Publications, Grants, Awards and Honors

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Publications

Jacoby, J.W. (2021). Assistant teachers in Head Start: Important drivers of a diverse and competent workforce. Urban Institute. https://www.urban.org/research/publication/assistant-teachers-head-start-important-drivers-diverse-and-competent-workforce/view/full_report

Jacoby, J.W., & *Corwin-Renner, A. (2021). Assistant teachers, workplace satisfaction, and the creation of a culturally-competent workforce pipeline in Head Start. Journal of Career Development. https://doi.org/10.1177/0894845321993237

Jacoby, J.W. (2019). When, where, and how do Head Start teachers use Spanish in the context of English curriculum?: Increasing native language support in preschools. Perspectives: A Publication of the National Association for Bilingual Education, 43(2), 6-9.

Jacoby, J.W., & Edlefsen, K. [MHC '16] (2019). “I love Paw Patrol!”: Book selection and the allure of popular media characters among preschoolers. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2019.1677826

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 language 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
* denotes Mount Holyoke College student co-author

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

Awards

Received the Taylor & Francis/National Association of Early Childhood Teacher Educators Foundation’s Outstanding Journal Article Award for 2019 for her article, Supporting Dual Language Learners in Head Start: Teacher Beliefs about Teaching Priorities and Strategies to Facilitate English Language Acquisition from the Journal of Early Childhood Teacher Education. She was recently honored with the award at the NAECTE Annual Conference, which was held virtually on November 4.