Jaime Park

Jaime Park

Moore Hall 1320
405 Hilgard Avenue
Los Angeles , CA 90095-1521

CV

Jaime Park

TEP Faculty Advisor

Jaime Park is a teacher educator and researcher committed to equity-centered mathematics education and teacher preparation. She has served as Lead Faculty in UCLA programs, including the LAUSD-UCLA Teacher Residency, the NSF-funded NOYCE Scholarship Program, and the U.S. Department of Education–funded IMPACT Programs, supporting novice teachers in culturally responsive, community-based pedagogy.

She was the lead author of “Framing Pre-Service Teacher Learning and Accountability” (Park, Nava, & Arias, 2021) in Transforming Public Schools: How UCLA’s Center X Has Become a Pillar for Social Justice Education in Los Angeles (Harvard Press), examining strategies for accountable and transformative teaching in urban classrooms.

Her scholarship centers on teacher identity, professional growth, and project-based learning. As Lead Researcher for Teacher Autoethnography (IRB-25-0851), she investigates how teachers’ personal narratives inform pedagogy. Jaime also co-edited two special issues of XChange on equity-focused PBL and first-year teacher reflections.

In TEP, she teaches ED320AB: Secondary Mathematics Methods, preparing future teachers to deliver inclusive, student-centered mathematics instruction aligned with California standards. Through her teaching, research, and leadership, Jaime works to make mathematics education more accessible and empowering.

Departments

Programs

Areas of Expertise and Advising Interests

Research Centers

Education

  • Ph.D., Education, University of California, Los Angeles
  • M.Ed., Education, University of California, Los Angeles
  • B.S., Mathematics, University of California, Los Angeles

Awards, Honors and Fellowships

  • Professional Learning Team, U.S. Department of Education, UCLA STEM+C3 Teacher Residency Program
  • Lead Faculty, Los Angeles Unified School District UCLA Teacher Residency Program
  • Lead Faculty, UCLA NOYCE Scholarship Program, NSF Funded Project
  • Lead Faculty, U.S. Department of Education, UCLA IMPACT Teacher Residency Program
  • Lead Researcher of Teacher Autoethnography IRB-25-0851

Select Publications

  • Park, J., Lopez, E., Kersey, S., Hipolito, E., & Nava, I. (2025, October 1). Guiding voices: Supporting first-year teachers in writing critical autoethnography. UCLA Center X.
  • Park, J., Nava, I., & Arias, M. (September, 2021). Framing Pre-Service Teacher Learning and Accountability. In Annamarie Francois & Karen Hunter Quartz (Eds.) Transforming public schools: How UCLA’s Center X has become a pillar for social justice education in Los Angeles. Cambridge, Massachusetts: Harvard Press.
  • Nava, I., & Park, J. (2021). Pre-Service STEM Teachers and Their Enactment of Community-STEM-Project Based Learning. Journal of Higher Education Theory and Practice, Volume 21(9).
  • Nava, I., Kawasaki, J., Nguyen, V., & Park, J. (2020). A teaching and learning framework for designing and enacting social justice in the science classroom. The Teacher Science Journal.
  • Park, J. & Nava, I. (2019). How Can Pre-service STEM Teachers Enact Project-Based Learning for Authentic Community Engagement? ARISE: Advancing Research and Innovation in the STEM Education of Pre-service Teachers in High-Need School Districts.
  • Nava, I., Park, J., Dockterman, D., Kawasaki, J., Schweig, J., Hunter-Quartz, K., & Martinez, F. (2018). Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework and Pilot Generalizability Study. Journal of Teacher Education, 1-16.
  • Freking, F., Park, J., & Francois, A. (2015). Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students’ Language Needs. New Educator Journal, 11(1), 60-78
  • Hunter Quartz, K. & the IMPACT Research Group. (2014). Learning in residence: Mixed-methods research on an urban teacher residency program. UC Regents UCLA Graduate School of Education and Information Studies: The Center XChange. Series Number: WP-1101-2014.
  • Nava, I., Park, J., Dockterman, D., Kawasaki, J., Schweig, J., Hunter Quartz, K., & Felipe Martinez, J. (2014). Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework and Pilot Generalizability Study.
  • Spencer, J., Park, J. & Santagata, R. (2010). Keeping the Mathematics on the Table in Urban, Mathematics Professional Development: A Model that Integrates Dispositions towards Students. In M.Q. Foote (Ed.) Mathematics teaching and learning in K-12: Equity and professional development. New York: Palgrave.