Julia Cohen headshot
JC

Julia Jackson Cohen

Associate Professor
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Bavaro Hall 218G
417 Emmet St S
Charlottesville, Virginia 22903
Education
Ph.D., Stanford University, 2013
M.A.T., Loyola Marymount University, 2006
B.A., Stanford University, 2001
Biography

Julie Cohen is an assistant professor of Curriculum, Instruction, and Special Education at the University of Virginia's Curry School of Education. Prior to her appointment at UVA, she received her doctorate in Curriculum and Teacher Education at Stanford University and was a post-doctoral fellow in the Center to Support Excellence in Teaching at Stanford. Her research focuses on the conceptualization and measurement of teaching quality, the ways in which accountability and teacher evaluation systems shape teaching practice, and the development of effective instructional practices in pre-service teacher education and professional development. She is currently a co-principal investigator on a cross-institutional study of teacher preparation, funded by the Spencer Foundation and the National Science Foundation. Other recent funded research has analyzed the implementation of performance assessments in teacher preparation, as well as the ways principals leverage policies designed to support teacher effectiveness. Recent publications have been featured in Educational Researcher, Teaching and Teacher Education, Teachers College Record, and the American Journal of Education.

Collaborative Research: Leveraging Simulations in Pre-Service Preparation to Improve Mathematics Teaching for Students with Disabilities
Source: U.S. National Science Foundation (NSF)
May 01, 2020 – April 30, 2024
Assessing the Teaching of Foundational Reading Skills
Source: Charles and Lynn Schusterman Family Foundation
July 01, 2020 – August 31, 2023
Robertson Innovations in Education
Source: Robertson Foundation
May 15, 2020 – May 31, 2023
Simulations in Teacher Education: Analyzing the Potential of a New Tool for Teacher Development and Assessment
Source: National Academy Of Education
January 01, 2019 – September 15, 2020
Simulations in Teacher Education: Analyzing the Potential of a New Tool for Teacher Development and Assessment
Source: National Academy Of Education
January 01, 2019 – December 31, 2019
EDIS 4881: Field Experience: Elementary
Credits: 1
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
EDIS 4887: Field Experience: Special Education
Credits: 1
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
EDIS 4995: Directed Research
Credits: 1–6
Directed Research under supervision of faculty member.
EDIS 5010: Curriculum and Instruction for Elementary and Special Education
Credits: 3
Study of the development of curriculum and instructional design with a focus on developing teaching techniques to increase student performance. Emphasis is also given to understanding classroom routines and management to support safe learning environments. Prerequisite: Admission to Teacher Education Program.
EDIS 7852: Seminar: Reading Research
Credits: 3
Students learn about major approaches to research and study exemplars of each. Students will learn to evaluate research reports on the basis of accepted standards for each approach. Prerequisite: Admission to doctoral program or instructor consent.
EDIS 8970: Field Study
Credits: 3–6
In this student-driven, field-based course, students perform work at a school, district, or other educational setting to investigate and address a specific question, challenge, need, or interest of the partner organization. Students make informed analyses of the educational issues and present findings.
EDIS 9740: Internship in College Teaching or Supervision
Credits: 1–6
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member.
EDIS 9991: Ed.D. Research
Credits: 1–12
Ed.D. Research conducted under the guidance of dissertation/capstone committee. 12 hours required for graduation. Permission of Instructor required.
EDIS 9993: Independent Study
Credits: 1–6
Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
EDIS 9995: Independent Research
Credits: 1–6
Permits students to work jointly with faculty or other students in cooperatively designing and executing research projects. The nature and scope of such projects are advanced beyond the master's level, and a plan of research should be signed and filed in the student's permanent file. Prerequisite: Advisor permission.
EDIS 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required
EDIS 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.