Yvette Jackson
Faculty and Co-Facilitator, LEADS Institute, New Orleans. Adjunct Professor, Columbia University, Teachers College, Summer Principals Academy at Teachers College Columbia University
Biography
Teachers College Columbia University
Dr. Yvette Jackson is the winner of the 2019 GlobalMindEd Inclusive Leader Award. She is the author of The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools which received the 2012 ForeWord Reviews’ Silver Book Award and the Academy of Education Arts and Sciences Educators Voice Awards for “Education Policy/Researcher of the Year”. In addition to being an adjunct professor at Columbia University Teachers College Summer Principals Academy, Yvette is the Senior Scholar for the National Urban Alliance for Effective Education founded at Teachers College. She is internationally recognized for applying her research in the cognitive mediation theory of Dr. Reuven Feuerstein, neuroscience, gifted education, and mindfulness to develop High Operational Practices™ that elicit and engage high intellectual performances from underachievers. She formerly served as Senior Scholar for the Panasonic Foundation and the Director of Gifted Programs, Director of Professional Development and Executive Director of Instruction and Professional Development for the New York City Department of Education.
Yvette’s work has been published in numerous books and educational journals. She co-authored with Veronica McDermott Aim High, Achieve More: How to Transform Urban Schools Through Fearless Leadership (ASCD, 2012) and Unlocking Student Potential: How Do I Identify and Activate Student Strengths (ASCD, 2013). Her latest book, Mindfulness Practices: Cultivating Heart Centered Communities Where Students Focus and Flourish (Solution Press, 2018) was co-authored by Christine Mason and Michele Rivers-Murphy.
“Yvette Jackson’s Pedagogy of Confidence can change the way we approach learning, teaching and school reform. It integrates the findings of cognitive psychology and neuroscience research with hands-on accounts of extraordinary success in classrooms serving low-income students. A remarkable achievement.”
Linda Darling Hammond, President of the California School Board and Charles Ducommun Professor of Education, Stanford University
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