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Vicki A. Jacobs

Lecturer on Education
Faculty Director, Specialized Studies
Director, Teacher Education Program Fieldwork
Academic Affairs Office
Director, Field Experience Program
Vicki A. Jacobs

Degree:  Ed.D., Harvard University, (1986)
Email:  [javascript protected email address]
Phone:  617.496.3896
Vitae/CV:   Vicki A. Jacobs.pdf
Office:  Longfellow 211
Office Hours Contact:  Email the Faculty Member
Faculty Assistant:  Susan Kandel

Profile

Vicki A. Jacobs is a lecturer on education, faculty director of the Special Studies Program, director of Teacher Education Program Fieldwork, director of the Field Experience Program, and associate director of Master's Studies Programs at the Graduate School of Education. As lecturer, Jacobs has taught courses on curriculum development, literacy and learning, and the teaching of English. Her experience includes teaching English and composition at the secondary level as well as teaching at the undergraduate level. She is the senior series consultant for Vocabulary Workshop (William H. Sadlier, Inc., 2012). Her publications include focus on secondary-level literacy development and the relationship among cognition, comprehension, composition, and inquiry-based teaching and learning. Currently, she serves on the Advisory Board of the Massachusetts Academy for Teachers and is an associate of the Bard College Institute for Writing and Thinking. She has also been president of the Massachusetts Association of Teacher Educators and the Massachusetts Association of College and University Reading Educators and vice-president elect of the Massachusetts Reading Association.

Click here to see a full list of Vicki Jacobs' courses.

Areas of Expertise
Publications

Jacobs, V.A. & Ippolito, J. The secondary classroom: Improving comprehension of informational text. In S.R. Parris & K. Headley (Eds.). Comprehension instruction: Research-based best practices (3rd Edition). New York, NY: Guilford Press, 278-290.,(2015)

Research in writing: The rightful place of writing-to-learn in content teaching. In J. Ippolito, J. F. Lawrence, & C. Zaller (Eds.) Getting to the core of adolescent literacy. Cambridge, MA: Harvard Education Press, 181-195,(2013)

Senior Series Consultant. Vocabulary Workshop (Levels D (9) – H (12+) (Student and Teacher’s Editions). New York, NY: William H. Sadlier, Inc.,(2012)

The landscape of adolescent literacy. In S.R. Parris, D. Fisher, & K. Headley. Adolescent literacy, field tested: Effective solutions for every classroom. Newark, DE: International Reading Association, 5-20. (Also excerpted in The Exchange, 21(2) [April, 2009], 2-5.),(2009)

Adolescent literacy: Putting the crisis in context. Harvard Education Review 78(1), 7-39. (Also excerpted in Curriculum Leadership 7[5] [May 22, 2009].),(2008)

Are you tough enough to teach? Assembly, 65(4), 22-23.,(2007)

Chall, J. & Jacobs, V.A. The classic study on poor children’s fourth-grade slump. American Educator, 27(1), 14-15; 44,(2003)

National Research Council. Attracting PhDs to K-12 education: A demonstration program for science, mathematics, and technology. Washington, D.C.: National Academy Press. (Committee member).,(2002)

Reading, writing, and understanding. Educational Leadership, 60(3), (November), 58-61. (Also in R.D. Robinson [Ed.]. [2005]. Readings in reading instruction: Its history, theory, and development. Boston: Pearson Education, Inc., 170-175.),(2002)

An introduction to academic programs. In J.O. Milner, R. Edelfelt, & P.T. Wilbur (Eds.). Developing teachers: Fifth year programs for outstanding students. New York, NY: University Press of America.,(2001)

Using reading to learn: The matter of understanding. Perspectives: The International Dyslexia Association, 26(4), 38-40.,(2000)

What secondary teachers can do to teach reading: A three-step strategy for helping students delve deeper into texts. Harvard Education Letter (July/August), 4-5. (Also in Media Spectrum, 26[3], [Fall], 18-19.) (Also in J. Sapp [Ed.]. [1999]. Teaching reading through balanced literacy. Bloomington, IN: Phi Delta Kappan International.),(1999)

The use of connectives in low-income children's writing: Linking reading, writing, and language skill development. In L.R. Putnam (Ed.). Readings on language and literacy: A tribute to Jeanne Chall (pp. 100-130). Brookline Books: Cambridge, MA.,(1997)

Seven recommendations for remediating writing difficulties. In L.R. Putnam (Ed.), How to be a better reading teacher: Strategies for assessment and intervention (pp. 299-306). Columbus, OH: Merrill/ Macmillan.,(1996)

Chall, J. & Jacobs, V.A. The reading, writing, and language connection. In J. Shimron (Ed.) Literacy and education: Essays in memory of Dina Feitelson (pp. 33-48). Creskill, NJ: Hampton Press.,(1996)

Student teaching in English/internship in English student teaching. Encyclopedia of English studies and language arts. Urbana, IL: National Council of Teachers of English (Scholastic Corporation).,(1994)

Jacobs, V.A. & Merseth, K.K. Case study approaches. Encyclopedia of English studies and language arts. Urbana, IL: National Council of Teachers of English/Scholastic.,(1994)

The principals' center writing group: A working model for professional development. Wisdom and Practice, (Summer), Cambridge, MA: Harvard Principals' Center.,(1993)

Chall, J., Jacobs, V.A., & Baldwin, L. The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.,(1990)

Promising practices: Using writing as a means for personal and professional development. In S. Levine (Ed.), Promoting adult growth in schools (pp. 225-228). Boston, MA: Allyn and Bacon.,(1989)

Thinking about reading and writing: A gift of ash. Teachers and Writers, 19(4), 9-11.,(1988)

Levine, S. & Jacobs, V.A. Writing as a tool for staff development. The Journal of Staff Development, 7(1), 44-51.,(1986)

Chall, J. & Jacobs, V.A. Writing and reading in the elementary grades: Developmental trends among low-SES children. Language Arts, 60(5), (May), 617-626. (Also in J. Jensen [Ed.]. [1984]. Composing and comprehending [pp. 93-104. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills and the National Conference in Research in English.),(1983)

New England Association of Teachers of English. The development and use of curriculum guides in New England: A survey by the NEATE. The Leaflet, 18(2). (Co-author.),(1982)

Jacobs, V.A. & Wade, S. Teaching reading in the content-areas. Momentum, (12)4 (December), 8-10. (1982 EdPress Award),(1981)

Associations

Member, Public Schools Curriculum Consortium (Orange County, FL),(2001-2002)

Member, Committee on Attracting Science and Mathematics Ph.D.s to K-12 Education (National Academy of Sciences/National Research Council),(2000-2002)

Scholar, National Faculty,(1994-2000)

Associate Faculty Member, Bard Institute for Writing and Thinking

Member, Deans Group, Boston Higher Education Partnership; Chair, Literacy Task Force

Member, Human Resources Advisory Committee, Boston Public Schools

Member, Massachusetts Reading First/State Reading Leadership Team

Member, WriteBoston Advisory Group, Harvard Children's Initiative

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