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Jennifer Wallace Jacoby

Publication

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). 

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). 

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.

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.

Award

Jennifer Wallace Jacoby 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, 2020.  

Jennifer Wallace Jacoby 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, 2020.