Check my Academia.edu site for additional publications: https://uga.academia.edu/StephanieJones
Jones, S. “Dude, that girl looks like a ketchup bottle” – Body matters in teacher education. Research presentation for the Dean’s Council on Diversity, College of Education, The University of Georgia. October 20, 2011.
Albright, J., Jones, S., Dixon, K. (Eds.) (2011). Literacy(ies) and the body. Invited co-editors of the themed issue of English Teaching: Practice and Critique. http://edlinked.soe.waikato.ac.nz/research/journal/view.php?current=true&p=1
Jones, S., Clarke, L.W. & Enriquez, G. (2010). The Reading Turn-Around: A Five Part Framework for Differentiated Instruction. New York: Teachers College Press.
Jones, S. (2006). Girls, social class, and literacy: What teachers can do to make a difference. Portsmouth, NH: Heinemann.
Articles and Book Chapters:
Jones, S. & Vagle, M. (2013). Living contradictions and working for change: Toward a theory of social class-sensitive pedagogy. Educational Researcher, 42(3), 129-141.
Jones, S. & Woglom, J. (2013). Graphica: Comics arts-based educational research. Harvard Educational Review, 83(1), 168-191.
Jones, S. & Woglom, J. (2013). Teaching bodies in place. Teachers College Record, 115(8), 1-29.
Jones, S. (2013). Literacies in the body. Journal of Adolescent and Adult Literacy, 56(7), 525-529.
Jones, S. & Shackelford, K. (2013). Emotional investments and crises of truth: Gender, class, and literacies. In Hall, K., Cremin, T., Comber, B. & Moll, L.C. (Eds.), International handbook of research in children’s literacy, learning, and culture. West Sussex, United Kingdom: Wiley-Blackwell.
Jones, S. (2012). Negotiating mothering identities: Ethnographic and intergenerational insights to gender and social class in a high-poverty US context. Gender and Education, 24(4), 443-460.
Jones, S. (2012). Trauma narratives and nomos in teacher education. Teaching Education, 23(2), 131-152.
Jones, S. & Woglom, J. (2012). Overcoming nomos. Graphic chapter in Gorski, P., Osei-Kofi, N., Sapp, J., Zenkov, K. (Eds.) Cultivating social justice teachers: How teacher educators have helped students overcome cognitive bottlenecks and learn critical social justice concepts (pp. 27-48). Sterling, VA: Stylus Publishing.
Vagle, M. & Jones, S. (2012). The precarious nature of social class-sensitivity in literacy: A social, autobiographic, and pedagogical project. Curriculum Inquiry, 42(3), 318-339.
Jones, S. & Hughes-Decatur, H. (2012). Speaking of bodies in justice-oriented, feminist teacher education. Journal of Teacher Education, 63, 51-61. First published on December 5, 2011 doi:10.1177/0022487111422535
Jones, S. (2012). Making sense of injustices in a classed world: Working-poor girls’ discursive practices and critical literacies. Pedagogies: An International Journal, 7(1), 16-32.
Enriquez, G., Jones, S., Clarke, L. (2010). Turning around our perceptions and practices, then our readers. The Reading Teacher, 64(1), 73-76.
Jones, S. (2010). Bodies before me. In Scherff, L., & Spector, K. (Eds.) Culturally relevant pedagogy: Clashes and confrontations (pp. 165- 179). Lanham, MD: Rowman and Littlefield.
Jones, S. (2009/2010). Adding salt to ‘class’ literature: Barbara O’Connor’s books for children. Rethinking Schools, 24(2), 32-35.
Spector, K. and Jones, S. (2009). Constructing Anne Frank: Critical literacy and the Holocaust in 8th grade English. In D. Lapp and D. Fisher (eds.) Essential readings on comprehension.
Jones, S. and Enriquez, G. (2009). Engaging the intellectual and the moral in critical literacy teacher education: The four-year journeys of two teachers from teacher education to classroom practice. Reading Research Quarterly, 44(2).
Jones, S. (2009). Against all odds: A case study of one White, middle-class female teacher becoming an engaged intellectual. Changing English, 16(2), 231-246.
Jones, S. (2009). Jagged edges: A psychosocial exploration by one who “made it.” In (Van Galen, J.A. & Dempsey, V.O., Eds.) Trajectories: The social and educational mobility of education scholars from poor and working class backgrounds. The Netherlands: Sense Publishers.
Jones, S. (2008). Grass houses: Representations and reinventions of social class through children’s literature. Journal of Language and Literacy Education, [Online], 4(2), 40-58. Available: http://www.coe.uga.edu/jolle/vol_4_2.html
Rainville, K. & Jones, S. (2008). Situated identities: Power and positioning in the work of a literacy coach. Reading Teacher, 61(6), 440-448.
Spector, K. and Jones, S. (2007). Constructing Anne Frank: Critical literacy and the Holocaust in 8th grade English. Journal of Adolescent and Adult
Literacy, 51(1), 36-48.
Jones, S. (2007). Rupturing seals: The work of class, pedagogy, and research. British Journal of Sociology of Education, 28(5), 653-659.
Hicks, D. and Jones, S. (2007). Living class as a girl. In Late to class: Social class and schooling in the new economy. J. Van Galen and G. Noblit (Eds.), p. 55-86.
Jones, S. (2007). Working-poor mothers and middle-class others: Psychosocial considerations in home-school relations and research. Anthropology and Education Quarterly, 38(2), 159-177.
Jones, S. and Clarke, L. (2007). Disconnections: Pushing readers beyond connections and toward the critical. Pedagogies: An International Journal, 2(2), 95-115.
Jones, S. (2006). Lessons from Dorothy Allison: teacher education, social class, and critical literacy. Changing English, 13(3), 293-305.
Jones, S. (2006). Language with an attitude: White girls performing class. Language Arts, 84(2), 114-124.
Accepted but not yet published:
Jones, S. & Shackelford, K. (Accepted). Emotional investments and crises of truth: Gender, class, and literacies. In Hall, K., Cremin, T., Comber, B. & Moll, L.C. (Eds.), International Handbook on Children’s Literacy. West Sussex, United Kingdom: Wiley-Blackwell.
Jones, S. & Woglom, J. (Accepted). Overcoming nomos. Graphic chapter in Gorski, P., Osei-Kofi, N., Sapp, J., Zenkov, K. (Eds.) Overcoming social justice bottlenecks: Strategies for teaching critical and difficult concepts in teacher education.
Jones, S. & Rainville, K. (Accepted). Introduction: Coaches as intellectuals. Reading and Writing Quarterly.
Jones, S. & Rainville, K. (Accepted). Flowing with resistance: Suffering, humility, and compassion in literacy coaching. Reading and Writing Quarterly.
Jones, S. (Accepted). Negotiating mothering identities: Ethnographic and intergenerational insights to social class and gender in a high-poverty U.S. context. Gender and Education.
Vagle, M. & Jones, S. (Accepted). The precarious nature of social class-sensitivity in literacy: A social, autobiographic, and pedagogical project. Curriculum Inquiry.