Dr. Jill Jacobi-Vessels (PhD, University of Louisville, 2008) has seventeen years of experience in administering children’s programs, including five years working with U.S. Army Child Development Services and two years as the Director of the University’s Early Learning Campus. She helped to conduct a large-scale longitudinal Reading and Math study, a longitudinal Scale Up Mathematics Intervention study, and assessed brain responses to auditory and visual stimuli using event related potentials to measure latency and amplitude. Her research interests include kindergarten readiness through play-based learning and drama, pre-and in- service teacher development, preschool learning trajectories in mathematics, and classroom quality and the effects on children’s achievement.
Jacobi-Vessels, J. L. (2015). Preschool Scientific Exploratory Behaviors in Structured and Free-Choice Settings. Bi-Annual Meeting of The Society for Research in Child Development, Philadelphia, PA.
Jacobi-Vessels, J. L., & Davis, A. (2014). Fostering 21st Century Conceptual Development through Mathematics Storybook Reading. Regional Conference of the National Council of Teachers of Mathematics, Indianapolis, IN.
Davis, A., & Jacobi-Vessels, J. L. (2014). Paths from Story Land to Math Land AND Math Power in Creative Play. Conference of the Indiana Association for the Education of Young Children, Indianapolis, IN.
Jacobi-Vessels, J. L., Brown, E. T., & Molfese, V. J. (2013). "Mathematics and reading achievement in early childhood." 2013 Bi-Annual Meeting of The Society for Research in Child Development, Seattle, Washington.
Jacobi-Vessels, J. L. (2013). "The effects of an art intervention on preschool children's social interactions." 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.