Jo Beth Jimerson, Ph.D.
Program Area: Educational Leadership
(817) 257-6777 | firstname.lastname@example.orgTexas Christian University
TCU Box 297900
Fort Worth, TX 76129
Dr. Jo Beth Jimerson came to TCU in 2011 as an Assistant Professor of Educational Leadership. She studies issues related to leadership, school improvement, and educational data use. She also works with aspiring principals and superintendents through the Educational Leadership programs. Her current research involves issues related to teacher supervision and instructional leadership, and the ways in which teachers involve students in the tracking and analysis of personal learning data. Prior to her appointment at TCU, Dr. Jimerson worked for 13 years in Texas public schools. She served as a middle school language arts teacher at Smithson Valley & Spring Branch Middle Schools, as an assistant principal at Smithson Valley High School, and as a principal at Bill Brown Elementary and Spring Branch Middle Schools (all in Comal ISD near New Braunfels, Texas). She has four terriers, all of whom are amazingly gifted, and lives in nearby Arlington, Texas.
Ph.D., Educational Leadership
The University of Texas at Austin
M.Ed., School Administration
Texas State University-San Marcos
- Educational Leadership (Principals & Superintendents)
- Data-Informed Decision Making
- Educational Policy
- Educational Program Evaluation
- Educational Assessment (Classroom-focused)
- Educational Data Use
- Professional Learning
- Instructional Leadership
- Educational Policy
- Educational Leadership
2011 American Educational Research Association: Division H Award for Outstanding Planning, Policy, or Management Research for : Wayman, J. C., Snodgrass Rangel, V. W., Jimerson, J. B., Cho, V., (2010). Improving data use in District N: Becoming a data-informed district. Austin: The University of Texas.
Jimerson, J.B. (2015). How are we approaching data-informed practice? Development of the Survey of Data Use & Professional Learning. Educational Assessment, Evaluation and Accountability. DOI 10.1007/s11092-015-9222-9 [OnlineFirst]
Jimerson, J.B., Choate, M.R., & Dietz, L.K. (2015). Supporting data-informed practice among early career teachers: The role of mentors. Leadership and Policy in Schools, 1-29. DOI: 10.1080/15700763.2014.997937 [OnlineFirst]
Quebec Fuentes, S., Switzer, J.M., & Jimerson, J.B. (2015). Catching up to the CCSS: A principal navigates out-of-subject instructional leadership. Journal of Cases in Educational Leadership 18(3), 195-214.
Jimerson, J.B. & Reames, E.B. (2015) Student-involved data use: Establishing the evidence base. Journal of Educational Change 16(3), 281-304. DOI: 10.1007/s10833-105-9246-4.
Cho, V., Jimerson, J.B., & Wayman, J.C. (2015). Data system implementation: A leader navigates people problems around technology and data use. Journal of Cases in Educational Leadership 18(2), 134-143.
Jimerson, J.B. & Wayman, J.C. (2015). Professional learning for using data: Examining teacher needs and supports. Teachers College Record. 117(4), 1-36.
Jimerson, J.B. (2014). Thinking about data: Exploring the development of mental models for “data use” among teachers and school leaders. Studies in Educational Evaluation 42, 5-14.
Wayman, J.C. & Jimerson, J.B. (2014). Teacher needs for data-related professional learning. Studies in Educational Evaluation 42, 25-34.
Jimerson, J.B. & McGhee, M. (2013). Leading inquiry in schools: Examining mental models of data-informed practice. Current Issues in Education 16(1), 1-20. Retrieved from Current Issues in Education
Wayman, J. C., Cho, V., Jimerson, J. B., Spikes, D. D. (2012). District-Wide Effects on Data Use in the Classroom. Education Policy Analysis Archives, 20 (25). Retrieved from Education Policy Analysis Archives
Wayman, J.C., Jimerson, J.B., and Cho, V. (2012). Organizational considerations in establishing the data-informed district. School Effectiveness and School Improvement 23(2): 159-178.
Holme, J.J., Richards, M., Jimerson, J.B., & Cohen, B. (2010). Testing the “theory of action” of high school exit exam policies: A review of research of the impact of exit testing on student achievement, attainment, post-secondary outcomes, and institutional responses. Review of Educational Research 80(4), 476-526.