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
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.