Jones-Fosu, S., Butler, B. (Under Review). Why Brave Spaces Matter: Examining the Need to Include LGBTQ
issues in Teacher Preparation Programs. The Assembly Journal.
Jones-Fosu, S., Williams, J., Williams, J. (Submitted). Numbers Don’t Lie: Can Student Achievement Data
from Neighboring Nations Reveal Effective Teacher Preparation Techniques? Journal of Teacher Education
Freeman-Green, S., Hardin, S., & Jones-Fosu, S. (revise and resubmit). Culturally responsive lesson planning in mathematics for students with disabilities. New Waves: Educational Research & Development Journal.
Toms, O. M., Reddig, K., & Jones-Fosu, S. (2019). Assessing the diversity-related professional development needs of pre-service teachers. Journal for Multicultural Education.
Jones-Fosu, S., Johnson, J., Richardson, S., Williams, J., & Lewis, C. (2020). Does race trump training: Comparing teacher training, teacher race and their effect on the educational attainment for Black students. Journal of Negro Education.
Richardson, S., Jones-Fosu, S., & Lewis, C. (2019). Black men are present: Examining enrollment trends in education degree programs. Journal of African American Males in
Williams, N., Williams, B., Jones-Fosu, S. & Carter, T. (2019) The influence of cross-cultural experiences on developing culturally responsive teacher candidates.
Williams, N., Williams, B., Jones-Fosu, S. & Carter, T. (2019) An examination of cross-cultural experiences on developing culturally responsive teacher candidates. Emerald Open Research.
Williams, B., Jones-Fosu, S., & Williams, N. (under review). Literacy, culture & pre-service teacher candidates: A summer internship experience. Multicultural Perspectives.
Williams, P., Richardson, S., Jones-Fosu, S. (submitted). A conceptual model for teacher development using crochet art integration. Studies in Art Education.
Schmidt, L., Jones-Fosu, S. (2019). Teacher stress in the urban classroom: A growing epidemic. Urban
Education and Research Policy Annuals (URPA).
Book Chapters (Refereed)
Farinde-Wu, A., Graham, DaVonna., Jones-Fosu, S. (In Press). Forgotten, but Not Lost: The Effects of Exclusionary School Policies and Practices on Black Girls.
Jones-Fosu, S., Hopper, E., Holis, T. (revise and resubmit). "Disrupting Disproportionate Discipline Practices from Pre-service to In-Service". J. Williams, A. Davis, & C. Lewis, Reimagining School Discipline for the 21st Century Student: Engaging Students, Practitioners, and Community Members.
Jones-Fosu, S. (2019). Stretched to Be Strengthened, Conquering Academia: Transparent Experiences of Diverse Female Doctoral Students, pp. 7-17.
Beveridge, C., Boyd, J., Casto, A., Cook, T. Jones-Fosu, S. (2018). Book Review of So Much Reform, So Little
Change. Good as Gold Newsletter, 4(1). 6-8.
Gladney, D., Jones-Fosu, S. (2019, April 1). AACTE Through the Eyes of New Holmes Scholars.
Jones-Fosu, S. (2020, April 30). Perspective | An open letter to soon-to-be beginning teachers amid COVID-19. EducationNC. post]. Retrieved from