Jacqueline Jones, Ph.D.

Educational Testing Service

Princeton, NJ 08541

EDUCATION

Northwestern University      Ph.D.     Communication Sciences and Disorders:

Learning Disabilities

Northwestern University        M.A.        Communication Sciences and Disorders:

Learning Disabilities

Hunter College in the B.A.  Speech Pathology

Bronx (CUNY)

EXPERIENCE

2002 – present      Director, Early Childhood and Literacy Initiatives,

                               Educational Testing Service, Princeton, NJ

1998 - 2002             Senior Research Scientist, Research Division,

                               Educational Testing Service, Princeton, NJ

2000-2001               Visiting Associate Professor, Harvard Graduate School of Education,

                               Harvard University, Cambridge, MA

1990 - 1998             Research Scientist, Division of Cognitive and Instructional Sciences,

                               Educational Testing Service, Princeton, NJ

1989-1990 Visiting Scholar, National Assessment of Educational Progress

                               Educational Testing Service, Princeton, NJ

1984-1989               Assistant Professor,

                               Lehman College (CUNY), New York, NY

SELECTED PUBLICATIONS AND PRESENTATIONS INCLUDE:

Jones, J. (in press). Early Literacy Assessment Systems: Essential elements. Policy perspective for the ETS Policy Information Center.

Documentation and Assessment for Early Childhood Education. Association of Mathematics Teachers of New Jersey, Jamesburg, NJ, February 2003.

Jones, J. & Courtney, R. (2002) Documenting Early Science Learning. Young Children, 57(4).

The Year in Early Childhood Research: Highlights and Implications for Policy and Practice.

National Institute for Early Childhood Professional Development of the National Association for the Education for Young Children, Albuquerque, NM, June 2002.

Assessing and Understanding Early Science Learning: Identifying, Collecting, and Interpreting Classroom-based Evidence of Young Children’s Science Learning. National Institute for Early Childhood Professional Development of the National Association for the Education for Young Children, Albuquerque, NM, June 2002.

Moving from Ideas to Action.  National Institute for Early Childhood Professional Development of the National Association for the Education for Young Children, Albuquerque, NM, June 2002.

Assessment-related Knowledge and Skills of Early Childhood Educators:  What Constitutes Effective Teacher Preparation. 2002 Annual Meeting of the American Educational Research Association. New Orleans, LA, April 2002.

Snow, C.E. & Jones, J. (2001) Making a silk purse.  Education Week Commentary, April 25, 2001.

Effective Early Childhood Portfolio Assessment Systems:  Assessment for Instruction, Accountability, and Program Improvement. National Institute for Early Childhood Professional Development of the National Association for the Education for Young Children, Washington, DC, June 2001.

Documentation and Assessment: Birth Through Five. National Head Start Child Development Institute. Washington, DC, December 2000.

Classroom-based strategies for documenting the evidence of early science learning.  1999 Annual Conference of the National Association for the Education of Young Children, New Orleans, LA, November 1999.

Chittenden, E. & Jones, J. (1998). Science Assessment in Early Childhood Programs.  Dialogue on early childhood science, mathematics, and technology education.  Washington, DC: Project 2061, American Association for the Advancement of Science.

Documentation and technology:  implications for early childhood professional development.  National Institute for Early Childhood Professional Development of the National Association for the Education for Young Children.  Seattle, WA. June 1997.

Classroom Documentation of Young Children's Science:  Supporting Teachers' Observations. 1996 Annual Meeting of the American Educational Research Association. New York, NY, April 11, 1996

Jones, J. & Chittenden, E. (1995).  Teachers' Perceptions of Rating an Early Literacy Portfolio (Center for Performance Assessment, MS #95-01), Educational Testing Service, Princeton NJ.

Jacqueline Jones is the Director of Initiatives in Early Childhood and Literacy Education at Educational Testing Service in Princeton, NJ. Prior to this position, Dr. Jones was a Senior Research Scientist in the Research and Development Division at ETS.  Her work focuses on the study of assessment in early childhood, specifically the development of classroom-based strategies to document young children’s science and literacy learning.  Dr. Jones is particularly interested in the development of effective early childhood assessment systems in school districts and across settings for young children, such as Head Start.  Her work also explores the role of documentation and assessment in the ongoing professional development of early childhood educators. 

Most recently, Dr. Jones and her colleagues have developed, Understanding Early Science Learning, a set of videotape and print materials which outline a rationale and strategies for identifying, collecting, and analyzing the evidence of young children’s science understanding.  Funded by the National Science Foundation and part of the ETS Pathwise Professional Development Series, the materials are targeted to early childhood teachers, staff developers, and university teacher educators.