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Research report commissioned by Jobs for the Future and the Nellie Mae Foundation.
Yonezawa, S., Jones, M., & Singer, N. (2011). Teacher resilience in urban schools: The importance of technical knowledge, professional community, and leadership opportunities. Urban Education, 46, 913-931.
McClure, L., Yonezawa, S., & Jones, M. (2010). Can school structures improve teacher-student relationships? The relationship between advisory programs, personalization and students’ academic achievement. Education Policy Analysis Archives, 18(17), 1-21.
Five Other Significant Products
Yonezawa, S., McClure, L. & Jones, M. (2012). Yonezawa, S., McClure L, & Jones, M. (2012). Personalization and student-centered learning. In Nellie Mae Foundation and Jobs for the Future (Eds.) Students at the Center of Teaching and Learning, Boston, MA.
Jones, M. & Yonezawa, S. (2010). Youth engagement in urban high school reform. In W. Linds, L. Goulet, & A. Sammel (Eds.) Emancipatory Practices: Adult/Youth Engagement for Social and Environmental Justice. Boston, MA: Sense Publishing.
Yonezawa, S., Jones. M., Mehan, H., & McClure, L. (2008). School climate and student achievement. In T. Timar and J. Maxwell-Jolly (Eds). Connecting the dots and closing the gap. Chapter wrote for the California Superintendent of Public Schools P-16 Council. Davis, CA: Center for Applied Policy in Education, UC Davis.
Yonezawa, S. & Jones, M. (2007). Using Students’ Experiences in the Classroom to Evaluate and Inform Secondary School Reform. In A. Cook-Sather & D. Thiessen (Eds.) International Handbook of Student Experience in Elementary and Secondary School. Kluwer Academic Publishers, 681-710.
Yonezawa, S. & Wells, A.S. (2004). Reform as Redefining the Spaces of Schooling. In M. Fine and L. Weis (Eds.) Beyond Silenced Voices: Class, Race, and Gender in U.S. Schools, 2nd Edition. New York: SUNY Press.