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1305048
Bryant Jensen

Bryant Jensen

Title

Professor

Department

EIME, TEd

Contact Information

Office: 206H MCKB

Phone: 801-422-3241

Email: bryant_jensen@byu.edu

Website: education.byu.edu/directory/view/bryant-jensen

Dr. Bryant Jensen is a 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 enhance opportunities for children and youth from vulnerable communities. Bryant collaborates with educators and research colleagues to develop and test supports such as peer observation systems for teachers to learn together to enact ambitious teaching practices in disadvantages communities in the US and in Latin America.

Bryant has been a Fulbright scholar in Mexico and in Argentina, a teacher educator in California's San Joaquin Valley, and a postdoc fellow at the University of Oregon. He co-authored The Students We Share: Preparing Mexican and US Teachers for Our Transnational Future (SUNY Press). Bryant’s research appears in various journals, including Early Childhood Research Quarterly, Educational Assessment, Educational Researcher, Journal of Teacher Education, Reading Research Quarterly, Teaching and Teacher Education, and others. He 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 six spirited children in Provo, Utah.

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

Teacher Learning; Equitable Teaching; Moral Work of Teaching; Teacher Collaboration; School Change; Latin America; Language/Literacy; Latina/o Education; Migration and Education; Faith and Education; Teacher Professional Identity

  • 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 Mānoa
  • 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
  • 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 Mānoa
  • 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

URL: https://journals.sagepub.com/doi/full/10.1177/00224871231183090

Publisher: Sage

Volume: 74

Issue: 4

URL: https://journals.sagepub.com/doi/full/10.1177/00224871231183090

Pages: 299-314

Journal: Journal of Teacher Education

Date: 2023

Abstract

Threading systemic change for language equity in schools

Publisher: Taylor & Francis

Volume: 35

Issue: 6

Journal: Language and Education

Date: 2021

Abstract

Equity in teaching academic language: An interdisciplinary approach

URL: https://www.tandfonline.com/doi/full/10.1080/00405841.2019.1665417

Publisher: Taylor & Francis

Volume: 59

Issue: 1

URL: https://www.tandfonline.com/doi/full/10.1080/00405841.2019.1665417

Pages: 1-7

Journal: Theory Into Practice

Date: 2019

Abstract

The moral work of teaching reading equitably to Black children

URL: https://www.tandfonline.com/doi/full/10.1080/00405841.2023.2258735

Publisher: Taylor & Francis

Volume: 62

Issue: 4

URL: https://www.tandfonline.com/doi/full/10.1080/00405841.2023.2258735

Pages: 404-419

Journal: Theory Into Practice

Abstract

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

URL: https://www.sciencedirect.com/science/article/pii/S0742051X23001646?casa_token=euV4Da703rAAAAAA:3m_BderYgpZFKqpBghelgIQrUUOyN0q92NA4_4NqSocXsc7qZlxa12zFn8SzmohArTLqPp6-3w

Publisher: ElSevier

Volume: 131

URL: https://www.sciencedirect.com/science/article/pii/S0742051X23001646?casa_token=euV4Da703rAAAAAA:3m_BderYgpZFKqpBghelgIQrUUOyN0q92NA4_4NqSocXsc7qZlxa12zFn8SzmohArTLqPp6-3w

Journal: Teaching and Teacher Education

Abstract

Teachers Learning to Implement Equitable Classroom Talk

URL: https://journals.sagepub.com/doi/full/10.3102/0013189X211014859

Publisher: SAGE

Volume: 50

Issue: 8

URL: https://journals.sagepub.com/doi/full/10.3102/0013189X211014859

Journal: Educational Researcher

Abstract

Advancing the Science of Teaching Reading Equitably

URL: https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.409

Publisher: Wiley

Volume: 56

URL: https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.409

Journal: Reading Research Quarterly

Abstract

Equitable Teaching Enhances Achievement Opportunity for the Students We Share

Publisher: SUNY Press

Journal: The Students We Share

Measuring cultural dimensions of classroom interactions

URL: https://www.tandfonline.com/doi/full/10.1080/10627197.2018.1515010

Publisher: Routledge

Volume: 23

Issue: 4

URL: https://www.tandfonline.com/doi/full/10.1080/10627197.2018.1515010

Journal: Educational Assessment

Abstract