Research Explores Professional Development and Teacher Learning
Ph.D. Student
Irvine, Calif., January 1, 2012
Jessica Tunney is a doctoral student in Education specializing in Learning, Cognition, and Development. She holds a bachelor’s degree in Anthropology from Cornell University and a master’s degree in Special Education from Bank Street College of Education. She brings a rich background of practical experience in education to her graduate pursuits, and her current research interests center on teacher beliefs and facilitation of professional development.
Jessica began her career in Philadelphia, where she worked as a Behavioral Support Specialist in a therapeutic day program for children diagnosed with severe emotional and behavioral disorders. This work had a lasting impact: it inspired a deep commitment to contribute positively to the lives of children through education and established the fundamental belief that all children deserve respect, encouragement, and engaging classroom environments. After moving to New York City in 1997, Jessica explored the notion of learning as a therapeutic experience through her master’s work and honed her own practice as an elementary school teacher in Brooklyn.
Arriving in California in 2006, Jessica continued teaching elementary school and began leading professional development for teachers. She has worked as a facilitator for the Schools Attuned professional development program, and has led professional development seminars for teachers on topics of learning and neurodevelopment, classroom mindsets, and inclusive curriculum design.
At UC Irvine, Jessica is involved in projects related to professional development and teacher learning. Working with Dr. Elizabeth van Es, Jessica is examining how professional development facilitators lead effective discussions with teachers, identifying and exploring the particular conversational moves facilitators employ as they guide the discussions that result in teacher shifts in thinking. Findings from this research will be presented at the upcoming 2012 American Educational Research Association (AERA) conference in Vancouver. Under the guidance of Dr. AnneMarie Conley, Jessica is working to develop and conduct a study of teachers’ individual beliefs about teaching and their personal motivation as they engage in large-scale, district-mandated mathematics professional development. This research will adopt a mixed-methods approach, and connects to Dr. Conley’s TASEL-M2 motivation research project in Orange County.
Now in her second year of graduate work at UCI, Jessica is enthusiastic about the direction of her research and excited to continue exploring teacher learning and growth through her studies. In addition to this, Jessica derives great joy and is grateful for time spent with her husband and two children at home or at the beach in beautiful San Clemente.
