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Jill Jones

Teaching Assistant Professor

402A Poe Hall


Dr. Jill Jones is a Teaching Assistant Professor in the Department of Teacher Education and Learning Sciences in the College of Education at North Carolina State University. She is a former elementary classroom teacher, literacy specialist, and literacy coach. She earned her Ph.D. in Curriculum and Instruction with a focus on Literacy and Language Arts from North Carolina State University.

Research Description

Dr. Jones's research interests focus on teacher scaffolding in small-group reading instruction, intervention for students needing more support in reading, and effective literacy instruction in elementary classrooms. She is interested in designing and implementing effective literacy instruction and interventions for students with diverse literacy needs to support their reading development.


PhD in Curriculum and Instruction with a focus on Literacy and Language Arts from North Carolina State University
MEd in Master of Education with a focus on Reading from Meredith College
BA in Psychology with a minor in Elementary Education K-8 from Roanoke College

Curriculum Vitae


Selected Scholarly Publications

  • Davis, D. S., Jones, J. S., & Samuelson, C. (2020). Is It Time for a Hard Conversation about Cueing Systems and Word Reading in Teacher Education?. Reading & Writing Quarterly, 1-16.
  • Davis, D. S., Jones, J., Vehabovic, N., & DeIaco, R. (2020). Reading and inquiring in an afterschool tutoring program: Working to re-imagine the reading intervention paradigm. Improving Schools, 00(0), 1-17.
  • Wiseman, A. M., Vehabovic, N., & Jones, J. S. (2019). Intersections of Race and Bullying in Children’s Literature: Transitions, Racism, and Counternarratives. Early Childhood Education Journal, 1-10.
  • Wiseman, A. M., & Jones, J. S. (2018). Examining depictions of bullying in children’s picturebooks: A content analysis from 1997-2017. Journal of Research in Childhood Education, 32(2), 190-201.
  • Jones, J. S., Conradi, K., & Amendum, S. J. (2016). Matching reading interventions to needs: A case for differentiation. The Reading Teacher, 70(3), 307-316.
  • Jang, B. G., Conradi, K., McKenna, M. C., & Jones, J. S. (2015). Motivation: How teachers can divide and conquer an elusive topic. The Reading Teacher, 69(2), 239-247.

Courses Taught

  • ED 311/312 Classroom Assessment Principles and Practices
  • ELM 430 Teaching Language Arts in the Elementary School
  • ELM 571 Language Arts, New Literacies, and Media
  • ELM 572 Methods for Teaching Reading in the Elementary School
  • ECI 540 Reading in the Elementary School
  • ECI 508 Teachers as Leaders

Research Areas