Jennifer Wallace Jacoby

Class of 1929 Dr. Virginia Apgar Assistant Professor of Education

Jennifer Jacoby is interested in how both children and teachers develop in school contexts. In particular, she seeks to understand how teachers can best support the learning of linguistically and socio-economically diverse groups of children. Jacoby's current research investigates how school settings support the language and literacy development of young English learning children, as well as, how these school settings support the professional learning of the teachers who work with English learners. She uses both qualitative and quantitative methods in her research.  


  • Teaching English Language Learners
  • Developing Literacy in Early Childhood and Elementary Schools
  • Laboratory in Social and Personality Development
  • Children's Language and Literacy Learning in Context

Recent Publications

(* denotes Mount Holyoke College student co-author)
Mancilla-Martinez, J. and Jacoby, J.W. (2018). The influence of risk factors on preschoolers' Spanish vocabulary development in the context of Spanish instruction. Early Education and Development. DOI:10.1080/10409289.2018.1442098
Jacoby, J.W. and Lesaux, N.K. (2017). Language and literacy instruction in classrooms that serve Latino dual langauge learners. Early Childhood Research Quarterly, 40, 77-86. DOI:10.1016/j.ecresq.2016.10.001
*Golden, J. and Jacoby, J.W. (2017). Playing princess: Preschool girls' interpretations of gender stereotypes in Disney princess media. Sex Roles. DOI:10.1007/s11199-017-0773-8
Jacoby, J.W. and Lesaux, N.K. (2017). Policy-based instructional reform in early education: How Head Start teachers perceive instructional mandates. International Journal of Child Care and Education Policy, 11(9). DOI:10.1186/s40723‑017‑0034‑x
Jacoby, J.W. and Lesaux, N.K. (2014). Support for extended discourse in teacher talk with linguistically diverse preschoolers. Early Education and Development, 25, 1162-1179. DOI:10.1080/10409289.2014.907695