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. & Saul, M.S. (2013). Navigating the rural terrain: Educators' visions to promote change. Rural Educator, 3 (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 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.