Skip to main content
Bryant Jensen

Bryant Jensen


Associate Professor

Contact Information

Office: 206-H MCKB

Phone: 801-422-3241



Dr. Bryant Jensen is an associate professor in the Department of Teacher Education at BYU. He teaches courses on learning and instruction, multicultural education, research methods, and public education for societal development. His research addresses equitable teaching and teacher learning to transform their interactions and lesson activities to enrich learning opportunities for children and youth from minoritized communities. Currently, Bryant is collaborating with public school educators and research colleagues to develop and test supports such as peer observation systems for teachers to learn together to enact equitable teaching practices in rural Mexico, for Native Islander children in Hawaii, and for Latinx students from immigrant families in Utah.

Previously Bryant was a Fulbright scholar in Mexico, teacher educator in California's San Joaquin Valley, and a postdoc fellow at the University of Oregon. His recent book, with Dr. Patricia Gandara, is The Students We Share: Preparing Mexican and US Teachers for Our Transnational Future (SUNY Press). Bryants research articles appear in Early Childhood Research Quarterly, Educational Assessment, Educational Researcher, Journal of Teacher Education, Reading Research Quarterly, Teaching and Teacher Education, and various other journals. Bryant serves on the editorial boards of The Elementary School Journal, International Journal of Educational Development, Review of Educational Research, and Theory Into Practice. His work has been funded by the U.S. Dept. of Education, Fulbright, the Mexican government, BYU, and a handful of foundations. Bryant is a first-generation college graduate and with his superhuman spouse, Taryn, is raising five spirited children in Provo, Utah.

Multicultural Education; Learning and Instruction; Research Methods; Equitable Teaching; Educational Foundations; International Development

Teacher Learning; Equitable Teaching; Sociocultural Interactions; Moral Work of Teaching; Teacher Collaboration; School Change; Mexican/Central American Schooling; Language/Literacy; Latina/o Education; Migration and Education

  • Fulbright Specialist — 2021–2025
    • Sponsor: U.S. Dept. of State
  • Nancy Peery Marriott Excellence in Scholarship Award — 2021–2022
    • Sponsor: BYU McKay School of Education
  • Visiting Scholar — 2021
    • Sponsor: Center for Research on Education, Diversity & Excellence (CREDE), University of Hawai'i at Mnoa
  • Early Career Grantee, National Academy of Education — 2013–2014
    • Sponsor: National Academy of Education
    • Financial support and recognition to develop a new classroom observation system--using the MET longitudinal database--that reliably captures cultural aspects of teacher-student interactions.
  • Fulbright-Garcia Robles Fellow — 2007–2008
    • Sponsor: Fulbright

Becoming Equitable Educators: Practicality in Measuring Teacher Dispositions


Publisher: Sage

Volume: 74

Issue: 4

Pages: 299-314

Journal: Journal of Teacher Education

Date: 2023


Threading systemic change for language equity in schools

Publisher: Taylor & Francis

Volume: 35

Issue: 6

Journal: Language and Education

Date: 2021


Equity in teaching academic language: An interdisciplinary approach


Publisher: Taylor & Francis

Volume: 59

Issue: 1

Pages: 1-7

Journal: Theory Into Practice

Date: 2019


The moral work of teaching reading equitably to Black children


Publisher: Taylor & Francis

Volume: 62

Issue: 4

Pages: 404-419

Journal: Theory Into Practice


What's in a teacher meeting? Testing pedagogically productive talk as a framework for teacher collaboration

Teachers Learning to Implement Equitable Classroom Talk


Publisher: SAGE

Volume: 50

Issue: 8

Journal: Educational Researcher


Advancing the Science of Teaching Reading Equitably


Publisher: Wiley

Volume: 56

Journal: Reading Research Quarterly


Equitable Teaching Enhances Achievement Opportunity for the Students We Share

Publisher: SUNY Press

Journal: The Students We Share

Measuring cultural dimensions of classroom interactions


Publisher: Routledge

Volume: 23

Issue: 4

Journal: Educational Assessment