Faculty Profiles

Dr. Jennifer Jacobs

Dr. Jennifer Jacobs, Ph.D., associate Professor

Jacobs headshot

Email: jjacobs8@usf.edu
Phone: (813) 974-7522

Jennifer Jacobs, PhD, is an Associate Professor in the Elementary Education Program. She holds a Doctoral Degree in Curriculum, Instruction, and Teacher Education from the University of Florida. Jennifer’s research is situated within the context of teacher education. Specifically within teacher education, her research agenda has set out to understand teacher learning for equity.

The progression of her research projects and publications provides evidence of a fluid movement between preservice teacher, inservice teacher/teacher leader, and teacher educator learning. Investigating this overarching theme of teacher learning for equity across the continuum of teacher education includes the strand of understanding and building the contexts that facilitate teacher learning for equity. Specifically understanding school-university partnerships as contexts for teacher learning for equity and understanding the national context as a way to facilitate teacher learning for equity.

The second strand includes understanding specific processes that facilitate teacher learning for equity within these contexts. Specifically, across strand two, Jennifer has looked at 1) understanding frameworks to facilitate teacher learning for equity across the teacher education continuum and 2) understanding practitioner inquiry as a specific vehicle to support teacher learning for equity across the continuum.

Jennifer has published in journals such as Action in Teacher Education, Teacher Education and Practice, Studying Teacher Education, and Professional Development in Education. She currently serves as editor of the Journal of Practitioner Research.

Publications:

  • Jacobs, J., Hogarty, K., & Burns, R. W. (2017). Elementary preservice teacher field supervision: A survey of teacher education programs. Action in Teacher Education.
  • Burns, R.W., Jacobs, J., & Yendol-Hoppey, D. (2016). The changing nature of the role of the university supervisor and function of preservice teacher supervision in an era of clinically-rich practice. Action in Teacher Education, 38(4), 410-425.
  • Jacobs, J. & Crowell, L*. (2016). Developing as teacher leaders for social justice: The influence of a teacher leadership graduate program. The New Educator,1-27. DOI: 10.1080/1547688X.2016.1237693
  • Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2016). Preservice teacher supervision within field experiences in a decade of reform: A comprehensive meta-analysis of the empirical literature from 2001-2013. Teacher Education and Practice, 29(1), 46-75.
  • Jacobs, J., Gordon, S.P., & Solis. R. * (2016). Critical Issues in Teacher Leadership: A National Look at Teachers’ Perception. Journal of School Leadership, 26(3), 374-406.
  • Jacobs, J., Yendol-Hoppey, D., & Dana, N.F. (2015). Preparing the next generation of teacher educators: The role of practitioner inquiry. Action in Teacher Education, 37(4), 373-396.
  • Jacobs, J., Casciola, V. *, Arndt, K. *, & Mallory, M. * (2015). Embedding Culture in a Field Experience Seminar: Lessons Learned about Promoting Preservice Teacher Critical Consciousness in an Urban School Partnership. School University Partnerships, 8(2),114-25.
  • Jacobs, J. & Casciola, V. (2015).  A social justice lens in supervision. In J. Glanz & S. Zepeda’s (Eds.). Supervision: New Perspectives for Theory and Practice. (pp. 221-239). New York: Rowan & Littlefield.