Research

BOOK CHAPTER PUBLICATIONS:

Jackson, V. (accepted).Reimagining structured literacy practices to honor student identities. Association of Teacher Educators and Rowman & Littlefield Antiracist Research on K-12 Education and Teacher Preparation: Policy, Pedagogy, Curriculum, and Practice

Cone, N., Jackson, V. (2021). Multicultural science education: preparing elementary  teachers to support the academic language needs of ells in sciences. springer International Handbook of Research on Multicultural Science Education

PUBLICATIONS:

Jackson, V. (2023). Honoring student identities through metalinguistic awareness and phonics instruction. Georgia Council of Teachers of English Scribbles n' Bits

PEER REVIEWED PUBLICATIONS:

Jackson, V., Delacruz, S., (2021). Culturally relevant teaching for the 21st century: The success and challenges of pre-service teachers when using technology in critical ways. Georgia Journal of Literacy

Delacruz, S., Jackson, V. (2019).Preservice elementary teachers engaging in digital critical literacy practices to advocate critical perspectives of text. Journal of Literacy Practice and Research

Jackson, V., Shrewsbury, K. (2018). Reimagining Traditional Pedagogy of Literacy. The Georgia Journal of Reading. http://www.georgiareading.org/2018-winter-georgia-journal.html

Jackson, V. (2016). Applying the think-aloud strategy to improve reading comprehension of science content. Phoenix, AZ:  Current Issues in Education Journal.

Jackson, V. (2014). Applying the think-aloud strategy to improve reading comprehension of science content. Doctoral Dissertation, Nova Southeastern University, Fischler School of Education.