Jacoby, J. W. (2025). Assistant teachers’ contributions to classroom quality in Head Start. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-02055-x

 

Jacoby, J. W. (2025, December). Book review: When we hear them: Attuning teachers to language-diverse learners. Teachers College Record.

 

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

 

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? Ideas for increasing native language support in preschools. NABE Perspectives, 43(2), 6-9.

​

Jacoby, J.W., & *Edlefsen, K. (2019). “I didn’t know they made books with Paw Patrol!”: Book selection and the allure of popular media characters among preschoolers. Journal of Research in Early Childhood Education. https://doi.org/10.1080/02568543.2019.1677826

​

†Jacoby, J.W., & Lesaux, N.K. (2019). Supporting dual language learners in Head Start: Teacher beliefs about teaching priorities and strategies to facilitate English language acquisition. Journal of Early Childhood Teacher Education, 40(2), 120-137. https://doi.org/10.1080/10901027.2018.1529006

​

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. https://doi.org/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. 

https://doi.org/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. https://doi.org/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). https://doi.org/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. https://doi.org/10.1080/10409289.2014.907695

 

​

(* denotes Mount Holyoke College student co-author; † denotes Taylor & Francis/NAECTE Foundation Outstanding JECTE Article Award for 2019)