Margaret Vaughn, Ph.D.
College of Education
Department of Curriculum and Instruction
Assistant Professor of Literacy Education
Campus Locations: Moscow
With UI Since 2011
-
Ph.D. in Curriculum and Instruction, University of North Carolina at Greensboro, 2010
-
Master of Education, Elementary Education, Drexel University, 2001
-
Bachelor of Arts, Urban Studies, University of Pennsylvania, 1999
-
Teacher Development
-
Literacy
Dr. Vaughn's research agenda focuses on adaptive teaching within the literacy curriculum and teacher visioning. Currently, she is involved in a series of research projects where she explores the intersection of knowledge categories (procedural, declarative) and affective domains (visions, including enactment of these visions). As a former first grade teacher, she is an advocate of teachers and supports teacher action research projects that directly promote student learning. She is a member of the Literacy Research Association and American Educational Research Association as well as serving on the editorial boards of a series of peer reviewed journals.
Recent Publications
- Vaughn, M., Parsons, S. A. (2012). Visions, enactments, obstacles and negotiations: case studies of two novice teachers enrolled in a graduate literacy course. Journal of Reading 38(1), 18-25.
- Vaughn, M., & Faircloth, B. (2011). Understanding teacher visioning and agency during literacy instruction. In In J. V. Hoffman, D. Shallert, C. Fairbanks, J. Worthy, & B. Maloch (Eds.), 60th Yearbook of the Literacy Research Association (pp. 309-323). Oak Creek, WI: National Reading Conference.
Adaptive Teaching- This is a multi-site project with in-service teachers exploring the complexity of adaptive teaching and the metacognitive processes of which teachers engage.
Explorations of Teacher Visioning and Agency- A longitudinal study of the development of teacher visioning and enactment over time through action research, classroom practice, and reflection.
Cultivating Stories: Writing within an Indigenous Perspective- A professional development research project centered on teachers’ understandings, experiences, and knowledge of promoting literacy within an Indigenous framework.
