Publications in VIVO

Co-author Network

Jacobs, Jennifer Kay

Assoc Research Professor

Positions

Assoc Research Professor, Institute of Cognitive Science (ICS)

Research Areas

Research

research overview

Jennifer Jacobs is an Associate Research Professor at CU Boulder in the Institute of Cognitive Science. Dr. Jacobs’ primary research interests are in classroom teaching, teacher and student learning, and teacher professional development. Her current research includes several large projects funded by the National Science Foundation focused on designing professional learning materials and supports for mathematics and science educators, and studying the impact of professional development on classroom teaching and student learning.

Publications

selected publications

book
- Learning and Teaching Geometry: Video cases for mathematics professional development 2017
- Mathematics Professional Development Improving Teaching Using the Problem-Solving Cycle and Leadership Preparation Models 2015
chapter
conference proceeding
- Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022) 2022
- The TalkMoves Dataset: K-12 Mathematics Lesson Transcripts Annotated for Teacher and Student Discursive Moves. 4654-4662. 2022
- DaSH Home: Using Programmable Sensors to Support Student Driven Investigations During Remote Learning. 2022
- Integrating Professional Mentorship with a 3D-Printing Curriculum to Help Rural Youth Forge STEM Career Connections. 2021
- Supporting Teachers to Implement Engineering Design Challenges using Sensor Technologies in a Remote Classroom Environment 2021
- Teacher Learning as Co-Operative Work to Expand Images of Future Classrooms.. 1121-1122. 2021
- Opening the Black Box 2020
- Integrating computational thinking into middle school science through co-designed storylines 2020
- Designing a Middle School Science Curriculum that Integrates Computational Thinking and Sensor Technology. 818-824. 2019
- Automating Analysis and Feedback to Improve Mathematics Teachers' Classroom Discourse. Proceedings of the ... AAAI Conference on Artificial Intelligence. AAAI Conference on Artificial Intelligence. 9721-9728. 2019
- Context-driven learning from professional development: Examining teacher knowledge, instructional practice, and student mathematics achievement gains 2019
- A phenomenon-based assessment system for three-dimensional science standards: What can it look like in practice? 2018
- Developing a validity argument for practical measures of student experience in project-based science classrooms 2018
- Are there national patterns of teaching? Evidence from the TIMSS 1999 video study. Comparative Education Review. 311-343. 2003
journal article
- Instructional Change after Participating in a Mathematics Professional Development Program: An Exploration of Impact. The Teacher Educator. 29-48. 2023
- Co-designing a rural research practice partnership to design and support STEM pathways for rural youth. 45-70. 2022
- Understanding the priorities and practices of rural science teachers: Implications for designing professional learning. 26-40. 2022
- Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change. Teaching and Teacher Education. 2022
- Understanding similarity through dilations of non-standard shapes. 642-649. 2022
- A professional development model to integrate computational thinking into middle school science through codesigned storylines. Contemporary Issues in Technology and Teacher Education. 53-96. 2021
- Developing tasks to assess phenomenon-based science learning: Challenges and lessons learned from building proximal transfer tasks. Science Education. 1367-1395. 2019
- Understanding teacher resistance to instructional coaching. Professional Development in Education. 690-703. 2018
- Video in the middle: Purposeful design of videobased mathematics professional development. Contemporary Issues in Technology and Teacher Education. 29-49. 2018
- Preparing facilitators to use and adapt mathematics professional development materials productively. International Journal of STEM Education. 2017
- Distinguishing Models of Professional Development: The Case of an Adaptive Model's Impact on Teachers' Knowledge, Instruction, and Student Achievement. Journal of Teacher Education. 51-67. 2015
- Examining novice teacher leaders' facilitation of mathematics professional development. The Journal of Mathematical Behavior. 149-167. 2014
- Impacting teachers' understanding of geometric similarity: results from field testing of the Learning and Teaching Geometry professional development materials. Professional Development in Education. 627-653. 2014
- Developing Teachers' Knowledge of a Transformations-Based Approach to Geometric Similarity. 74-85. 2013
- Problem solved: Middle school math instruction gets a boost from a flexible model for learning. 32-39. 2012
- Using video representations of teaching in practice-based professional development programs. ZDM: The International Journal on Mathematics Education. 175-187. 2011
- Mathematics professional development: Critical features for developing leadership skills and building teachers’ capacity. Mathematics Teacher Education and Development. 115-136. 2011
- Meeting the challenges of scale: The importance of preparing professional development leaders. Teachers College Record. 2011
- Transforming middle school geometry: Professional development materials that support the teaching and learning of similarity. 199-211. 2010
- Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education. 417-436. 2008
- Video-based research made "easy": Methodological lessons learned from the TIMSS Video Studies. Field Methods. 284-299. 2007
- The Problem-Solving Cycle: A Model to Support the Development of Teachers' Professional Knowledge. Mathematical Thinking and Learning. 273-303. 2007
- The Problem-Solving Cycle: A model of mathematics professional development. 42-57. 2007
- Does eighth-grade mathematics teaching in the United States align with the NCTM standards? Results from the TIMSS 1995 and 1999 video studies. Journal for Research in Mathematics Education. 5-32. 2006
- What does teaching look like around the world? 2006
- Mathematics teaching in the United States today (and tomorrow): Results from the TIMSS 1999 Video Study. Educational Evaluation and Policy Analysis. 111-132. 2005
- Preparing Teachers to Foster Algebraic Thinking. ZDM: The International Journal on Mathematics Education. 43-52. 2005
- Are There National Patterns of Teaching? Evidence from the TIMSS 1999 Video Study. Comparative Education Review. 311-311. 2005
- Strategies for building mathematical communication in the middle school classroom: Modeled in professional development, implemented in the classroom. Current Issues in Middle Level Education. 1-12. 2005
- Using video to support teacher learning: Theory & Practice response. 9-11. 2005
- Understanding and Improving Mathematics Teaching: Highlights from the TIMSS 1999 Video Study. Phi Delta Kappan. 768-775. 2003
- Japanese and American teachers' evaluations of videotaped mathematics lessons. Journal for Research in Mathematics Education. 154-175. 2002
- Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching. International Journal of Educational Research. 717-724. 1999
- Japanese and American teachers' evaluations of mathematics lessons: A new technique for exploring beliefs. The Journal of Mathematical Behavior. 7-24. 1997
- The process of dropping or stopping out of high school: A 19-year perspective. American Educational Research Journal. 395-419. 1997

Teaching

courses taught

GRTE 5030 - Graduate Natural Sciences for Teachers
Secondary Instructor - Fall 2023
Addresses special topics in natural sciences with an emphasis on building conceptual understanding of content and enhancing teacher's practice in teaching this content.

Background

education and training

Ph.D., University of California-Los Angeles 1999
M.A., University of California-Los Angeles 1994
B.A., University of Michigan Ann Arbor 1992

International Activities

geographic focus

France Country

Other Profiles

ORCID iD

http://orcid.org/0000-0002-2300-4771

ResearchGate

https://www.researchgate.net/profile/Jennifer_Jacobs8