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Jacobs, B. (2022). Self-Regulation and Inquiry-based Learning in the Primary Classroom. Pp. 230. Toronto, ON: Canadian Scholars Press. Refereed.

Ruttenberg-Rozen, R. & Jacobs, B. (in press). Considerations of equity for learners experiencing mathematics difficulties: At the nexus between mathematics and special education. In Y.P. Xin, R. Tzur & H. Thouless (EDS). Enabling Mathematics Learning of Struggling Students. Springer. Refereed


Wien, C.A., Jacobs, B., & Brown, E. (2015). Emergent curriculum and the tension between relationship and assessment. In O. Saracho (ED), Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education (pp. 93-116). Charlotte NC: Information Age Publishing. Refereed.


Jacobs, B. (2015), Capturing Learning in the Classroom (CLIC Software) in Ontario’s Full-Day Kindergarten (Toronto ON: Pearson Canada/MITACS Research Report).


Jacobs, B., & Jacobs, L. (2011). The Professionalization of Adult Literacy Practitioners: Impacts and Benefits for Learners. Toronto ON: Commissioned Paper for the

Ontario Literacy Coalition.


Jacobs, B., & Jacobs, L. (2010). Multidisciplinary Paths to Family Justice in Ontario: Professional Challenges and Promising Practices, Final Report. Toronto ON: Law Commission of Ontario Family Law Reform Project. Refereed.

Available at


Jacobs, B. (2008). Children’s Conversations About the Sun, Moon, and Earth. In C.A. Wien (ED), Emergent Curriculum in the Primary Classroom: Interpreting the Reggio Emilia Approach in Schools (pp. 82-95). New York & Washington: Teachers College Press/National Association for the Education of Young Children. Refereed.

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