottom, C., & Jones, I. (in press). National accreditation and its role in early education: An analysis of Florida's gold seal quality child care program and licensing standards. Journal of Early Childhood Research, 25 pages.
Yesil Dagli, U., & Jones, I. (in press). The effects of on-time, delayed and early kindergarten enrollment on children's mathematics achievement: Differences by gender, race, and family socio-economic status. Educational Sciences: Theory and Practice, 24 pages.
Yesil-Dagli, U., & Jones, I. (2013). The longitudinal effects of kindergarten enrollment and relative age on students' academic achievement. Teachers College Record, 115 (3), 1-59.
Keskin, B., & Jones, I. (2011). Theory of mind, material altruism and family context in preschoolers. Journal of Research in Education, 21, 126-136.
Yesil-Dagli, U., Jones, I., & Lake, V. E. (2010). Preservice teachers' beliefs about mathematics and science content and teaching. Journal of Research in Education, 21, 32-48.
Oren, M., & Jones, I. (2009). The relationships between child temperament, teacher-child relationships, and teacher-child interactions. International Education Studies, 2, 122-133.
Lake, V. E., & Jones, I. (2008). Service learning in early childhood teacher education: Using service to put meaning back in to learning. Teaching and Teacher Education, 24, 2146-2156.
Guidry, L., Lake, V. E., Jones, I., & Rice, D. (2005). Literacy focused service-learning projects as a tool to augment children's literature courses. Journal of Early Childhood Teacher Education, 25, 231-236.
Jones, I., Lake, V. E., & Dagli, U. (2005). Integration of science and mathematics methods and pre-service teacher's understanding of constructivism. Journal of Early Childhood Teacher Education, 25, 165-172.
Lake, V. E., Jones, I., & Dagli, U. (2004). Handle with care: Integrating caring content in mathematics and science methods classes. Journal of Research in Childhood Education, 19, 5-17.
Jones, I. (2003). Collaborative writing and children's use of literate language: A sequential analysis of social interaction. Journal of Early Childhood Literacy, 3, 165-178.
Jones, I., Lake, V. E., & Dagli, U. (2003). Integrating mathematics and science in undergraduate early childhood teacher education programs. Journal of Early Childhood Teacher Education, 24, 1-6.
Lake, V. E., Jones, I., & Vives, M. E. (2003). Preservice teacher's struggle to transfer metacognitive processes from their integrated mathematics and science methods classes to their field classrooms. Journal of Early Childhood Teacher Education, 24, 181-187.
Wolfgang, C. H., Stannard, L., & Jones, I. (2003). Advanced constructional play with LEGO's among preschoolers as a predictor of later school achievement in mathematics. Early Child Development and Care, 173, 467-475.
Jones, I. (2002). Social relationships, peer collaboration, and children's oral language. Educational Psychology: An International Journal of Experimental Educational Psychology, 22, 63-73.
Pellegrini, A. D., Jones, I., Melhuish, E., Trojanowska, L., & Gilden, R. (2002). Social contexts of learning literate language: The role of varied, familiar, and close relationships. Learning and Individual Differences, 12, 175-389.
Stannard, L., Wolfgang, C. H., Jones, I., & Phelps, P. (2001). A longitudinal study of the predictive relations among construction play and mathematical achievement. Early Child Development and Care, 167, 115-125.
Wolfgang, C. H., Stannard, L. L., & Jones, I. (2001). Block play performance among preschoolers as a predictor of later school achievement in mathematics. Journal of Research in Childhood Education, 15, 171-178.
Jones, I., & White, C. S. (2000). Family composition, parental involvement, and young children's academic achievement. Early Child Development and Care, 161, 71-82.
Jones, I. (1999). A workshop approach for early childhood science. Science and Children, 37, 26-30.
Jones, I., & Gullo, D. (1999). Differential social and academic effects of developmentally appropriate beliefs and practices. Journal of Research in Childhood Education, 14, 26-35.
Jones, I. (1998). Peer relationships and writing development: A microgenetic analysis. British Journal of Educational Psychology, 68, 229-261.
Jones, I. (1998). The effect of computer-generated spoken feedback on first-grade students' written narratives. Journal of Computing in Childhood Education, 9, 43-56.
Jones, I., Gullo, D. F., Burton-Maxwell, C., & Stoiber, K. (1998). Social and academic effects of varying types of early schooling experiences. Early Child Development and Care, 146, 1-11.
Jones, I., White, C. S., Aeby, V., & Benson, B. (1997). Attitudes of early childhood teachers toward family and community involvement. Early Education and Development, 8, 153-168.
Jones, I., & Pellegrini, A. D. (1996). The effects of writing media, peer relationships, and microgenetic development on first-grade students' written narratives. American Educational Research Journal, 33, 691-718.
Jones, I., White, C. S., Benson, B., & Aeby, V. (1995). Teachers' practices used to facilitate home-school collaboration. ERS Spectrum, 13, 25-31.
Pellegrini, A. D., Galda, L., Jones, I., & Perlmutter, J. (1995). Joint book reading between mothers and their head start children: Vocabulary development in two text formats. Discourse Processes: A Multidisciplinary Journal, 19, 441-463.
Pellegrini, A. D., Huberty, P. D., & Jones, I. (1995). The effects of recess timing on children's playground and classroom behaviors. American Educational Research Journal, 32, 845-864.
Jones, I. (1994). The effect of a word processor on the written composition of second grade pupils. Computers in the Schools, 11, 43-54.
Pellegrini, A. D., & Jones, I. (1992). Special issue: Children's prosocial and aggressive play behavior. Early Education and Development, 3 (4), 265-406.

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