Jaime Park

UCLA Teacher Education Program Faculty

My teaching and research interests focus on teaching and learning math for equity, deep sense-making, community, and relevance.

Departments

Department of Education

Programs

Teacher Education Program

Interests

Expertise

Research Centers

Center X

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

Advisory Board Member and Consultant, Supporting Instruction and Student Learning in Disadvantaged Subpopulations Through Interactions Maps, NSF Funded Project

Education

Ph.D., Preparing Secondary Mathematics Teachers in Urban Schools: Using Video to Develop Understanding of Equity-Based Discourse and Classroom Norms, University of California at Los Angeles
M.Ed., Teaching, Urban Schools, and Social Justice, University of California at Los Angeles
B.S., Mathematics, University of California at Los Angeles

Select Publications

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. https://aaas-arise.org/

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. Retrieved from https://ucla.app.box.com/s/c3hfj46nnnx7rybs6xkn.
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. Retrieved from https://ucla.app.box.com/s/ize0eqggamy1idfi2dly.
Park, J., Nava, I., & Appelgate, M. (2014). Observation Rubric for Secondary Mathematics. UC Regents UCLA Graduate School of Education and Information Studies: The Center XChange. IPMS025-X047-2011. Retrieved from https://cxarchive.gseis.ucla.edu/xchange/images-and-media/MathObservationRubric.pdf
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.