Bio

Jeannette Garcia Coppersmith is a Postdoctoral Scholar at the Stanford Graduate School of Education working in the EduNLP lab. 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
  • Education Policy
  • Mathematics Education
  • Measurement in Education
  • Race, Culture, and Identity
  • Research-Practice Partnerships
  • Social Psychology
  • Teacher Education
  • Teacher Preparation
  • Teacher Professional Development
  • Urban Education

Current Research and Scholarly Interests

Jeannette currently leads a research-practice partnership with the San Francisco Unified School District that co-designs planning and reflection cycles with teachers to support academic ownership and productive mathematics discourse for multilingual learners. 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 school

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

  • 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
  • False Starts: The Segregated Lives of Preschoolers, by Casey Stockstill 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