Jan Lacina, Ph.D.

Jan Lacina, Ph.D.

Professor, Associate Dean of Graduate Studies

Program Area: Language & Literacy/Early Childhood-Sixth Grade

(817) 257-6786  |  j.lacina@tcu.edu

Texas Christian University
TCU Box 297900
Fort Worth, TX 76129

Bio

Dr. Jan Lacina began her career as an early childhood teacher in Texas. Her teaching and research focus on the areas of reading and writing instruction.  More recently, she has been interested in research related to preparing globally minded literacy teachers—and multimodal writing instruction for young learners. She has served in numerous leadership positions within higher education, such as Interim Dean, Post Baccalaureate Graduate Program Coordinator, and Early Childhood Program Coordinator; she has served since 2011 as Associate Dean for Graduate Studies in TCU’s College of Education.

Dr. Lacina is an accomplished author and editor; she has authored more than 100 publications, including four books. She served as Associate Editor and then Editor-in-Chief for the Journal of Research in Childhood Education (JRCE). She served as Co-Editor of the journal The Reading Teacher from June 2015-2021. She currently serves on the Editorial Advisory Board for the Journal of Research in Childhood Education; she serves on the Editorial Board for the Early Childhood Education Journal, and on the Editorial Board for the United Kingdom Literacy Association journal, Literacy.

While at TCU, she led faculty and programs to win many national awards and one state award, including the AACTE Best Practice Award in Support of Multicultural Education and Diversity, the AACTE/Southern Poverty Law Center Culturally Responsive Teaching Award, the Wisniewski Teacher Education Award, and both a finalist award and winning award from the Association for Teacher Education (ATE) –the Distinguished Program in Teacher Education Award (DPTE). She led the college to receive state recognition for Exemplary Field Based Practices from The Center for Research, Evaluation and Advancement of Teacher Education.

Since 2018, Dr. Lacina has served as the U.S. Ambassador for the United Kingdom Literacy Association (UKLA). She currently serves as the Program Lead for the College’s Deans for Impact work (2020-2023) and as the Program Coordinator for the College’s Holmes Scholars Program. Dr. Lacina is an alumna of the Harvard Institute for Higher Education Management Development Program (MDP) and the American Association of Colleges for Teacher Education (AACTE) Leadership Academy.

Education

Ph.D., University of Kansas

M.Ed., Texas Woman’s University

B.S., Baylor University

Leadership Positions

  • Associate Dean of Graduate Studies, TCU 2011-present
  • Early Childhood Coordinator, TCU 2006-2009
  • Post Baccalaureate Graduate Coordinator, Stephen F. Austin State University 2001-2005
  • ESL Coordinator, Stephen F. Austin State University 2000-2005
  • Professional Development School (PDS) Site Coordinator 2000-2001
  • 2004-2009 Lead NCATE reviewer

Professional Achievements

  • Co-Editor, The Reading Teacher, 2015- 2021
  • Editor for the Journal of Research in Childhood Education, 2012-2014
  • College Nominee, Chancellor’s Award for Distinguished Achievement as a Teacher & Scholar, 2014
  • Recipient, TCU Dean’s Research and Creativity Award, 2013
  • College Nominee, Dean’s Research and Creativity Award, 2012
  • College Nominee, Dean’s Research and Creativity Award, 2011
  • Faculty Achievement Award for Teaching, Department of Elementary Education, Stephen F. Austin State University, 2001
  • Associate Editor for the Journal of Research in Childhood Education, 2009-2011
  • Columnist, Technology in the Classroom—published in the journal Childhood Education, 2003-2009

Selected Publications

Chamberlain, L., Lacina, J. & Bintz, B., Jimerson, J. & Payne, K. (2020). Literacy in lockdown: learning and teaching in COVID-19 school closures. The Reading Teacher 74 (3).

Lacina, J. & Griffith, R. (Eds.) (2020). Preparing globally minded literacy teachers: Knowledge, practices, and case studies. New York: Routledge.

Lacina, J. & Hults, K. (2019). Using museum photography as a bridge for writing. English in Texas, 49 (1), 46-49.

Lacina, J. (2018). Literacy leadership: Global leaders call for the teaching of writing. English Journal, 107 (4), 59-63.

Lacina, J. & Griffith, R. (2018). Embracing generation 1.5 learners through the teaching of writing. English in Texas, 47(2), 27-30.

Lacina, J. & Griffith, R. (2017). Teaching writing: Literacy coordinators’ views. New England Reading Journal, 52 (2), 11-19.

Lacina, J., Bauml, M. & Taylor, B. (2016). Promoting resilience through read-aloud. Young Children, 71 (2), 16-21.

Lacina, J. (2015). New literacies and comprehension. In Parris, S. & Headley, K. Comprehension Instruction: Research-Based Best Practices (3rd edition). Guilford Press: NY.

Griffith, R. & Lacina, J. (2015). Making In-the-Moment Teaching Decisions: A Matter of Knowledge. Literacy Today. International Literacy Association.

Lacina, J. (2014). Exploring cross cultural friendship in young adolescent literature. Dragon Lode, 33 (1) 63-74.

Lacina, J. & Griffith, R. (2014). Making new friends: Using literature to inspire cross cultural friendship. Literacy Today. International Literacy Association.

Lacina, J. (2014) Learning from poverty and high stakes testing: Developing as a professional educator in Texas. English Journal, 103 (6), 28-32. Acceptance Rate: 20%.

Lacina, J. & Stetson, R. (2013). Using children’s literature to support positive classroom behaviors. Young Children. Acceptance Rate: 21-30%.

Lacina, J. & Giffith, R. (2013). Blogging as a means to craft writing. The Reading Teacher. Acceptance Rate: 15%.

  • Article selected for an International Reading Association’s special publication issue of articles published in 2013 for their “impact on literacy scholarship and practice.”

Lacina, J. & Matthews, S. (2012). Using online storybooks to build comprehension. Childhood Education 88(3), 155-161. Acceptance Rate: 20%.

Lacina, J. & Block, C. (2012). Progressive writing instruction for the 21st century: Empowering school leaders and teachers. Voices from the Middle (NCTE), 19(3), 10-17. Acceptance Rate: 14%.

Lacina, J. (2012). Best practices for twin placement in school. Young Children, 67(1), 80-83. Acceptance Rate: 21-30%.

Lacina, J. & Block, C. (2012). What matters most in distinguished literacy teacher education programs? Journal of Literacy Research. 43(4), 319-351. Acceptance Rate: 6-10%.

Lacina, J. & Silva, C. (2012). Cases of successful literacy teachers. Thousand Oaks, CA: Sage Publications.