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Vicki A. Jacobs

Faculty Info

Lecturer (1981-2018)

Degrees

Ed.D., Harvard University, (1986)

Email

vicki_jacobs@gse.harvard.edu

Office Hours

Email the Faculty Member

  • 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.
  • 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
  • Senior Series Consultant. Vocabulary Workshop (Levels D (9) – H (12+) (Student and Teacher’s Editions). New York, NY: William H. Sadlier, Inc.
  • 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.)
  • Adolescent literacy: Putting the crisis in context. Harvard Education Review 78(1), 7-39. (Also excerpted in Curriculum Leadership 7[5] [May 22, 2009].)
  • Are you tough enough to teach? Assembly, 65(4), 22-23.
  • Chall, J. & Jacobs, V.A. The classic study on poor children’s fourth-grade slump. American Educator, 27(1), 14-15; 44
  • 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).
  • 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.)
  • 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.
  • Using reading to learn: The matter of understanding. Perspectives: The International Dyslexia Association, 26(4), 38-40.
  • 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.)
  • 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.
  • 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.
  • 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.
  • 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).
  • 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.
  • The principals' center writing group: A working model for professional development. Wisdom and Practice, (Summer), Cambridge, MA: Harvard Principals' Center.
  • Chall, J., Jacobs, V.A., & Baldwin, L. The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.
  • 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.
  • Thinking about reading and writing: A gift of ash. Teachers and Writers, 19(4), 9-11.
  • Levine, S. & Jacobs, V.A. Writing as a tool for staff development. The Journal of Staff Development, 7(1), 44-51.
  • 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.)
  • 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.)
  • Jacobs, V.A. & Wade, S. Teaching reading in the content-areas. Momentum, (12)4 (December), 8-10. (1982 EdPress Award)

  • 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

Contact Information