Bio

Jeannette Garcia Coppersmith is a Postdoctoral Scholar at the Stanford Graduate School of Education and a Lecturer on Education at the Harvard Graduate School of Education. She holds a BA in Environmental Sciences from the University of California at Berkeley, an EdM in Learning and Teaching from the Harvard Graduate School of Education, and a PhD in Education from Harvard University. In a previous life, she was a secondary mathematics teacher and leader in the beautiful cities of Oakland, California and Providence, Rhode Island. Her hobbies include bird watching and trying new foods.

Stanford Advisors

Contact

  • Academic
    jeangc@stanford.edu
    University - Scholar Department: Graduate School of Education Position: Postdoctoral Scholar

Additional Info

Research Interests

  • Classroom Discourse and Interaction
  • Culturally Responsive Pedagogies
  • Mathematics Education
  • Measurement in Education
  • Race, Culture, and Identity
  • Social Psychology
  • Teacher Education
  • Urban Education

Current Research and Scholarly Interests

Jeannette is interested in understanding the instructional, cultural, and psychosocial mechanisms that contribute to-- and help to mitigate-- disparities in mathematics education. Her work sits at the intersections between teacher education, mathematics education, and social psychology. Using methods from the field of measurement, experimental designs, computational methods, and qualitative approaches, and pulling from critical perspectives and implicit social cognition theory, she aims to better understand the factors that shape teachers’ instructional decision-making and student opportunities to learn in reform-oriented math classrooms. Guiding her work is a vision for a more just education system and a fundamental belief that all children deserve rigorous, relevant and joyful learning experiences in mathematics.

Lab Affiliations

All Publications

  • Measuring teachers' Inclination to Engage in Standards-Based Instructional Practices at Scale: A New Approach EDUCATIONAL ASSESSMENT Hill, H. C., Garcia Coppersmith, J., Kleen, H., Pollard, C. 2026

    View details for DOI 10.1080/10627197.2026.2652899

    View details for Web of Science ID 001731564700001

  • Practice-Based Teacher Education Pedagogies Improve Responsiveness: Evidence from a Lab Experiment Journal of Research on Educational Effectiveness Mancenido, Z., Hill, H. C., Garcia Coppersmith, J., Carter, H., Pollard, C., Monschauer, C. 2026; 19 (1)

    View details for DOI 10.1080/19345747.2025.2456716

  • Same Idea, Shifting Standards: An Experimental Study of Racial-Ethnic Biases in Responsive Math Teaching Teachers College Record Garcia Coppersmith, J. V., Kleen, H., Pollard, C., Hill, H. C. 2026; 128 (3)

    View details for DOI 10.1177/01614681261444160

  • Assessing Instructional Explanations for Mathematical Procedures at Scale Using Animated Teaching Simulations The Elementary School Journal Hill, H. C., Garcia Coppersmith, J. V., Kleen, H. 2026; 126 (3)

    View details for DOI 10.1086/739415

  • Understanding mindset theory in surgical education Global Surgical Education - Journal of the Association for Surgical Education Coppersmith, N. A., Garcia Coppersmith, J. V., Esposito, A. C., Flom, E., White, E., Yoo, P. S. 2025; 3 (103)

    View details for DOI 10.1007/s44186-024-00291-0

  • False Starts: The Segregated Lives of Preschoolers, by Casey Stockstill Garcia Coppersmith, J. Harvard Educational Review. 2024 ; Book Review
  • Helping Students Become Powerful Mathematical Thinkers: Case Studies of Teaching for Robust Understanding, by Alan Schoenfeld, Heather Fink, Sandra Zuñiga-Ruiz, Siqi Huang, Xinyu Wei, and Brantina Chirinda Garcia Coppersmith, J. Harvard Educational Review. 2024 ; Book Review
  • A complicated relationship: Examining the relationship between flexible strategy use and accuracy Journal of Numerical Cognition Garcia Coppersmith, J., Star, J. R. 2022; 8 (3)

    View details for DOI 10.5964/jnc.7601

https://orcid.org/0009-0000-8669-9729