“I believe that one outcome of education research is effective instruction and assessment of all students. My research interests lie at the juncture of theory, policy, and practice, and how these three areas intersect to help us achieve that outcome.”
Jeanette Joyce enjoys her role as researcher because she is interested in finding ways to merge education theory, policy, and practice in order to make instruction and assessment more effective for all students.
At Marzano Research, Dr. Joyce leads and assists in numerous projects, including evaluations of programs that focus on teacher preparation; educator evaluation; equity assistance; and personalized, gamified learning. She also has expertise in mixed-methods research, experimental and quasi-experimental designs, and instrument design and validation.
Dr. Joyce has more than 15 years of experience in K–12 classroom instruction, special education services, language learning and evaluation, and item writing for achievement tests. She has conducted research to investigate classroom artifacts (assignments, assessments, etc.) as evidence of teaching practice and quality. To ensure that all students have access to quality assignments, she developed a protocol to assess alignment of middle school math and science classroom work to Common Core State Standards or Next Generation Science Standards. She has presented her work on classroom artifacts at national and international venues, and has published her research in several peer-reviewed journals.
Jeanette earned her doctorate in learning, cognition, instruction, and development from Rutgers University, and she has an advanced master of education degree in language and learning disorders from the Bank Street College of Education.