testing

Contact Us

Moscow

Department of Curriculum & Instruction
College of Education
University of Idaho
Moscow, Idaho 83844
Phone: (208) 885-6587
Email:teached@uidaho.edu

Coeur d'Alene

Dr. Paul Gathercoal
College of Education
University of Idaho
Moscow, Idaho 83844-3080
(208) 885-5707

Dr. Anne Kern
College of Education
University of Idaho
Coeur d' Alene Center
Coeur d' Alene, Idaho 83814-5497
(208) 292-1402

Boise

Department of Curriculum & Instruction
College of Education
University of Idaho
Moscow, Idaho 83844
Phone: (208) 885-6587
Email: teached@uidaho.edu

C & I Faculty Margaret Vaughn 187x187

Margaret Vaughn, Ph.D.


Office: TARG 212
Phone: 208-885-2879
Email: mvaughn@uidaho.edu
Mailing Address: Education Bldg. 506B
PO Box 443082
Moscow, ID 83844-3082

College of Education
Department of Curriculum and Instruction
Assistant Professor of Literacy Education

Campus Locations: Moscow
With UI Since 2011


  • Research/Focus Areas
    • Teacher Development
    • Literacy
  • Biography
    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.
  • Selected Publications
    Recent Publications 

    • Vaughn, M., Allen, S., Kologi, S., & McGowan,S. (accepted for publication). Revisiting literature circles as open spaces for critical discussions. Journal of Reading Education.
    • Parsons, S.A., & Vaughn, M. (accepted with revisions). A case study of one teacher's instructional adaptations. Journal of Classroom Instruction.
    • Vaughn, M., Penney-Pinkham, D., Hillman, K., McKarcher, T., Arthur, T., Terry, B. S., Latella, C., & Whipple. T. (in press). Locating Coyote: Reorienting the literacy curriculum to empower Indigenous students and educators J. Richards, & K. Zenkov (Eds.), Empowering diverse learners and their teachers: Closing the instructional gap through social justice teaching.
    • Kuby, C., Vaughn, M. (2015). Identities becoming: Exploring agency in multimodal designs of young children. Journal of Early Childhood Literacy.
    • Vaughn, M. (2014). Adaptive teaching: Case studies of two elementary teachers' visions and adaptations during literacy instruction. Reflective Practice: International and Multidisciplinary Perspectives.
    • Vaughn, M. (2014). The role of student agency: Exploring openings during literacy instruction.Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice. 
    • Vaughn, M. (2014). Aligning visions: Striking a balance between personal convictions for teaching and instructional goals. Educational Forum. 78 (3), 1–9.
    • Vaughn, M., Parsons, S.A., Kologi, S., & Saul, M.S. (2014). Action research as a reflective tool: A multiple case study of eight rural educators’ understandings of instructional practice. Reflective Practice: International and Multidisciplinary Perspective. 15 (3), 1-19.
    • Parsons, S.A., & Vaughn, M. (2013). Exploring adaptive teaching across contexts:Cross-case analysis of rural and urban educators’ instructional adaptations. Alberta Journal of Educational Research.59 (2), 299-318.
    • Parsons, S.A., Malloy, J.A.,Vaughn, M. & La Croix, L. (2014). A longitudinal study of teacher visioning: Traditional program graduates and Teach for America Corps Members. Literacy Research and Instruction.53, 134–161.
    • Vaughn, M. & Saul, M.S. (2013). Navigating the rural terrain: A study of visions to promote change. Rural Educator. 34(2), 38-48.
    • Vaughn, M. & Parsons, S. A.(2013). Teachers as innovators: Instructional adaptations opening spaces for enhanced literacy learning. Language Arts Journal. 91(2), 81-93.
    • Vaughn, M., & Faircloth, B. (2013). Teaching with a purpose in mind: Cultivating a vision for teaching. The Professional Educator, 37 (2), 1-12.
    • Vaughn, M. (2013). Examining teacher agency: Why did Les leave the building? New Educator. 9(2), 119-134.
    • 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 Education. 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.
    • Parsons, S.A, Massey, D., Vaughn, M., Scales, R., Faircloth, B.S., Howerton, W.S., Griffith, R.R., Atkinson, T.S. (2010). Developing thoughtfully adaptive teachers of reading in face to-face and online teacher education course. Journal of School Connections. 3(93), 91-111.

  • Research Projects
    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.

Margaret's Links

A plan without a vision is drudgery. But a vision with a plan can change the world. (Old Proverb)