| The changing nature of the role of the university supervisor and function of preservice teacher supervision in an era of clinically-rich practice RW Burns, J Jacobs, D Yendol-Hoppey Action in Teacher Education 38 (4), 410-425, 2016 | 117 | 2016 |
| Culturally responsive pedagogy in higher education: A collaborative self-study HS Han, E Vomvoridi-Ivanović, J Jacobs, Z Karanxha, A Lypka, ... Studying Teacher Education 10 (3), 290-312, 2014 | 109 | 2014 |
| Supervisor transformation within a professional learning community J Jacobs, D Yendol-Hoppey Teacher education quarterly 37 (2), 97-114, 2010 | 107 | 2010 |
| Critical issues in teacher leadership: A national look at teachers’ perception J Jacobs, SP Gordon, R Solis Journal of school leadership 26 (3), 374-406, 2016 | 99 | 2016 |
| Reflection on their first five years of teaching: Understanding staying and impact power KM Tricarico, J Jacobs, D Yendol-Hoppey Teachers and Teaching 21 (3), 237-259, 2015 | 95 | 2015 |
| Data literacy: Understanding teachers' data use in a context of accountability and response to intervention J Jacobs, A Gregory, D Hoppey, D Yendol-Hoppey Action in Teacher Education 31 (3), 41-55, 2009 | 92 | 2009 |
| Teacher leaders as equity-centered change agents: Exploring the conditions that influence navigating change to promote educational equity J Jacobs, B Beck, L Crowell Professional development in education 40 (4), 576-596, 2014 | 75 | 2014 |
| Critical concepts of mentoring in an urban context D Yendol-Hoppey, J Jacobs, NF Dana The New Educator 5 (1), 25-44, 2009 | 73 | 2009 |
| Supervision for social justice: Supporting critical reflection J Jacobs Teacher Education Quarterly 33 (4), 23-39, 2006 | 61 | 2006 |
| Preservice teacher supervision within field experiences in a decade of reform R Burns, J Jacobs, D Yendol-Hoppey Teacher Education and Practice 29 (1), 46-75, 2016 | 59 | 2016 |
| Developing educational leaders for social justice: Programmatic elements that work or need improvement PL Guerra, SW Nelson, J Jacobs, E Yamamura Education Research and Perspectives (Online) 40, 124, 2013 | 59 | 2013 |
| High-quality teaching requires collaboration: How partnerships can create a true continuum of professional learning for educators RW Burns, D Yendol-Hoppey, J Jacobs The Educational Forum 79 (1), 53-67, 2015 | 57 | 2015 |
| Professional development for teacher educators: conflicts between critical reflection and instructional‐based strategies J Jacobs, LC Assaf, KS Lee Professional development in education 37 (4), 499-512, 2011 | 55 | 2011 |
| Preparing the next generation of teacher educators: The role of practitioner inquiry J Jacobs, D Yendol-Hoppey, NF Dana Action in Teacher Education 37 (4), 373-396, 2015 | 49 | 2015 |
| Elementary preservice teacher field supervision: A survey of teacher education programs J Jacobs, K Hogarty, RW Burns Action in Teacher Education 39 (2), 172-186, 2017 | 40 | 2017 |
| Problematizing clinical education DV Dennis, RW Burns, K Tricarico, S van Ingen, J Jacobs, J Davis The power of clinical preparation in teacher education, 1-20, 2017 | 38 | 2017 |
| The inequitable influence that varying accountability contexts in the United States have on teacher professional development J Jacobs, RW Burns, D Yendol-Hoppey Professional development in education 41 (5), 849-872, 2015 | 35 | 2015 |
| A framework for naming the scope and nature of teacher candidate supervision in clinically-based teacher preparation: Tasks, high-leverage practices, and pedagogical routines … RW Burns, J Jacobs, D Yendol-Hoppey The Teacher Educator 55 (2), 214-238, 2020 | 34 | 2020 |
| Making muffins: Identifying core ingredients of school-university partnerships RW Burns, J Jacobs, W Baker, D Donahue School-University Partnerships 9 (3), 81-95, 2016 | 33 | 2016 |
| Top 10 Learning needs for teacher leaders SP Gordon, J Jacobs, R Solis The Learning Professional 35 (6), 48, 2014 | 27 | 2014 |
