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Margaret Vaughn, Ph.D.

Margaret Vaughn, Ph.D.

Associate Professor of Literacy


ED 309



Mailing Address

875 Perimeter Drive MS 3080
Moscow, ID 83844-3080

  • 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

Margaret Vaughn is an Associate Professor of Literacy in the Department of Curriculum and Instruction. Her research interests include adaptive teaching, teacher visioning, and issues of agency. Vaughn has authored articles in several journals including Theory Into Practice, The Reading Teacher, Language Arts, Literacy Research and Instruction, and The New Educator. She was awarded the Mid-Career President’s Faculty Award, the Haslett Distinguished Faculty Award, and the Horace Mann Teacher Education Award.

Her research projects explore spaces where teachers can adapt their instructional practices to support the linguistic, cultural, and instructional needs of their students. Currently, she is involved in district-wide literacy efforts across the Pacific Northwest to explore student agency and the ways in which teachers apply an adaptive and visionary approach to their literacy instruction.

She supports reflective practice and conducts research with teachers to collaboratively ask questions about ways literacy instruction can honor and support students' cultural and linguistic backgrounds. She recently led a group of elementary teachers, located on the Nez Perce Reservation, in their creation of six, dual language books in Nez Perce language and English. 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.

  • Teacher Development

  • Literacy

  • Student Agency — a series of research projects to explore pedagogical practices supportive of student agency in literacy instruction.
  • Adaptive Instruction — a series of research projects to document adaptive and flexible approaches to literacy instruction.
  • Teacher Visioning — a reflective project focusing on teachers’ visions over time and the ways in which individual teachers adapt their practice in support of their vision.
  • Opportunities to Read — a series of research projects focusing on the types of texts and opportunities to read in school spaces.

  • Vaughn, M., & Parsons, S. A. (guest editors). (2016). Adaptive teaching: Theoretical implications for practice [themed journal issue]. Theory Into Practice, 55(3).
  • Vaughn, M. Re-envisioning literacy in a teacher inquiry group in a Native American context. (2016). Literacy Research and Instruction, 55(1), 24-47.
  • Vaughn, M., Parsons, S.A., Gallagher, M., & Branen, J. (2016). Teachers’ adaptive instruction supporting students’ literacy learning. The Reading Teacher, 69(5), 539-547.
  • Vaughn, M. (2014). The role of student agency: Exploring openings during literacy instruction. Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice, 28(1), 4-16.

*please see CV for additional publications.


Department of Curriculum and Instruction

Mailing Address:
College of Education, Health and Human Sciences
University of Idaho
875 Perimeter Drive
Moscow, Idaho 83844-3082

Phone: 208-885-6587

Fax: 208-885-1071