Margaret Vaughn is an associate professor of Language, Literacy & Technology. Her research
focuses on adaptive and equitable literacy practices and the role of student agency in literacy instruction. As a former classroom teacher, she explores ways to support and advocate for the profession, conducting research with and alongside of teachers and students in schools.
Dr. Vaughn joined the College of Education in January 2021. Currently, she teaches methods of literacy instruction for undergraduate students.
- Vaughn, M., Parsons, S.A., & Massey, D. (2020). Aligning the science of reading with adaptive teaching. Reading Research Quarterly, 55(1), 299-306.
- Vaughn, M., Premo, J., Erickson, D., & McManus, C. (2020). Student agency in literacy: Validation of the Student Agency Profile (StAP). Reading Psychology, 42(1),1-26.
- Vaughn, M. (2020). What is student agency and why is it needed now more than ever. Student agency: Theoretical implications for practice [themed journal issue]. Theory Into Practice, 59(2), 109-118.
- Vaughn, M., Premo, J.T., Sotirovska, V. Erickson, D. (2020). Evaluating agency in literacy using the Student Agency Profile (StAP). The Reading Teacher, 73(4), 1-20.
- Vaughn, M., Scales, R.Q., Stevens, E., Kline, S., Barrett-Tatum, J., Van Wig, A., Yoder, K.K., & Wellman, D. (2019). Understanding literacy adoption policies across contexts: A multi-state examination of literacy curriculum decision-making. Journal of Curriculum Studies,1-20.
- Vaughn, M. & Kuby, C.R. (2019). Fostering critical, relational visionaries: Autoethnographic processes in teacher education. Action in Teacher Education, 41(2),117-136.
- Parsons, S.A., Vaughn, M., Scales, R., Gallagher, M., Davis, S., & Ward-Parsons, A. (2018) Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205-242.
- Vaughn, M. (2018). Making sense of student agency in the early grades. Phi Delta Kappan, 99(7), 62-66.
- Vaughn, M., Hillman, K., McKarcher, T., & Latella, C. (2017). Exploring a pathway to reshape school-wide literacy practices for Indigenous students. 75-80. J. Reyhner (Ed), Honoring our teachers. University of Oklahoma Press.
- Vaughn, M., Penney-Pinkham, D., Hillman, K., McKarcher, T., Terry, B. S., Latella, C., Whipple. T., & Finnell, B. (2015). 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. 57-71. Charlotte, NC: Information Age Publishing.
- Best Paper Award, Literacy Assessment, Learning, and Teaching, Area 3, Literacy Research Association, 2020
- Fulbright Specialist Roster, U.S. State Department, 2020-2024
- Review of Research Award, American Educational Research Association, 2019
- Distinguished Research in Teacher Education, Association of Teacher Educators, 2018
- Exemplary Paper Award, Classroom Observation SIG, American Educational Research Association, 2018
- Mid-Career President’s Faculty Award, University of Idaho, 2016
- Excellence in Scholarship Award, University of Idaho, 2015
- Haslett Distinguished Faculty Fellow Award, University of Idaho, 2013-2014
- Teacher Education Award, Horace Mann National Teacher Education Award, 2007
- Ph.D. Curriculum and Instruction, University of North Carolina at Greensboro, 2010
- M.Ed. Elementary Education, Drexel University, 2001
- B.A. Urban Studies, University of Pennsylvania, 1999