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.

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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.

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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

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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

 

Jacoby, J.W., Lebowitz, R.B., & Lesaux, N.K. (in preparation). Oral narrative skills of linguistically-diverse pre-kindergarten children.

 

Crandell, J.D., & Jacoby, J.W. (in preparation). Preschoolers’ pretend-readings of information books: An exploration of the use of genre-related language features.

 

(* denotes Mount Holyoke College student co-author)