Margaret Vaughn, Ph.D.
College of Education
Campus Locations: Moscow
Department of Curriculum and Instruction
Assistant Professor of Literacy Education
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
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.
- Vaughn, M., Allen, S., Kologi, S., & McGowan,S. (accepted for publication). Revisiting literature circles as open spaces for critical discussions. Journal of Reading Education.
- Vaughn, M., Penney-Pinkham, D., Hillman, K., McKarcher, T., Arthur, T., Terry, B. S., Latella, C., Drishinski, D., Whipple. T., & Finnell, B. (in press). Locating Coyote: Reorienting theliteracy 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., 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.
- 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.
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.