Joi Spencer

Joi Spencer
Phone: (619) 260-7819
Fax: (619) 849-8159
Office: Mother Rosalie Hill Hall 205E

Associate Dean & Associate Professor

  • Ph.D. University of California, Los Angeles
  • M.A. Stanford University
  • B.A. Stanford University

Joi Spencer, Ph.D., is associate professor in the School of Leadership and Education Sciences, having earned a B.A. and M.A. at Stanford University, and a doctorate in education, with an emphasis in mathematics education, at UCLA. Her dissertation, "Balancing the Equation: African-American Students' Opportunity to Learn Mathematics with Understanding in Two Central City Middle Schools," examined learning opportunities and mathematics identity of both successful and nonsuccessful African-American students. While a doctoral student, Spencer was a fellow of the National Science Foundation's Diversity in Mathematics Education Center for Teaching and Learning, a collaboration with University of Wisconsin, Madison, U.C. Berkeley and UCLA. She is currently working on a chapter for her upcoming Second Handbook of Research on Mathematics Teaching and Learning. In addition to her work at USD, Spencer will continue her research with the LessonLab Research Institute in Santa Monica, working on a grant that explores the impact of a video-based lesson analysis of professional development in mathematics teaching practice and student outcomes in five middle schools in the Los Angeles Unified School District. Spencer's dissertation was funded by a grant from the American Educational Research Association (AERA).

Scholarly Work

Spencer, J. (2012). Views from the Black of the Math Class. Dissent. Winter 2012.

Quezada, R., Lattimer, H. & Spencer, J. (2011). Opportunities and Obstacles in Action Research as a Pathway to Developing as a Practitioner Researcher. In Saleh, I. & M.S. Khine (Eds.) Practitioner Research in Teacher Education: Theory and Best Practices (Peter Lang International).

Spencer, J., Santagata, R. & Park, J. (2010). Keeping the mathematics on the table in urban, mathematics professional development: A Model that integrates dispositions towards students. In M. Q. Foote (Ed.) Mathematics teaching and learning in K-12: Equity and professional development. New York: Palgrave.

Hubbard, L. & Spencer, J. (2009). Achieving equity through charter schools: More than tinkering at school structure. Perspectives in Education. 27(4), 395-405.