Angela Passero Jones, Ph.D.
Contact Information
698 Park Ave.
Eau Claire, WI 54701
Education
- Ph.D. University of South Florida, Educational Leadership, 2018
- M.S. Florida State University, Learning Disabilities and Emotional Disturbances, specialization in Early Childhood Special Education and Early Intervention Services, 2007
- B.S. Florida State University, Learning Disabilities and Emotional Disturbances, 2007
Teaching and Research Interests
My aim is to expand equity and quality in education through the cultivation of critically conscious educators and leaders. This includes encouraging students to grapple with uncomfortable topics of privilege and oppression through dialogically designed classrooms. I value student reflection and facilitate explorations of how social context, culture, and power matter in decision-making. I utilize critical theory, narrative, and arts-based approaches to inquiry in order to frame lessons that challenge the status quo and promote social transformation.
My research agenda is situated across early childhood education and special education policy and consists of two overlapping strands of inquiry. Strand I focuses on policy and leadership in the education of young children with special needs. Strand II focuses parent and family perspectives. These strands support my central line of inquiry into how policies are operationalized across educational contexts to support, challenge, or mediate social oppression. In pursuing this line of inquiry I utilize qualitative methods of narrative and arts-based research.
Published Research
Passero Jones, A. C. & Jones, R. J. (2022). (Re)imanging early education leadership: Spiritual based leadership meets democratic experimentalism. In Catharine O’Brien, Arnold Danzig, William Black (Eds.), Who decides? Power, disability, and education administration.
Passero Jones, A. C. & Jones, R. J. (2021). (Re)constructing (dis)ability through participation in early childhood markets: Preschool leaders’ (dis)enrollment decision-making. Journal of early childhood research, 10(1), 60-82.
Passero, A. C. & Jones, R. J. (2016). The promise: A story of social (in)justice. Journal of curriculum and pedagogy, 13(1), 85-98.
Passero, A. C. & Jones, R. J. (2015). “Bottom line” choices: Effects of market ideology in Florida’s voluntary preschool policies. Journal of education controversy, 9(1).
Passero, A. C., Gentner, C. L., & Agosto, V. (2015). Prekindergarten policy and politics: Discursive (inter)play on readying the ideal learner. In P. L. Thomas, P. R. Carr, J. Gorlewski, & B. Porfilio (Eds.), Pedagogies of kindness and respect: On the lives and education of children. New York: Peter Lang Publishing.