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 http://www.lco-cdo.org/en/content/family-law-reform
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.