Global Educators Cohort Program - Teacher Education

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Nathan Jones


Nathan D. Jones is a fourth-year doctoral student in the Education Policy program at Michigan State University, and is a recipient of the Michigan State University Distinguished Fellowship. His dissertation research explores how variations in the induction experiences of early career special education and general education teachers—particularly their formal and informal relationships with colleagues—influence commitment to their schools and to teaching. Nathan is currently a Graduate Student Editor for Sociology of Education, edited by Barbara Schneider. Before coming to Michigan State, he taught in a middle school for three years as a special educator in the Mississippi Delta as a Teach for America corps member. Nathan received his Bachelor’s degree from Northwestern University.

Publications/Presentations
Jones, N. D., & Schneider, B. L. (forthcoming). Social stratification and educational opportunity. In G. Sykes, B. Schneider, & D. Plank (Eds.), The AERA Handbook on Educational Policy Research. Mahwah, NJ: Lawrence Erlbaum.
Jones, N. & Schneider, B. (forthcoming). Rethinking the Role of Parenting for Adolescents. In N. Hill
and R. Chao (Eds.) Family-School Relations during Adolescence: Linking Interdisciplinary Research and Practice.
Jones, N. & Schneider, B. (forthcoming). The Influence of Aspirations on Educational and Occupational Outcomes. In A. Furlong (Ed.) International Handbook of Youth and Young Adulthood. New York: Routledge.
Youngs, P., Jones, N., & Low, M. (under review). How Beginning Special and General Education Teachers Negotiate Role Expectations and Access Professional Resources.
Lynn, Freda; Keesler, Venessa A.; Diemer, M., Guarino, C., Jones, N., Wang, Q., Wyse, A., Zhou, Y. “Beyond Compliance: Descriptive Characteristics of Public School Teachers in Michigan. Technical Report No. 1.” Completed for the State of Michigan, funded by Learning Point Associates. December 2007.
Keesler, Venessa A., Wyse, A., and Jones, N. “Beyond Compliance: Calculating Within School Teacher (in FTEs) Supply and Demand to Meet the Michigan Merit Curriculum. Technical Report No. 2.” Completed for the State of Michigan, funded by Learning Points Associates. February 2008.
Jones, N. (2008). How School-Level Social Capital and New Teachers' Subjective Experiences Shape Instruction and Commitment to Teaching. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
Jones, N. (2008). Using Accountability Data to Move Beyond Compliance: Findings from Technical Report I. Paper presented as part of a symposium at the annual meeting of the American Educational Research Association, New York, NY.
Jones, N. (2007). How Supports and Pressures Shape New Special Educators’ Induction Experiences and Commitment. Paper presented as part of a symposium at the annual meeting of the American Educational Research Association, Chicago, IL.
Jones, N. & Schneider, B. (2007). Time Together: How Parent-Adolescent Interactions in the Home Impact Schooling. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Youngs, P., Pogodzinski, B., & Wayne, A. (2006). How district policies and
school-level social capital influence new teachers' labor market decisions:
A review of research on teacher retention. Paper presented to the annual
meeting of the American Educational Research Association, San Francisco.

Email Nate: jonesna6@msu.edu
Phone: (517) 432-0187