Megan Madigan Peercy Associate ProfessorPh.D.University of Utah(2004) Home Directory Megan Madigan Peercy Department: Department of Teaching and Learning, Policy and Leadership Division: LLSIEmail Address: firstname.lastname@example.orgPhone Number: (301) 405-0067Location: 2311 Benjamin Building Research Interests Broadly speaking, my interests lie within the following areas:, theory-practice relationship; practice-based pedagogies of teacher education; self-study of practice; teacher collaboration; core practices for teaching English language learners (ELLs). Bio Drawing from a sociocultural understanding of learning, I use qualitative methods to study the growth and development of teachers and teacher educators, particularly as they work for socially just outcomes for linguistically and culturally diverse learners in PK-12 settings. I am deeply invested in identifying and understanding the pedagogies that teacher educators utilize to draw upon and generate teachers’ experiences of practice, and in the ways in which practice and theory can be in dialogue with one another. Since 2015 I have directed a collective of 20 early career teachers and teacher educators as we have collaboratively explored the kinds of practices that matter for teaching ELLs. Examples of my recent work appear in Teaching and Teacher Education, Action in Teacher Education, TESOL Journal, and International Multilingual Research Journal. Together with Dr. Judy Sharkey, I have a forthcoming edited book entitled Self-study of language and literacy teacher education practices across culturally and linguistically diverse contexts. I have experience as an ESOL and Spanish teacher across a variety of ages and contexts, ranging from pre-K through adults. I am a recipient of the University of Maryland Graduate Faculty Mentor of the Year award. Publications See a more complete listing of my publications on ResearchGate. Selected recent publications: Peercy, M. M. & Troyan, F. J. (2017). Making transparent the challenges of developing a practice-based pedagogy of teacher education. Teaching and Teacher Education, 61, 26-36. Peercy, M. M., Ditter, M., & DeStefano, M. (2017). “We need more consistency”: Negotiating the division of labor in ESOL-mainstream teacher collaboration. TESOL Journal, 8(1), 215-239. Peercy, M. M., Martin-Beltrán, M., Yazan, B., & DeStefano, M. (2017). “Jump in any time”: How teacher struggle with curricular reform generates opportunities for teacher learning. Action in Teacher Education, 39(2), 203-217. Silverman, R. D., Martin-Beltran, M., Peercy, M., M., Hartranft, A., McNeish, D., Artzi, L., & Nunn, S. (2017). Effects of a cross-age peer learning program on the vocabulary and comprehension of ELs and Non-ELs in elementary school. Elementary School Journal, 117(3), 485-512. Martin-Beltrán, M., Daniel, S., Peercy, M. M., & Silverman, R. (2017). Developing a zone of relevance: Emergent bilinguals’ use of social, linguistic, and cognitive support in peer-led literacy discussions. International Multilingual Research Journal, 11(3), 152-166. Peercy, M. M., DeStefano, M., Kidwell, T., & Ramirez, R. (2016). Co-constructing practice in an online ESOL literacy methods course. Professional Development in Education, 42(5), 752-766. Troyan, F. J. & Peercy, M. M. (2016). “Feedback from outside of my own head”: Novice teachers’ perspectives on learning in lesson rehearsals. International Multilingual Research Journal, 10(3), 188-200. Daniel, S. M., Martin-Beltrán, M., Peercy, M. M., & Silverman, R. D. (2016). Moving beyond “Yes or no?” Shifting from over-scaffolding to contingent scaffolding in literacy education with emergent bilingual students. TESOL Journal, 7(2), 393-420. Peercy, M. M. & Austria, M. (2016). “It’s just really relevant to them”: One school district’s efforts to teach ELA credit-bearing newcomer ESOL courses. In L. de Oliveira & M. Shoffner (Eds.), Teaching English language arts to English language learners: Preparing pre-service and in-service teachers (pp. 215-239). London: Palgrave Macmillan. Peercy, M. M., DeStefano, M., Yazan, B., & Martin-Beltrán, M. (2016). “She’s my right hand”: Teacher collaboration for linguistically diverse students’ equitable access to curriculum. In J. C. Richards & K. Zenkov (Eds.), Social justice, the Common Core, and closing the instructional gap: Empowering diverse learners and their teachers (pp. 39-56). Charlotte, NC: Information Age Publishing. Selvi, A. F. & Peercy, M. M. (2016). Diversity within TESOL teacher education programs. In J. Crandall & M. Christison (Eds.) Teacher education and professional development in TESOL: Global perspectives (pp. 83-97). New York, NY: Routledge. Yazan, B. & Peercy, M. M. (2016). ESOL teacher candidates’ emotions and identity development. In J. Crandall & M. Christison (Eds.) Teacher education and professional development in TESOL: Global perspectives (pp. 53-67). New York, NY: Routledge.